Creative Thinking of Middle School Students in Solving Physics Problems

Globally, bridging the achievement gap between low and high ability students in examinations have been the goal of educators. Academic achievement disparities among students have been one of the major reasons bedeviling the attainment of target by many schools in external examinations. This study aimed at using performance assessment to narrow the gap between high and low ability students’ achievement in tests. The descriptive survey was used to gather data from a 234 JHS students in Ahanta West Municipality obtained from a multi-stage sampling procedure. Teacher-made achievement tests were used to collect the data and were analysed with descriptive statistics and multivariate analysis of variance. Results of the analyses revealed that both high and low ability JHS students’ achievements in tests were improved when assessed with performance assessment. It was concluded that educators at JHS should be in the known that performance assessment is the tool for closing gaps between high and low ability students’ achievements in examinations. Therefore, assessors at the JHS level should adapt and integrate high percentage of performance assessment tasks in assessing students in order to close the gap between the low and high ability students’ achievement in the tests and examinations.

The relation between mental ability and auditory discrimination ability was examined by recording event-related potentials from 60 women during an auditory oddball task with backward masking. Across conditions that varied in intensity and in the interval between the target and masking stimuli, the higher ability (HA) group exhibited greater response accuracy, shorter response times, larger P3 amplitude, and shorter P3 latency to target stimuli than the lower ability (LA) group. When instructed to ignore the stimuli, the HA group exhibited shorter mismatch negativity latency to deviant tones than the LA group. The greater speed and accuracy of auditory discrimination for the HA group, observed here with multiple measures, is not a consequence of response strategy, test-taking ability, or attention deployment.

The Spearman's law of diminishing returns in chess

Nowadays environmental issues challenge the educational field to cultivate problem solving process and creative thinking skills in students. The objective of this research was to observe the problem solving process and creative thinking of students at State Senior High School in Klaten Regency in solving the ecosystem problem based on the academic ability (high, medium, and low). This research was qualitative which used think-aloud technique in which the subjects (S) were nine students chosen by using stratified random sampling technique. The data analysis used was triangulation. The problem solving process skill was scored from the students’ thinking structure in tackling the problem served. Furthermore, the students’ creative thinking ability was measured from the students’ final results in coping ecosystem problem which then was scored based on the creative thinking skill rubric. The results showed that there were errors found in problem solving process of S1, S2, S3, S4, S5, S6, S8 and S9 due to their lack of background knowledge. Meanwhile, the errors resulted by S7 were caused of misconception. In addition, the students who had high, medium, and low academic abilities tended to have the creative qualifications as creative, medium, and less creative in sequence.

PurposeThe study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.Design/methodology/approachThe research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.FindingsKey finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.Originality/valueThe present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

The objectives of this study were 1) to study the effects of the reading instruction using Question-Answer Relationships (QAR) and reading strategies on reading comprehension ability of eleventh grade students and 2) to explore the reading strategies that the students from high and low reading ability groups use in reading cycles. The sample included 44 eleventh grade students studying at Nawamin Trachutit Matchim School in Nakhonsawan. The instruments used in this study were 1) the English reading comprehension pre- and post- tests 2) student logs 3) semi-structure interview to find out the process of answering questions and the reading strategies the students used. The data were analyzed using mean scores, standard deviation, and a paired sample t-test. The findings revealed that 1) the mean score of the reading comprehension posttest was higher than the mean score of the pretest at the significant level of 0.05; 2) the students had positive attitude towards English reading and the interest in answering reading questions had increased considerably. Moreover, the students from both high and low reading ability groups could explain concisely the reading strategies they used for each type of questions. However, the low reading ability students had problems with some reading strategies, the language use and background knowledge which hindered the ability to read and answer some types of questions.

This research was aims to know the development procedure, validity, practicality, and effectiveness of the student's worksheet by instilling mathematical creative thinking ability on junior high school student are that meets valid and practical criteria, as well to know the effectiveness of student's worksheet towards student's mathematical creative thinking ability at SMP Muhammadiyah 2 Depok Sleman in the academic year 2019/2020. The types of research that were conducted the development research. The model used in this research was the ADDIE (Analysis, design, development, implementation, evaluation) model. The subject in this research was student’s grade VII at SMP Muhammadiyah 2 Depok Sleman, with the subject of the small-scale trials were five students, and the subject of the big-scale trials were 29 students. In this research, the data collection instruments with the validation test questionnaire for material experts and media experts, the student's response questionnaire, and the student's creative thinking test sheet. The data analysis technique used in this research was data analysis of validity, practicality, and effectiveness. The research outcomes based on validation test of student's worksheet include in category valid from validation of material experts with the average percentage of assessment of material expert is 4,1 with valid category ( ) and validation of media experts with percentage average was 3,8 with valid category ( ). While from and student's response questionnaire, the student's worksheet was 3,4 with practical category ( ), and from effectiveness with the percentage of classical learning completeness student was 72,4 with good category ( ). Students' worksheets by instilling mathematical creative thinking ability are valid, practical, and effective in learning.

This study investigated the perceptions of middle and high school students in a private international school in Indonesia toward ability grouping practiced in the school. The study aimed at measuring respondents’ overall perception of ability grouping; comparing perceptions across gender, ability groups, and grade levels; and exploring the perceived advantages and disadvantages of ability grouping. A total of 640 students from middle school (grades 7-9) and high school (grades 10-12) responded to the ability grouping survey questionnaire constructed by the researcher. The research instrument contained 10 items on a 5-point Likert scale and 2 open-ended questions. Descriptive statistics revealed that the students had an overall neutral perception of ability grouping. The independent samples t-test resulted in no significant difference between male and female students’ perceptions. Similarly, the ANOVA test revealed no significant difference between low, middle, and high ability students’ perceptions of ability grouping. However, there was a statistically significant difference in students’ perceptions when grouped according to grade levels. It was noted that grade 11 students significantly differed from grade 7 and 9 students. They leaned more towards disagreement with ability grouping. Moreover, although the respondents identified several advantages of ability grouping mainly for high ability students, an overwhelming majority of them perceived that ability grouping has more disadvantages, especially for low ability students. Since ability grouping appears to be more disadvantageous to the low-ability students, it is recommended that the administrators design after-school enhancement programs and extracurricular activities especially targeting students in the low ability groups. Teachers also need to employ differentiated instruction and cater to the unique learning styles of students in the different ability groups. Besides, since it was found that the student population had an overall neutral perception of ability grouping, a further study that measures the perceptions of teachers, administrators, and parents would be helpful as a basis to continue, modify, or discontinue the practice.

Has become a self-learning potential of children born with underdeveloped due to formal-traditional pendidikian system which emphasizes the role of the teacher (teacher center). But with the development of the times, the education system turns into a student center point is more emphasis on the activity and creativity of the students to develop their identity or ability. From the above background, appears formulation of the problem to be discussed: first how the application of self-learning method on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, both how the development of creative thinking of students on subjects PAI (Religious Education Islam) in elementary school districts Kedungwaras Modo Lamongan, third how the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan. Lots of methods applied in the world of learning, related to curriculum diterapkanya 2013 which has general purpose is to improve the competence manifested in intelligence, knowledge, personality, character, and skills to live independently and to follow further education. This research is a field research (field research) with a qualitative descriptive approach and to obtain data on the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, after the collected data analysis research the percentage technique, then study dideskriptifkan to the conclusion by using the method of observation, documentation, interviews and questionnaires. The study concluded that the self-learning method is quite effective at all in developing creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan with indicators as follows; the percentage calculation above may take the average value of 69.05%, which is between 40-70%, and 50-82% student response was very positive in the category enough. So many students are more responsible, the students were able to argue in accordance with their own ideas, students are more confident, students more easily solve the problem, happy to discuss, more and more skilled active.

<p>Teaching and learning in the 21st century should equip students with creative thinking skills to be ready to live and contribute productively to society. This study aims to determine the effect of the implementation of STEM-PjBL on Creative Thinking Skill in Environmental Pollution Material of 7-grade. The quasi-experimental design of the nonequivalent pretest-posttest control group was used in this study. The subjects in this study were students of class VII at SMP Negeri 37 Medan. Subject selection was done by purposive sampling technique. The samples of this study consist of class VII-D as the control class and class VII-C as the experimental class. Data collection techniques used in this study were test techniques. The instrument used was the multiple-choice questions consist of 25 questions to measure student learning creative thinking skill based on the Tawil and Liliasari from Building The Knowledge, Arouses Curiosity, Looking at The Different Angle of Information and Forecasting Limited Information. This means that there is an effect for learning between the experimental class and the control class. The average result of the student creative thinking skill in the experimental class was 91% (very good category). The results showed that there was a significant effect of the STEM-PjBL Model on Students Creative Thinking Skill learning was in 0.030 for effect learning with t-test and this is the results of the t-test obtained that the 2-tailed significance value, the STEM-PjBL model can be used as an alternative learning to empower 21st century skills.</p>

The purpose of this study was to describe the profile of students’ mathematical creative thinking skills in solving problems through contextual learning based on high, medium, or low initial abilities. The method used in this study is descriptive qualitative. There were 6 research subjects of junior high school students in the border area of Malang and Blitar Regencies. Data collection was done by observation, tests, and interviews. The results of this study are (1) High-ability students can fulfill three indicators; those are fluency, flexibility, and novelty according to the material, so that they are in the very creative category. There are high ability students who fulfill two indicators; those are fluency and flexibility well based on the material, so that they are in the creative category. (2) Middle-ability students can fulfill an indicator namely flexibility according to the material, so that they are in the category of quite creative. (3) Low ability students can fulfill two indicators, namely fluency and flexibility well based on the material, so that they are in the creative category. (4) The profile of students’ mathematical creative thinking skill in solving problems through contextual learning based on early mathematical abilities was different. The profile of students’ creative thinking skills is expected to be a teacher’s reference to determine appropriate assignments and assessments to be given to students.

This article discusses how high school students' creative learning in Biology learning to improve Communication Skills. Creative learning is learning that puts the teacher forward in facilitating learning activities, so that the learning atmosphere is conducive. Communication Skills is the extent of the use of the mind in solving problems by using its thinking skills at a higher cognitive level. This type of research is development research (Research and Development), which is used as concrete evidence in increasing Communication Skills with creative learning involving 10 schools, both public and private schools, and 10 Biology subject teachers as a needs analysis. Retrieval of need assessment data using a questionnaire technique through Google Form given to high school biology teachers. The results of the need assessment show that teachers who always improve students' creative learning by 70%, implementation of the Problem Solving learning model by 30%. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students. Teachers still have difficulties in implementing Problem Solving learning to improve creative learning by 80%. Conclusion SCICR learning can be used to increase Communication Skills and creative thinking in students.

This study aims to determine the difference in the increase in mathematical reasoning ability between students who learn using mathematical interactive multimedia and students who learn using conventional learning, both in overall ability and by categories of early mathematical ability (high, medium, and low). This study is a quasi-experimental research with the experimental group learns through mathematical interactive multimedia and the control group learns through conventional learning. This study was conducted in one of Public Senior High Schools in Bandung with the subject sample consisted of two classes. Data was collected using an instrument in the form of mathematical reasoning ability test. Data analysis was performed on the average normalized gain between the two groups of samples by using t-test and two-way ANOVA. Early mathematical ability of students of both the experimental class and control class is divided into three groups, namely high, medium, and low. The results showed that the enhancement of mathematical reasoning ability of experimental group is better than the control group. Considering from early mathematical ability, there were significant differences in the increase of mathematical reasoning ability among the high, medium, and low ability students. There is an interaction between the learning method (using interactive multimedia and conventional) and the initial mathematical ability (high, medium, and low) in improving students' mathematical reasoning ability.

This study aims to describe perceptions, practicum results, and students' creative thinking skills in online and offline practicums. This research is ex post facto. The subjects of this study were 70 students of the 2016 and 2017 batches of the Department of Biology Education, University of Muhammadiyah Malang. The two batches experienced different treatments; the 2016 batch took offline practicums, while the 2017 batch took practicums online due to the Covid-19 pandemic. The research instruments consisted of (1) student perception sheets, (2) tests, and (3) creative thinking skills assessment instruments. Data were analyzed descriptively and inferentially using one-way ANOVA and Hotelling's T2. The study results show students' perceptions of offline and online practicum. Students tend to understand the material better in offline practicum than online, and students also think that offline practicum is more interesting than online. Other findings indicate that students find it difficult to understand procedures in online practicums compared to offline ones. In addition, students experience technical problems in offline practicums, especially those related to networks. In contrast, technical issues can be overcome in online practicums because students can consult directly with practicum assistants. Analysis of student practicum results shows no difference between offline and online practicum results from the aspects of understanding and activeness. Meanwhile, from the aspect of report value, the online practicum is better than the offline one. This study also shows that students' creative thinking skills in offline practicums are higher than online in terms of the four aspects of creative thinking and three aspects of assessment, namely data analysis, work methods, and lists of references. In general, student perceptions, practicum results and creative thinking skills in offline practicums are better than in online ones.

The article is devoted to the theoretical study of the main views on the idea of creativity of psychology students. The relevance indicates the importance of systematization of existing approaches to the study of creativity of students of psychological specialties and the development of recommendations for its development. Professionally important qualities of future psychologists are revealed, a special place among which is given to creativity. The main part of the article presents a traditional definition of the concept of “creativity”, which is understood as a general ability based on the interaction of all aspects of general intelligence, the ability to productive thinking and personal characteristics. Features of the development of creativity in the student environment are presented. Particular attention is paid to the specifics of creativity in psychology students based on the analysis of modern domestic and foreign studies. Thus, the prevalence of medium and low levels of creativity in psychology students is noted, which increase in the learning process. In the development of creative thinking and creativity in psychology students, an integrated approach should be used, including psychological and pedagogical technologies and methods of work in educational and extracurricular activities.