Model Project Based Entrepreneuruial Science Thinking Untuk Meningkatkan Keterampilan Berpikir Kreatif Mahasiswa dengan Menggunakan Blanded Learning
Abstract
Abstrak:Teknologi dalam pembelajaran sangat bermanfaat ketika masa pandemic covid 19. Dosen dapat memilih metode pembelajaran dengan mengabungkan pembelajaran secara offline dan online yang dikenal dengan istilah blanded learning. Tujuan penelitian ini adalah untuk menganalisis pengaruh model project based entrepreneurial science thinking terhadap pemikiran kreatif calon mahasiswa PGSD. Jenis penelitian ini adalah penelitian eksperimen semu dengan subjek penelitian sebanyak 72 mahasiswa PGSD. Dalam pelaksanaannya, kelas eksperimen diajar dengan menggunakan model project based entrepreneurial science thinking, kelas kontrol adalah kelas konvensional. Parameternya adalah berpikir kreatif dengan 4 indikator, yaitu fluency, flexibility, originality and elaborative. Pengumpulan data menggunakan penilaian pretest dan posttest. Data disajikan dan dianalisis secara deskriptif. Hasil penelitian secara keseluruhan rata-rata skor berpikir kreatif mahasiswa PGSD pada kelas eksperimen adalah 83,50 dengan indeks N-gain sebesar 0,58, lebih tinggi dibandingkan pada kelas kontrol 71,25 dengan indeks N-gain sebesar 0,28. Dari hasil penelitian dapat disimpulkan bahwa model project based entrepreneurial science thinking berpengaruh dalam meningkatkan kemampuan berpikir kreatif mahasiswa PGSD, lebih efektif dibandingkan konvensional dalam meningkatkan berpikir kreatif guru dalam pembelajaran.
Abstract: Technology in learning is very useful during the Covid 19 pandemic. Lecturers can choose learning methods by combining offline and online learning, known as blended learning. The aim of this research is to analyze the influence of the project based entrepreneurial science thinking model on the creative thinking of prospective elementary school teacher students. This type of research is quasi-experimental research with research subjects as many as 72 PGSD students. In its implementation, the experimental class was taught using a project based entrepreneurial science thinking model, the control class was a conventional class. The parameters are creative thinking with 4 indicators, namely fluency, flexibility, originality and elaborative. Data collection uses pretest and posttest assessments. Data is presented and analyzed descriptively. Overall research results, the average creative thinking score of elementary school teacher students in the experimental class was 83.50 with an N-gain index of 0.58, higher than in the control class of 71.25 with an N-gain index of 0.28. From the research results, it can be concluded that the project based entrepreneurial science thinking model has an effect on improving the creative thinking abilities of elementary school teacher students, and is more effective than conventional ones in improving teachers' creative thinking in learning.
Keywords
Full Text:
DOWNLOAD [PDF]References
Aini, D. F. N. (2020). Pengembangan pedoman e-modul berorientasi student active learning sebagai pendukung pembelajaran di sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 5(2), 292–304.
Anggrawan, A., & Jihadil, Q. S. (2018). Comparative analysis of online e-learning and face to face learning: an experimental study. 2018 Third International Conference on Informatics and Computing (ICIC), 1–4.
Bahri, A., Nurhayati, N., & Sigarra, D. F. (2019). Blended Learning Method Integrated with Bloom–Rederker–Guerra (B–R–G): Model to Enhance Self-Regulated Learner. Advances in Social Science, Education and Humanities Research (ASSEHR), Volume 227 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018), 227, 79–84.
Bhowmik, J., Meyer, D., & Phillips, B. (2019). Using blended learning in postgraduate applied statistics programs.
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. Org, 1(2), 73–89.
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81.
Chiang, C.-L., & Lee, H. (2016). The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709–712.
Daulay, U. A. (2016). Pengaruh Blended Learning Berbasis Edmodo Dan Motivasi Belajar Terhadap Hasil Belajar Ipa Biologi Dan Retensi Siswa Pada Sistem Peredaran Darah Manusia Di Kelas VIII SMP N 5 Medan. Unimed.
Dias, M., & Brantley-Dias, L. (2017). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Interdisciplinary Journal of Problem-Based Learning, 11. https://doi.org/10.7771/1541-5015.1721
Ergül, N. R., & Kargın, E. K. (2014). The effect of project based learning on students’ science success. Procedia-Social and Behavioral Sciences, 136, 537–541.
Halim, L., & Meerah, T. S. M. (2016). Science education research and practice in Malaysia. Science Education Research and Practice in Asia: Challenges and Opportunities, 71–93.
Halvorsen, A.-L., Duke, N. K., Brugar, K. A., Block, M. K., Strachan, S. L., Berka, M. B., & Brown, J. M. (2012). Narrowing the achievement gap in second-grade social studies and content area literacy: The promise of a project-based approach. Theory & Research in Social Education, 40(3), 198–229.
Harahap, F., Nasution, N. E. A., & Manurung, B. (2019). The Effect of Blended Learning on Student’s Learning Achievement and Science Process Skills in Plant Tissue Culture Course. International Journal of Instruction, 12(1), 521–538.
Hasmunarti, H., Bahri, A., & Idris, I. S. (2018). Analisis kebutuhan pengembangan blended learning terintegrasi strategi pblrqa (problem-based learning and reading, questioning & answering) pada pembelajaran biologi. Biology Teaching and Learning, 1(2), 101–108.
Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203–220.
Hwang, G., & Chen, C. (2017). Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950–971.
Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 479–496.
Lin, Y.-W., Tseng, C.-L., & Chiang, P.-J. (2016). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741–770.
Ravari, H. K., & Salari, P. (2015). Examining the impact of teacher’s creativity on learning motive and students’ improvement. International Academic Journal of Social Sciences, 2(10), 11–19.
Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4).
Sinar, J. A., Arsyad, N., & Syam, R. (2017). Development of Interactive Multimedia for Remedial Programs in Mathematics Learning. Journal of Chemical Information and Modeling, 21(2), 1689–1699.
Subahan, M., & Ismail, M. (2017). Pedagogi Abad ke-21. Selangor: Percetakan Jiwabaru Sdn. Bhd.
Sudjimat, D. A., Nyoto, A., & Romlie, M. (2021). Implementation of project-based learning model and workforce character development for the 21st century in vocational high school. International Journal of Instruction, 14(1), 181–198.
Sugiyono. (2008). Metode Penelitian Kuantitatif Kualitatif dan R&D. CV. Alfabeta, Bandung.
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21.
Syukri, M., Halim, L., Meerah, T. S. M., & FKIP, U. S. K. (2013). Pendidikan STEM dalam Entrepreneurial Science Thinking ‘ESciT’: Satu Perkongsian Pengalaman dari UKM untuk ACEH. Aceh Development International Conference, 26–28.
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48–59.
Wahyudi, W., Anugraheni, I., & Winanto, A. (2018). Pengembangan model blended learning berbasis proyek untuk menunjang kreatifitas mahasiswa merancang pembelajaran matematika sekolah dasar. JIPM (Jurnal Ilmiah Pendidikan Matematika), 6(2), 68–81.
Widiana, I. W., Bayu, G. W., & Jayanta, I. N. L. (2017). Pembelajaran berbasis otak (brain based learning), gaya kognitif kemampuan berpikir kreatif dan hasil belajar mahasiswa. JPI (Jurnal Pendidikan Indonesia), 6(1), 1–15.
Yustina, Y., Halim, L., & Mahadi, I. (2020). The effect of’fish diversity’book in Kampar district on the learning motivation and obstacles of Kampar High School students through online learning during the Covid-19 period. Journal of Innovation in Educational and Cultural Research, 1(1), 7–14.
Zainuddin, Z. (2017). First-Year College Students’ Experiences in the EFL Flipped Classroom: A Case Study in Indonesia. International Journal of Instruction, 10(1), 133–150.
DOI: https://doi.org/10.31764/pendekar.v6i4.20000
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Nanang Rahman, Liswijaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Contact Admin:
Email: [email protected]
WhatsApp: +62 853-3397-5477
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Pendekar : Jurnal Pendidikan Berkarakter already indexed:
