Think Talk Write (TTW) learning strategy and effects on creative problem-solving skills and creativity

Abstract

Problem solving is a basic ability that must be mastered by every student. In the world on era of Revolution Industry 4.0, the education system that has the function and purpose of national education in realizing the process of developing the quality of potential learners. However, difficulties in creative thinking make it difficult to achieve the objectives of curriculum. The results of this study indicate that the learning approach in curriculum, one of which is used by teachers in teaching is to use a scientific approach to the discussion method. According to the teacher, students have followed well in group discussions and responded very enthusiastically. From observations and interviews, there are two reasons for cooperative learning: (1) some research results prove that the use of cooperative learning can improve student learning achievement and can improve social relations skills, (2) cooperative learning can realize the needs of students in learning to think solve problems and integrate knowledge and skills. One learning model that might be implemented based on the above problems, namely the Think Talk Write (TTW) cooperative learning model.

Keywords

• think talk write (ttw)
• thinking skills
• creativity
• problem solving
• curriculum

Think Talk Write (TTW) Learning Model on Thinking Skills, Creativity, and Problem Solving

Abstract

Problem solving is a basic ability that must be mastered by every student. In the world on era of Revolution Industry 4.0, the education system that has the function and purpose of national education in realizing the process of developing the quality of potential learners. However, difficulties in creative thinking make it difficult to achieve the objectives of curriculum. The results of this study indicate that the learning approach in curriculum, one of which is used by teachers in teaching is to use a scientific approach to the discussion method. According to the teacher, students have followed well in group discussions and responded very enthusiastically. From observations and interviews, there are two reasons for cooperative learning: (1) some research results prove that the use of cooperative learning can improve student learning achievement and can improve social relations skills, (2) cooperative learning can realize the needs of students in learning to think solve problems and integrate knowledge and skills. One learning model that might be implemented based on the above problems, namely the Think Talk Write (TTW) cooperative learning model.

Keywords

• think talk write (ttw)
• thinking skills
• creativity
• problem solving
• curriculum

References

1. Agus Slamet Susanto, Haninda Bharata, S. D. (2018). The effect of Cooperative Learning Model Think-Talk-Write (TTW) Type on Mathematical Problem-Solving Abilities In Terms of Learning Habits. Al-Jabar : Jurnal Pendidikan Matematika, 9(1), 33–40. https://doi.org/https://doi.org/10.24042/ajpm.v9i1.2235
2. Akbar, R. R. A., & Komarudin, K. (2018). Pengembangan Video Pembelajaran Matematika Berbantuan Media Sosial Instagram sebagai Alternatif Pembelajaran. Desimal: Jurnal Matematika, 1(2), 209–215.
3. Akkaş, Ş. & Tortop, H.S. (2015). Differentiated Instruction for Gifted: Basic Concepts, Comparing of Models, and Suggestions. Journal of Gifted Education and Creativity, 2(2), 31-44.
4. Alinda Alias, R., Norris Hikmi, S., Ismail, S., Tapsir, H., Puteh, M., Selamat, A., & Assoc Marlia Puteh, B. (2017). Educational Technology as a Key to Unlocking the Fourth Industrial Revolution-Malaysian Higher Learning Perspectives Our Team Members.
5. America, L., Role, T., Chac, R., Giancarlo, F., & Orozco, L. (2019). Tensión entre democracia y autoritarismo en Latinoamérica y el rol del poder judicial. Utopia Y Praxis Latinoamericana, 24(3), 75–100.
6. Astin, A. E., Coesamin, M., & Djalil, A. (2015). Efektivitas Model Pembelajaran Kooperatif Tipe TTW Ditinjau dari Kemampuan Representasi Matematis. Jurnal Pendidikan Matematika Unila, 3(2), 1–9.
7. Balsa, J. (2019). La metáfora del “ escenario ” en la dinámica política y la valoración de la república parlamentaria en La lucha de clases en Francia y en El Dieciocho Brumario de Luis Bonaparte de Karl Marx. Utopia Y Praxis Latinoamericana, 24(2), 220–238.
8. Chang, H. Y., & Tzeng, S. F. (2018). Investigating Taiwanese Students’ Visualization Competence of Matter at the Particulate Level. International Journal of Science and Mathematics Education, 16(7), 1207–1226. https://doi.org/10.1007/s10763-017-9834-2

9. Cockcroft, W. H. (1982). Mathematics counts : report of the Committee of Inquiry into the Teaching of Mathematics in Schools under the chairmanship of W.H. Cockcroft. H.M.S.O.
10. Diani, R., Herliantari, H., Irwandani, I., Saregar, A., & Umam, R. (2019). The Effectiviness of SSCS Learning Model: Its Impact on the Students’ Creative Problem-Solving Ability on the Concept of Substance Pressure. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 9(1). https://doi.org/http://dx.doi.org/10.26740/jpfa.v9n1.p%25p
11. Diani, R., Irwandani, I., Al-Hijrah, A.-H., Yetri, Y., Fujiani, D., Hartati, N. S., & Umam, R. (2019). Physics Learning through Active Learning Based Interactive Conceptual Instructions (ALBICI) to Improve Critical Thinking Ability. Jurnal Penelitian Dan Pembelajaran IPA, 5(1), 48. https://doi.org/10.30870/jppi.v5i1.3469
12. Dočekal, V., & Tulinská, H. (2015). ScienceDirect The impact of technology on education theory. Procedia-Social and Behavioral Sciences, 174, 3765–3771. https://doi.org/10.1016/j.sbspro.2015.01.1111
13. Grigorenko, E. L. (2017). Gifted Education in Russia: Developing, Threshold, or Developed. Journal of Cogent Education, 4(16), 1–12.
14. Habibi, B., Hartinah, S., Umam, R., Syazali, M., Lestari, F., Abdurrahman, A., & Jauhariyah, D. (2019). Factor Determinants of Teacher Professionalism as Development of Student Learning Education at School of SMK PGRI in Tegal City, Indonesia. Journal of Gifted Education and Creativity, 6(2), 125–134.
15. Hernita, H., Kurniasih, M. D., & Khusna, H. (2018). Pengaruh Model Pembelajaran Kooperatif Tipe Think Talk Write (TTW) Berbantu Prezi terhadap Kemampuan Pemecahan Masalah Matematis Siswa di SMP Negeri 20 Jakarta. Prosiding SENAMKU, 1, 343–351.
16. Holidun, H., Masykur, R., Suherman, S., & Putra, F. G. (2018). Kemampuan Pemecahan Masalah Matematis Kelompok Matematika Ilmu Alam dan Ilmu-Ilmu Sosial. Desimal: Jurnal Matematika, 1(1), 29–37.
17. Huda, S., Anggraini, L., Saputri, R., Syazali, M., Umam, R., Islam, U., & Radenintan, N. (2019). Learning Model to Improve The Ability to Understand Mathematical Concepts. PRISMA, 8(2), 173–181.
18. Huda, S., Tsani, I., Syazali, M., Umam, R., & Jermsittiparsert, K. (2020). The management of educational system using three law Auguste Comte : A case of Islamic schools. Management Science Letters, 10(3). https://doi.org/10.5267/j.msl.2019.9.018
19. Ikashaum, F., Yunarti, T., & Sutiarso, S. (2014). Perbandingan Kemampuan Representasi Matematis Siswa antara Model Pembelajaran TTW dan TPS. 1(2), 59–71. https://doi.org/10.1137/09076773x 10.1137/09076773X
20. Jacques, L. A. (2017). What does Project-based Learning (PBL) Look like in the Mathematics Classroom? American Journal of Educational Research, 5(4), 428–433. https://doi.org/10.12691/education-5-4-11
21. Jaimes, R. (2019). Democracia y administración pública en Venezuela. Utopia Y Praxis Latinoamericana, 24(3), 10–29. Kasayanond, A., Umam, R., & Jermsittiparsert, K. (2019). Environmental Sustainability and its Growth in Malaysia by Elaborating the Green Economy and Environmental Efficiency. International Journal of Energy Economics and Policy, 9(5), 465–473. https://doi.org/https://doi.org/10.32479/ijeep.8310
22. Lestari, F., Saryantono, B., Syazali, M., Saregar, A., Jauhariyah, D., & Umam, R. (2019). Cooperative Learning Application with the Method of Network Tree Concept Map : Based on Japanese Learning System Approach. Journal for the Education of Gifted Young Scientists, 7(1), 15–32. https://doi.org/10.17478/jegys.471466
23. Look, T., Participation, C., & Happiness, S. (2019). Mirada transdisciplinaria de la participación ciudadana y la felicidad social en el discurrir del milenio Transdisciplinary Look of Citizen Participation and Social Happiness In the Course of the Millennium. Utopia Y Praxis Latinoamericana, 24(3), 1–10.
24. Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen.
25. Maulidi, I., Apriliani, V., & Syazali, M. (2019). Fungsi Zeta Riemann Genap Menggunakan Bilangan Bernoulli. Desimal: Jurnal Matematika, 2(1), 43–47. https://doi.org/10.24042/djm.v2i1.3589
26. Miller, T. (2018). Developing numeracy skills using interactive technology in a play-based learning environment. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0135-2
27. Munifah, M., Romadhona, A. N., Ridhona, I., Ramadhani, R., Umam, R., & Tortop, H. S. (2019). How to Manage Numerical Abilities in Algebra Material? Al-Jabar : Jurnal Pendidikan Matematika, 10(2), 223–232. https://doi.org/10.1017/CBO9781107415324.004
28. Networks, S., Channels, D., Participation, C., Moreno, Z., & Trejo, G. Z. (2019). Redes sociales como canales de digi-impacto en la participación ciudadana. Utopia Y Praxis Latinoamericana, 24(3), 30–45.
29. Novoa, A., Johann, P., Morillo, P., & Inciarte, A. (2019). Educación en y para la democracia. Utopia Y Praxis Latinoamericana, 24(3), 60–74.
30. Özreçberoğlu, N., & Çağanağa, Ç. K. (2018). Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253–1261. https://doi.org/10.29333/ejmste/82536
31. Prastowo, R., Huda, S., Umam, R., Jermsittiparsert, K., Prasetiyo, A. E., Tortop, H. S., & Syazali, M. (2019). Academic Achievement And Conceptual Understanding Of Electrodynamics: Applications Geoelectric Using Cooperative Learning Model. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(2), 165–175. https://doi.org/10.24042/jipfalbiruni.v0i0.4614
32. Pratiwi, V., & Muiz, A. (2016). Think-talk- write Strategy to Develop Fifth Grade Students ’ Mathematical Communication Ability in Comparison. International Conference of Education 2016, 926–936.
33. Rahim, R., Adyaraka, D., Sallu, S., Sarimanah, E., Hidayat, A., Sewang, A., & Hartinah, S. (2018). An application data security with lempel-ziv welch and blowfish. International Journal of Engineering and Technology(UAE), 7(2), 71–73.
34. Rahim, R., Adyaraka, D., Sallu, S., Sarimanah, E., Rahman, M. M., Chusna, N. L., … Kurniasih, N. (2018). Tiny encryption algorithm and pixel value differencing for enhancement security message. International Journal of Engineering and Technology(UAE), 7(2), 82–85.
35. Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the Effectiveness of Learning in the Use of Learning Modules Against Student Learning Outcomes. Desimal: Jurnal Matematika, 2(3), 233–240.
36. Ramadhani, R., Huda, S., & Umam, R. (2019). Problem-Based Learning , Its Usability and Critical View as Educational Learning Tools. Journal of Gifted Education and Creativity, 6(3), 219–231.
37. Sagala, R., Saregar, A., Thahir, A., Umam, R., & Wardani, I. (2019). The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding. European Journal of Educational Research, 8(3), 753–761.
38. Simanjuntak, M. (2015). Peningkatan Kemampuan Representasi dan Komunikasi Matematis Siswa SMP pada Materi Transformasi dengan Strategi Think-Talk-Write (TTW) Berbantuan Kartu Domino. Paradikma Jurnal Pendidikan, 8(1).
39. Smith, W. (2019). The role of environment clubs in promoting ecocentrism in secondary schools : student identity and relationship to the earth. The Journal of Environmental Education, 8964. https://doi.org/10.1080/00958964.2018.1499603
40. Suriati, S. (2019). Analisis Prestasi Belajar Matematika : Dampak Model Pembelajaran Kooperatif Tipe Think-Pair-Square Ditinjau dari Aktivitas Belajar. Desimal: Jurnal Matematika, 2(2), 181–188. https://doi.org/10.24042/djm.v2i2.4374
41. Tortop, H.S. (2018). Üstün zekâlılar eğitiminde farklılaştırılmış öğretim müfredat farklılaştırma modelleri (Diffrentiated Instruction and Models for Gifted Education). Istanbul: Genç Bilge Publishing
42. Umam, R., & Sommanawat, K. (2019). Strategic flexibility, manufacturing flexibility, and firm performance under the presence of an agile supply chain: A case of strategic management in fashion industry. Polish Journal of Management Studies, 19(2), 407–418. https://doi.org/10.17512/pjms.2019.19.2.35
43. Utami, T. N., Jatmiko, A., & Suherman, S. (2018). Pengembangan Modul Matematika dengan Pendekatan Science, Technology, Engineering, And Mathematics (STEM) pada Materi Segiempat. Desimal: Jurnal Matematika, 1(2), 165–172.
44. Wibowo, E., & Pratiwi, D. D. (2018). Pengembangan Bahan Ajar Menggunakan Aplikasi Kvisoft Flipbook Maker Materi Himpunan. Desimal: Jurnal Matematika, 1(2), 147–156.
45. Wong, T. M. (2018). Teaching innovations in Asian higher education: perspectives of educators. Asian Association of Open Universities Journal, 13(2), 179–190. https://doi.org/10.1108/AAOUJ-12-2018-0032