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Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry

Yıl 2019, Cilt: 4 , 701 - 710, 01.12.2019
https://doi.org/10.24331/ijere.628706

Öz

The aim of this research was to determine the influence of learning physics using project and experimental methods in terms of social interaction and creative thinking of students. The learning material used is about optical devices. The results of the study include: (1) Students are not fluent in providing answers; (2) Students are less able to think openly in answering questions; (3) When the teacher gives questions, students do not immediately take the initiative to answer; (4) Students tend to answer questions whose answers are already listed in the textbook; (5) Students give examples according to what the teacher gave; (6) Students are less able to combine information that has been given by the teacher to provide examples or other answers to a question; (7) Students are less able to give ideas about a thing with several different points of view; (8) Students are less able to create their own ideas that are new and different from usual. The results of students’ conceptual understanding on optical geometry can be placed into pattern and be influenced by social interaction and creative thinking skills.

Kaynakça

  • Anwar,M.N., Shamim-ur-Rasool,S.&Haq,R.(2012).A comparasion of creative thinking abilities of high and low achievevers secondary school student.International Interdisciplinary Journal of Education,1(1).Barr,R.B.& John Tagg,J.(1995)From teaching tolearning —a new paradigm for undergraduate education,change.The Magazine of Higher Learning,27:6,12-26,DOI: 10.1080/00091383.1995.10544672Bartolomé,L.(1994)Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review: 64(2),173-195.Dariyanto (2009).Panduan Proses Belajar Kreatif dan Inovatif (Jakarta: Buku yang Cerdas dan Mencerdaskan).Duman,T. & Karagoz,S. (2016).An evaluation of Turkish teacher education system compared to other models in different countries.International Journal of Educational Research Review , 1 (1), 1-13.Freudenberg,B., Brimble,M.&Cameron,C.(2011).Work-integrated learningand generic skill development: The development ofbusiness students’ generic skills through work-integrated learning.Asia-Pacific Journal of Cooperative Education,12 (2),79-93.Guilford,J.P.(1975)Varieties of creative giftedness, their measurement and development.Gifted Child Quaterly ,19,107-21.Heilman,G.&Korte,W.B.(2010)The role of creativity and innovation inschool curricula in the Eu2(Luxembourg: Publications Office of the European Union).Jonsson,A. &Svingby,G. (2007).The use of scoring rubrics: Reliability, validity and educational consequences.Educational Research Review,2(2), 130-144.Kampylis,P.&Berki,E.(2014).Nurturing creative thinking (Belle France: UNESCO).Kaya, İ.(2018).Examination of preschool teachers' opinion on alternative assessment.Universal Journal of Educational Research 6(10), 2294-2299.Kealey,B.T.,Holland,J.& Watson,M.(2005)Preliminary evidence on the association between critical thinking and performance in principles of accounting. Issues in Accounting Education, 20(1),33-49.King,F.J., Goodson,L.& Rohani,F.(2009).Higher order thinking skillsın publication of the educational services program, now known as the center for advancement of learning and assessment. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf (online).Kumar,J.(2014).A study of creative thinking abilities of senior secondary school student in realation to their intelegence.Scholarly Research Journal For Humanity Science & English Languange 1(1).Leithwood,K., Harris,A. & Hopkins,D.(2008)Seven strong claims about successful school leadership,School Leadership & Management,28:1,27-42,DOI: 10.1080/13632430701800060.Massoudil,M.(2003)Can scientific writing be creative? Journal of Science Education and Technology,12,115–28McDermott,L.C.(1990).A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers.American Journal of Physics 58, 734https://doi.org/10.1119/1.16395McFarlane,D.A.(2013)Understanding the challenges of science education in the21st century: New opportunities for scientific literacy.International Letters of Social And Humanistic Sciences,10,35-44.Pahlevi,T., Rosy,B. & Ranu,E.M. (2018). A scientific approach based on portfolio assessment for autonomyproblem solving. InternationalJournal of Educational Research Review,3(2), 29-36. Purwanti,D., Gunarhadi & Musadad,A.A. (2019). The effect of local-based 2013 curriculum implementation on students’ environmental awareness. International Journal of Educational Research Review,4(1),65-75. Rofi’udin,A.(2000)Model Pendidikan Berpikir Kritis Kreatif untuk Siswa Sekolah Dasar(Majalah Bahasa dan Seni) 1(28)pp 72-94.
Yıl 2019, Cilt: 4 , 701 - 710, 01.12.2019
https://doi.org/10.24331/ijere.628706

Öz

Kaynakça

  • Anwar,M.N., Shamim-ur-Rasool,S.&Haq,R.(2012).A comparasion of creative thinking abilities of high and low achievevers secondary school student.International Interdisciplinary Journal of Education,1(1).Barr,R.B.& John Tagg,J.(1995)From teaching tolearning —a new paradigm for undergraduate education,change.The Magazine of Higher Learning,27:6,12-26,DOI: 10.1080/00091383.1995.10544672Bartolomé,L.(1994)Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review: 64(2),173-195.Dariyanto (2009).Panduan Proses Belajar Kreatif dan Inovatif (Jakarta: Buku yang Cerdas dan Mencerdaskan).Duman,T. & Karagoz,S. (2016).An evaluation of Turkish teacher education system compared to other models in different countries.International Journal of Educational Research Review , 1 (1), 1-13.Freudenberg,B., Brimble,M.&Cameron,C.(2011).Work-integrated learningand generic skill development: The development ofbusiness students’ generic skills through work-integrated learning.Asia-Pacific Journal of Cooperative Education,12 (2),79-93.Guilford,J.P.(1975)Varieties of creative giftedness, their measurement and development.Gifted Child Quaterly ,19,107-21.Heilman,G.&Korte,W.B.(2010)The role of creativity and innovation inschool curricula in the Eu2(Luxembourg: Publications Office of the European Union).Jonsson,A. &Svingby,G. (2007).The use of scoring rubrics: Reliability, validity and educational consequences.Educational Research Review,2(2), 130-144.Kampylis,P.&Berki,E.(2014).Nurturing creative thinking (Belle France: UNESCO).Kaya, İ.(2018).Examination of preschool teachers' opinion on alternative assessment.Universal Journal of Educational Research 6(10), 2294-2299.Kealey,B.T.,Holland,J.& Watson,M.(2005)Preliminary evidence on the association between critical thinking and performance in principles of accounting. Issues in Accounting Education, 20(1),33-49.King,F.J., Goodson,L.& Rohani,F.(2009).Higher order thinking skillsın publication of the educational services program, now known as the center for advancement of learning and assessment. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf (online).Kumar,J.(2014).A study of creative thinking abilities of senior secondary school student in realation to their intelegence.Scholarly Research Journal For Humanity Science & English Languange 1(1).Leithwood,K., Harris,A. & Hopkins,D.(2008)Seven strong claims about successful school leadership,School Leadership & Management,28:1,27-42,DOI: 10.1080/13632430701800060.Massoudil,M.(2003)Can scientific writing be creative? Journal of Science Education and Technology,12,115–28McDermott,L.C.(1990).A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers.American Journal of Physics 58, 734https://doi.org/10.1119/1.16395McFarlane,D.A.(2013)Understanding the challenges of science education in the21st century: New opportunities for scientific literacy.International Letters of Social And Humanistic Sciences,10,35-44.Pahlevi,T., Rosy,B. & Ranu,E.M. (2018). A scientific approach based on portfolio assessment for autonomyproblem solving. InternationalJournal of Educational Research Review,3(2), 29-36. Purwanti,D., Gunarhadi & Musadad,A.A. (2019). The effect of local-based 2013 curriculum implementation on students’ environmental awareness. International Journal of Educational Research Review,4(1),65-75. Rofi’udin,A.(2000)Model Pendidikan Berpikir Kritis Kreatif untuk Siswa Sekolah Dasar(Majalah Bahasa dan Seni) 1(28)pp 72-94.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Meji Aprianingtyas Bu kişi benim

Widha Sunarno Bu kişi benim

Suparmi Suparmi Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 4

Kaynak Göster

APA Aprianingtyas, M., Sunarno, W., & Suparmi, S. (2019). Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry. International Journal of Educational Research Review, 4, 701-710. https://doi.org/10.24331/ijere.628706
AMA Aprianingtyas M, Sunarno W, Suparmi S. Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry. IJERE. Aralık 2019;4:701-710. doi:10.24331/ijere.628706
Chicago Aprianingtyas, Meji, Widha Sunarno, ve Suparmi Suparmi. “Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry”. International Journal of Educational Research Review 4, Aralık (Aralık 2019): 701-10. https://doi.org/10.24331/ijere.628706.
EndNote Aprianingtyas M, Sunarno W, Suparmi S (01 Aralık 2019) Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry. International Journal of Educational Research Review 4 701–710.
IEEE M. Aprianingtyas, W. Sunarno, ve S. Suparmi, “Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry”, IJERE, c. 4, ss. 701–710, 2019, doi: 10.24331/ijere.628706.
ISNAD Aprianingtyas, Meji vd. “Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry”. International Journal of Educational Research Review 4 (Aralık 2019), 701-710. https://doi.org/10.24331/ijere.628706.
JAMA Aprianingtyas M, Sunarno W, Suparmi S. Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry. IJERE. 2019;4:701–710.
MLA Aprianingtyas, Meji vd. “Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry”. International Journal of Educational Research Review, c. 4, 2019, ss. 701-10, doi:10.24331/ijere.628706.
Vancouver Aprianingtyas M, Sunarno W, Suparmi S. Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry. IJERE. 2019;4:701-10.

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