International Conference on Engineering.
Applied Sciences and Technology Application of the Open Learning Model to Improve the Creative Thinking Ability of Elementary School Students Trisna Cahya Sakti1.
Linda Astriani2 1,2 University of Muhammadiyah Jakarta.
Street.
Ahmad Dahlan.
Cirendeu.
Ciputat.
South Jakarta, 15419.
Indonesia
ARTICLEINFO
Keywords:
Creative Thinking.
Open Learning Model.
Elementary School
ABSTRACT
Creative thinking is an important ability for students because it allows them to generate new ideas that are effective to solve problems or create something innovative, but in contrast to what is in the field, it can be seen that there is a lack of maximum learning applied in the classroom in creative thinking.
The purpose of this study is to find out whether the application of the open learning model at SDN Perigi 01 improves students' creative abilities.
This research is quantitative with a Pre-Experimental design in the form of One-Group Pretest-Posttest.
The sample obtained by grade IVB students consisted of 30 students.
The instruments in this study are pretest posttest and data processing using SPSS 26.
The results of the study were obtained by Sig.
-taile.
Where 0.
000 < 0.
05, then Ho was rejected and Ha was approved, and the N-Gain results showed an average pretest score of 6.
93 and an average posttest score of 10.
7 and an N-Gain score of 0.
with high interpretation.
This study found that students had better creative thinking skills after open learning A International Conference on Engineering.
Applied Sciences and Technology All Rights Reserved Introduction O Education is an important part of the formation of intellectual human resources so that they can handle problems and meet future needs.
The education system determines the way learning is carried out and the teaching method and that is what determines the success of an education.
Good and appropriate education is when education makes learning easier and more enjoyable, and allows students to achieve goals according to the learning objectives .
school education.
Mathematics is very important in school education because it is a science that can train students to think creatively and solve problems .
In addition.
Mathematics also teaches creative, critical, analytical, and systematic thinking to solve these problems seen during mathematics lessons as well as in daily life .
The use of learning models that are assessed appropriately and well is one way that can help students understand mathematical However, understanding and interest in lessons are influenced by the problems faced in the mathematics learning process in school .
Mathematics is one of the subjects that is not interesting to students, students O Corresponding author.
Alamat email: lindaastriani@umj.
even consider the lesson difficult, so it becomes a scary thing for some students, this affects the teaching and learning process.
In addition, the main problem that often occurs is ineffective teaching methods, as well as problems faced by students when learning mathematics, one of which is their inability to understand the material .
This is the importance of improving students' creative abilities during the learning process is very important for a teacher .
Creative thinking is not just a ability, but also a necessity in the era of globalization.
Furthermore, the ability to think creatively is the ability to see a different view and solve it in a different way, creative thinking has the meaning of an activity carried out by individuals aiming to develop new ideas and thoughts with various points of view .
This shows that creative thinking is related to problem solving in various types, allowing students to solve problems in everyday life .
Assessing students' creative thinking, there are several indicators, one of which includes four indicators, namely:
International Conference on Engineering.
Applied Sciences and Technology Table 1.
Creative Thinking Indicators Indicator Fluency Flexibility Originality Elabration Definition The ability to think and produce ideas, answers and solution Ability to generate varied ideas, answers and solutions with many Ability to generate new ideas, answers and solutions with your The ability to expand or detail an idea or answers as well as a On this basis, it is important to use an effective learning model that is in accordance with learning That by using the right learning model, students can interact with each other, which produces good learning outcomes and has an impact on students' creative thinking skills .
Therefore, teachers need to improve and find solutions so that they can take full advantage of their students' creative thinking skills and appropriately apply the learning model they use.
One of the learning models that can help students think creatively is the open ended model.
This open-ended learning model allows students to think openly based on students' abilities .
The open-ended learning model also focuses heavily on problem-solving strategies based on students' abilities .
Method The method in this study is quantitative.
Quantitative methods are used as proofs that use numbers in statistical analysis to solve research problems .
The type of research used is preexperimental with a one-group pretest-posttest The explanation of the design of this study is explained as follows .
Table 2.
One Group Pretest Posttest Design Table Pretest Application Of The Open Posttest Ended Learning Model Symbol description:
01= Pretest results .
efore using the open ended 02 = Posttest results .
fter using the open ended x = Applied open ended model This research was carried out at SDN Perigi 01 with the sampling technique in this study, namely simple random sampling.
According to simple random sampling is to randomly select sample members from the population without considering the population level and a sample of class IVB with 30 students at SDN Perigi 01 was found.
To analyze the improvement of students' creative thinking skills, validity tests, reliability tests and analysis prerequisite tests were used consisting of normality tests and homogeneity tests and N-Gain tests and hypothesis tests using paired sample t-tests with data processing using SPSS.
Results and Discussion Validity Test In the validity test, two tests were carried out, namely expert validation and validity construct, with the aim of conducting expert validation to see the feasibility of the questions that will be used during the research, while the validity of the construct in this study which was carried out in class IVB aims to test the 12 questions that have been made and validated by experts really in accordance with the researcher's objectives and can be used in the research, with the results of the validity test obtained all valid questions meaning that the 12 questions can be.
Reliability Test Table 3.
Reliability Test Calculation Results Reliability Statistic CronbachAos Alpha N of Items From the results above, the alpha value on 12 questions was 0.
888, where 0.
888 the score has a very strong interpretation which means that the 12 questions are suitable for use.
Normality Test Table 4.
Results of Normality Test Calculation Grade Kolmogorov-Smirnov Test Pretest Statistic Df Sig.
And Posttest
Pretest
0,13
Trisna Cahya Sakti.
Linda Astriani International Conference on Engineering.
Applied Sciences and Technology Pottest
0,25
In the table of the results of the normality test at the pretest value Sig 0.
13 > 0.
05 while at the posttest 25 > 0.
05, it can be concluded that the normality test in the pretest and pottest Ho is approved and Ha is rejected, which means that the data is normal.
which can be seen in the discussion of the percentage chart of creative thinking indicators.
Paired Sample T Test Table 7.
Table of Paired Samples T-Test Results Pair1 Pretest Posttest Mean Homogeneity Test Table 5.
Homogeneity Test Calculation Results Grade Test of homogeneity of variances Levene df1 Based On Mean Based On Median Based On Mendian And With Adjustest Based On Trimmed 3,120 Mean Sig.
In the results of the homogeneity test in the table above for the value based on mean , 0.
108 was obtained, which means 0.
108 > 0.
005, then Ho was approved and Ha was rejected.
So the data is homogeneous or the same.
N-gain Test Table 6.
Results of N-Gain Score Pretest and Posttest Calculation Average pretest
6,93
Average Posttest
N-Gain score pretest
and posttest
0,71
Based on the results obtained in the N-Gain test on the pretest and posttest results with the results on average pretest getting a score of 6.
93 and on the average posttest score of 10.
7 with the results of the N-Gain test score 0.
71 which in this number has a high interpretation value which means that the open learning model applied has an increase in learning outcomes in students' creative thinking skills.
The increase in average score results occurred because students were able to explain the concept of flat building with their own understanding.
Students are also better able to visualize flat shapes by looking at objects around them and students are also easier to answer and respond to questions and practice problems given by the teacher, as well as an average increase in each indicator of creative thinking ability Paired Samples Test Paired Differences Std.
Std.
Deviation Error Confidence Mean Interval Of The Difference Sig.
Taile.
From the results obtained on Sig.
-taile.
with a value of 0.
Where 0.
000 < 0.
05, and the tcount value is 9.
844 with a table value of 1.
Ho is rejected and Ha is approved.
By looking at the results of the average score before and after the test, it can be interpreted that there has been an improvement in students' creative thinking skills with the application of the open-ended learning model in the classroom.
Percentage of Creative Thinking Ability Results Figure 1.
Recapitulation of the percentage of creative thinking indicators pretest and posttest Fluency Thinking The fluent thinking indicator shows that students answer questions in the wrong way and do not follow the instructions.
However, after applying the open ended learning model, students were able to answer the questions correctly and in accordance with the instructions so that the results of the posttest of the fluent thinking indicator improved.
International Conference on Engineering.
Applied Sciences and Technology Pretest answers Pretest answers Posttest Answers Posttest Answers Figure 2.
Fluent Thinking Indicator Answers Flexibility Thinking The indicator of flexible thinking in the pretest shows that students are not able to follow instructions accurately and consistently, they are only able to follow instructions related to their subject matter.
In addition, students' answers are not much different from those taught during the learning process, in contrast to posttest answers, where students have begun to understand the subject matter and are able to answer questions with a variety of different solution options and answers.
Figure 3.
Flexible Thinking Indicator Answers Original Thinking In the original thinking indicator, some students conducted a pretest by identifying the flat shape of the building that was only presented by the teacher in class.
On the other hand, students in the posttest answer various forms of flat shapes simply by knowing their characteristics and imagining their answers in the form of flat figures.
Trisna Cahya Sakti.
Linda Astriani International Conference on Engineering.
Applied Sciences and Technology Pretest answers Posttest Answers Figure 4.
Original Thinking Indicator Answers Elaboration Thinking The detailed thinking indicator also shows that the student has given the answer to the question with the right formula, but not in a way or stage that is appropriate for the question.
On the contrary, students in the posttest have given answers to the questions in a clear way, and detailed explanations.
Pretest answers Posttest Answers Figure 5.
Detailed Thinking Indicator Answers Conclusion According to data obtained from research on the application of the open ended learning model to improve the creative thinking skills of elementary school students at SDN Perigi 01, students' creative thinking padz skills became better before and after the implementation of the open ended learning This shows that the open-ended learning model can improve students' creative thinking skills.
Judging from the results of the Sig.
-taile.
value Where 0.
000 < 0.
05, and the tcount value 844 with a table value of 1.
699 and in the NGain test the pretest score is 6.
93 and in the posttest 7 with an N-Gain score of 0.
71 high By looking at the difference in the results before and after the test as well as the increase in the average results, it can be concluded that students' creative thinking skills improved after the application of the open-ended learning model in the classroom.
Thus, it can be said that the openended learning model can improve students' creative abilities.
Because it provides a broader understanding for students to learn their concepts and find different ways to solve them.
Therefore, it is important for teachers to use a good learning model and actively involve students in a learning atmosphere to achieve learning goals.
Reference