The Efforts to Improve Student Learning Outcomes with an Online Material Solution in School Classes in Rural Indonesia

This article was an effort to improve student learning in schools in rural areas that can be made by various solutions, including utilizing materials available on the Internet. The authors believe that schools in remote areas did not necessarily have to surrender to their conditions, but they must make various efforts to improve the quality of learning. Therefore, we have carried out this study by utilizing many existing data and literature sources, found by searching the Internet. Next, we examined the phenomenological approach to find an answer from a large number of data at the highest level. The analysis involved coding the data, evaluating, and drawing conclusions that we believe can answer the main problem. Based on the analysis and discussion of the results, we can conclude that the learning problems in remote areas can be solved using the internet network, which has slowly penetrated remote areas. The result was also said that online materials were solution when teachers and resources were limited access, and these online materials barely distinguish between schools in cities and villages. Thus, the results of this study can add insights that were useful at the academic level of high schools and their benefits for policy courts in government and education practitioners in the field. Keywords: Students Learning Outcomes, Online Materials, Rural Schoo

PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA DENGAN MINAT BELAJAR SEBAGAI VARIABEL MODERATOR: Studi Quasi Eksperimen Faktorial Siswa Kelas XI IPS di SMAN 1 Sukahaji pada Mata Pelajaran Prakarya dan Kewirausahaan

ABSTRAK PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA DENGAN MINAT BELAJAR SEBAGAI VARIABEL MODERATOR (Studi Quasi Eksperimen Faktorial pada Siswa Kelas XI IPS di SMAN 1 Sukahaji Mata Pelajaran Prakarya dan Kewirausahaan) Dibimbing oleh: Prof. Dr. H. Eeng Ahman, M.S. dan Dr. Budi Santoso, M.Si. Oleh Zahra Noor Azizah Penelitian ini dilatar belakangi oleh revolusi industri 4.0 pada dunia pendidikan dan keterampilan yang harus dikuasai dalam pembelajaran abad 21 yang difokuskan pada kemampuan berpikir kreatif. Tujuan dari penelitian ini untuk menguji teori konstruktivisme dengan cara menguji penggunaan metode pembelajaran creative problem solving dan problem based learning mempengaruhi tingkat kemampuan berpikir kreatif siswa, tingkat minat belajar siswa mempengaruhi tingkat kemampuan berpikir kreatif siswa, pengaruh interaksi antara model pembelajaran dengan minat belajar siswa terhadap kemampuan berpikir kreatif siswa. Penelitian ini dilakukan mengingat pentingnya kemampuan berpikir kreatif yang harus dikuasai siswa, karena itu guru dirasa perlu menggunakan model pembelajaran yang tepat dan juga perlu mengetahui tingkat minat belajar siswa karena memiliki kontribusi baik pada proses pembelajaran. Metode penelitian yang digunakan yaitu quasi eksperimen, dengan desain penelitian faktorial 2 x 2. Penelitian dilakukan pada siswa SMA Negeri 1 Sukahaji dengan menggunakan instrumen soal dan angket. Analisis data akan menggunakan Two-Ways ANOVA dengan bantuan SPSS 24. Temuan penelitian ini: 1) Penggunaan model pembelajaran creative problem solving dan problem based learning berpengaruh terhadap tingkat kemampuan berpikir kreatif siswa dalam mata pelajaran prakarya dan kewirausahaan. 2) Tingkat minat belajar siswa berpengaruh terhadap tingkat kemampuan berpikir kreatif siswa dalam mata pelajaran prakarya dan kewirausahaan. 3) Tidak ada pengaruh interaksi antara metode pembelajaran dengan minat belajar siswa terhadap tingkat kemampuan berpikir kreatif siswa dalam mata pelajaran prakarya dan kewirausahaan. Kata kunci: Model pembelajaran, creative problem solving, problem based learning, minat belajar, kemampuan berpikir kreatif ABSTRACK THE INFLUENCE OF CREATIVE PROBLEM SOLVING AND PROBLEM BASED LEARNING MODELS ON STUDENTS CREATIVE THINKING ABILITY WITH LEARNING INTEREST AS A MODERATOR VARIABLE (Factorial Quasi Experimental Study on Class XI IPS Students at SMAN 1 Sukahaji in the Subject of Craft and Entrepreneurship) Under guidance of : Prof. Dr. H. Eeng Ahman, M.S. dan Dr. Budi Santoso, M.Si. By Zahra Noor Azizah This research is motivated by the industrial revolution 4.0 in the world of education and the skills that must be mastered in 21st century learning which are focused on the ability to think creatively. The purpose of this research is to test constructivism theory by examining the use of creative problem solving and problem based learning learning methods that affect the level of students' creative thinking abilities, the level of students' interest in learning affects the level of students' creative thinking abilities, the effect of interaction between learning methods and students' learning interests on students' abilities. students' creative thinking. This research was conducted bearing in mind the importance of creative thinking skills that must be mastered by students, therefore the teacher feels the need to use appropriate learning methods and also needs to know the level of student interest in learning because it has a good contribution to the learning process. The research method used was quasi-experimental, with a 2 x 2 factorial research design. The research was conducted on students of SMA Negeri 1 Sukahaji using questions and questionnaires as instruments. Data analysis will use Two-Ways ANOVA with the help of SPSS 24. The findings of this study: 1) The use of creative problem solving and problem-based learning methods influences the level of students' creative thinking abilities in craft and entrepreneurship subjects. 2) The level of student interest in learning affects the level of students' creative thinking abilities in craft and entrepreneurship subjects. 3) There is no interaction effect between learning methods and students' learning interest on the level of students' creative thinking abilities in crafts and entrepreneurship subjects. Keywords: Learning models, creative problem solving, problem based learning, interest in learning, ability to think creatively

The Validity and Reliability of an Adapted Problem-Solving Inventory (PSI): The Exploration of Paradoxical Problem-Solving as a Means to Manage Organizational Conflict

This mixed method research was used to develop and validate an adapted survey that incorporates the paradoxical problem-solving concept under the context of social conflict theory, and to provide employees and employers more creative techniques to manage organizational conflict. One aspect of social conflict theory, problem-solving theory, focused on how individuals respond when confronted with unfamiliar tasks (Newell, Shaw & Simon, 1958a). A concurrent mixed methods design was used to determine validity and reliability evidence. This study consisted of four phases. Phase one was a qualitative phase that utilized 11 experts, examining for validity evidence of test content. Phase two consisted of two stages (a) 3-person focus group pilot study which was qualitative, and (b) pilot study survey (N= 52) which was quantitative. The 3-person focus group pilot study examined validity evidence based on response processes, and the pilot survey examined for reliability evidence and validity evidence based on internal structure. Phase three was a qualitative phase that utilized 6 persons and examined for validity evidence based on response processes. The fourth phase was a quantitative phase that established validity evidence based on internal structure and reliability evidence with Cronbach’s alpha. Exploratory factor analysis was used on data gathered from 300 participants. Six factors were generated, with the first construct (Problem-Solving Confidence) loading strongly on the first and second factors; the second construct (Approach-Avoidance Style) loading on the fourth, fifth and sixth factors, and the third construct (Personal Control) loading strongly on the third factor. Cronbach’s alpha was used to determine reliability evidence on the instrument; α = .849. Reliability for each of the three constructs was examined using Cronbach’s alpha: .845 for Problem-Solving Confidence (10 items), .789 for Approach-Avoidance Style (10 items), and .729 for Personal Control (5 items). The instrument created in this study, the Paradoxical Problem-Solving Inventory, was developed to have organizations look at an alternative method instead of the traditional ADRs used. The instrument can provide human resource practitioners and researchers the tool that is necessary when managing organizational conflict, and the opportunity to transcend from problems into a learning-oriented approach

Educação para o pensamento criativo e crítico em tecnologia e design de produto

Doutoramento em Educação - Didática e Desenvolvimento CurricularA investigação relatada emergiu das observações da autora, enquanto docente numa licenciatura de Tecnologia e Design de Produto, numa instituição portuguesa de ensino superior politécnico, face às dificuldades dos estudantes de pensar criativamente, particularmente na fase de geração de conceitos, e de se posicionar, criticamente, em relação a essas ideias. Em linha com essas observações está a literatura recente que sugere que o desenvolvimento das capacidades de pensamento criativo e de pensamento crítico devem constituir objetivos explícitos de aprendizagem nos cursos de design. O estudo teve por objetivo avaliar o efeito de uma intervenção didática potencialmente promotora do pensamento criativo e do pensamento crítico sobre o desempenho de um grupo de estudantes, acompanhado ao longo de três semestres letivos. Para esse efeito, realizaram-se testes de criatividade e de pensamento crítico pré e pós-intervenção no grupo experimental e num grupo de controlo. No quadro sócio-crítico em que o estudo se inscreve, a intervenção aplicada assentou em dois pressupostos teóricos fundamentais: (1) as capacidades de pensamento criativo e crítico dos estudantes podem ser promovidas pela introdução do Design Thinking como um conteúdo de aprendizagem, e (2) esse trabalho deve ser complementado pela promoção da reflexão metacognitiva dos estudantes. O desenho da intervenção teve por base o mesmo modelo de Design Thinking. Perspetivando-se, por analogia, o processo de ensino e aprendizagem como uma viagem de natureza exploratória, desenvolveu-se o conceito de um Logbook individual como instrumento didático potencialmente promotor da autorreflexão metacognitiva dos estudantes. Em associação, concebeu-se uma taxonomia de estilos cognitivos. Os resultados obtidos indicam uma evolução positiva das capacidades de pensamento criativo do grupo experimental, quando comparado com o grupo de controlo. Quanto ao pensamento crítico, não foram detetadas diferenças significativas em nenhum dos grupos. Do trabalho realizado resultaram instrumentos didáticos potencialmente promotores das capacidades de pensamento dos estudantes a serem utilizadas em unidades curriculares de projeto no domínio do design e desenvolvimento de produto.Presented research arose from author’s observations as a teacher in a Technology and Product Design degree of a Portuguese polytechnic institution, given the students’ difficulties to think creatively, particularly in the phase of generating concepts and positioning themselves critically about these ideas. In line with these observations, recent literature suggests that the development of creative thinking and critical thinking skills should constitute explicit learning objectives in design courses. The study aimed to evaluate the effect of an educational intervention potentially promoter of creative thinking and critical thinking on the performance of a group of students followed through three consecutive semesters. To this end, creativity and critical thinking tests, pre and post intervention, were applied in the experimental group and in a control group. Attending the socio-critical characteristics of the study, applied intervention was based on two fundamental theoretical assumptions: (1) students’ creative and critical thinking skills can be promoted by the introduction of Design Thinking as a learning content, and (2) this work should be complemented by the promotion of students’ metacognitive reflection. Intervention design was based on the same Design Thinking model. Comparing the learning process, by analogy, with an exploratory travel, a concept of an individual Logbook as an educational tool to potentially promote students’ metacognitive self-reflection was developed. A complementary taxonomy of cognitive styles was also conceived. Results indicate a positive evolution of creative thinking skills in the experimental group compared with the control group. In respect with critical thinking, no significant differences in either group were detected. Resulting from the study, teaching tools to be applied in courses in the field of design and product development that can potentially promote students’ thinking skills were produced