Sensory Substitution, Key to Inclusive Learning

Visually impaired students, in primary education, encounter unique challenges while learning creative skills, exploring artistic expression and developing problem-solving skills, because so much instructional content is delivered visually. Sensory substitution—an approach that replaces visual information with feedback from other intact senses like touch, sound, taste or smell—provides an opportunity to address those challenges. Through the use of sensory substitution, this thesis proposes concrete ways to capitalize on the enhanced abilities of visually impaired primary school students. The research outcome of this thesis is a system of templates that puts these enhanced abilities to work for visually impaired students, to support them while they learn creative skills and practice problem-solving in a classroom setting. Each template contains a lesson that can be learned by using the process of paper quilling. The templates work equally well for sighted and visually impaired students, since all will be able to understand the lesson by using the sense of touch, as they learn by making

Analisis Pengaruh Disposisi Matematis, Kemampuan Berpikir Kreatif, dan Persepsi pada Kreativitas terhadap Kemampuan Pemecahan Masalah Matematis

This study aimed to examine the effect on the perception of creativity to the creative thinking abilities; the effect of the disposition of mathematical and creative thinking abilities to mathematical problem solving ability. Statistical method used is path analysis. The test results indicate that there is significant influence of perception on the creativity of the creative thinking abilities; significant influence on the ability to think creatively and mathematical disposition towards mathematical problem solving ability; There are no direct influence on the perception of the creativity of the mathematical problem solving ability

Kemampuan Berpikir Kreatif Siswa Melalui Creative Problem Solving

Creative thinking ability is the one of important things in mathematics lesson. In developing such creative thinking ability, teachers must be good at giving ideas and issues which are relatively different from before, so that we can find something new. The authors formulate the problem: Do the creative thinking abilities of students who received Creative Problem Solving learning better than students who received conventional learning?Quasi-experimental research with experimental design (Nonequivalent group pretest-posttest design) aims to determine students' achievement of creative thinking abilities through Creative Problem Solving. The benefits of this research are expected to improve the students' creative thinking ability through CPS further in SMPN 2 South Tarogong. The instrument used in this study is a written test form with a description of the subject lines and angles. The population was all students of class VIII SMPN 2 South Tarogong; the sample of the selected class is VII-D and VII-E class. From the analysis of data normality test results of initial tests, obtained a score in the experimental class was not normal, so the test followed by Mann Whitney test, the gain was normalized. These results indicate that: (1) The improvement of students' creative thinking ability who received Creative Problem Solving learning better than students who received conventional learning, (2) The improvement of students' creative thinking ability who received Creative Problem Solving learning included into the high category, (3) The students' attitude of the experiment class on the subjects of mathematics and Creative Problem Solving learning was dominated by a positive attitude

PENERAPAN STRATEGI PEMBELAJARAN CREATIVE PROBLEM SOLVING BERBASIS EKSPERIMEN DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN BERPIKIR KREATIF DALAM PEMECAHAN MASALAH SISWA SMA PADA MATERI LISTRIK DINAMIS

Penelitian ini bertujuan untuk mendapatkan gambaran terkait peningkatan kemampuan kognitif dan keterampilan berpikir kreatif dalam pemecahan masalah siswa setelah diberikan perlakuan dengan pembelajaran Creative Problem Solving (CPS) berbasis eksperimen dan pembelajaran kovensional. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian the randomized pretest-posttest control group design. Sampel penelitian sebanyak 58 siswa SMA yang dibagi ke dalam dua kelas (29 kelas eksperimen dan 29 kelas kontrol). Kelas eksperimen diberi perlakuan dengan pembelajaran CPS sedangkan kelas kontrol dengan pembelajaran konvensional. Data hasil penelitian diperoleh melalui pemberian tes kemampuan kognitif dan tes keterampilan berpikir kreatif dalam pemecahan masalah sebelum dan sesudah diberikan perlakuan. Data yang sudah terkumpul kemudian dianalisis dengan menggunakan perhitungan N-gain, Uji-t, effect size, dan korelasi product mement. Hasil analisis data menunjukkan bahwa baik kelas eksperimen maupun kelas kontrol, kemampuan kognitif siswa sama-sama mengalami peningkatan dengan kategori sedang. Peningkatan keterampilan berpikir kreatif dalam pemecahan masalah siswa pada kelas eksperimen mengalami peningkatan dengan ketegori sedang, sedangkan untuk kelas kontrol peningkatan pada kategori rendah. Berdasarkan hasil Uji-t pada taraf kepercayaan 95% (α = 0,05) menunjukkan bahwa penerapan pembelajaran CPS berbasis eksperimen secara signifikan dapat lebih meningkatkan kemampuan kognitif dan keterampilan berpikir kreatif dalam pemecahan masalah siswa dibanding penerapan penerapan pembelajaran konvensional. Selain itu, berdasarkan hasil perhitungan effect size menunjukkan bahwa penerapan pembelajaran CPS berbasis eksperimen efektif dalam meningkatkan keterampilan berpikir kreatif dalam pemecahan masalah siswa dengan kategori sedang. Berdasarkan perhitungan korelasi product mement menunjukkan bahwa kemampuan kognitif memiliki hubungan yang sangat kuat dengan keterampilan berpikir kreatif dalam pemecahan masalah siswa. Kata Kunci: Creative Problem Solving, Eksperimen, kemampuan kognitif, keterampilan berpikir kreatif, dan pemecahan masalah. The purposes of this research was to give a description about the development of cognitive abilities and creative thinking skills in problem solving after the Creative Problem Solving (CPS) learning and the conventional learning. The method used in this research was a quasi-experimental with the randomized pretest-posttest control group design. The participants in this research consist of 58 students in ninth grade were divided into two classes (29 experimental class and 29 control class). Experimental class were treated with Creative Problem Solving (CPS) learning while control class with conventional learning. Data obtained through of cognitive ability test and creative thinking skills in problem solving test, before and after treatment. Data collected then analyzed with calculate N-gain, t-test, effect size, and korelasi product mement.. The result showed that both the experimental and control class, students's cognitive abilities were equally increased the medium category. Creative thinking skills in problem solving in the experimental class has increased in medium category while for the control classes included in low category. Based on the results of hypothesis testing with α = 0.05 showed that the implementation of Creative Problem Solving (CPS) learning strategy can significantly improve cognitive ability and creative thinking skills in problem solving than conventional learning. In addition, based on the calculation of effect size indicates that the implementation of Creative Problem Solving (CPS) learning was effective in improving the creative thinking skills in solving problems of students with medium category. Based on the results of korelasi product mement showed that cognitive abilities have strong corelation with the creative thinking skills in solving problems of students. Key words: creative problem solving, cognitive ability, creative thinking skills, and problem solving

Pengaruh Model Pembelajaran Matematika Berbasis Pengajuan dan Pemecahan Masalah terhadap Kemampuan Berpikir Kreatif

This research is aimed to determine the effect of the Problem Posing and Solving to creative thinking abilities of students of SMA Kristen Abdi Wacana on the Trigonometry's material. The form of this research is quasi experiment with posttest only control group design. The technique to be used is measurement techniques via written tests in the form of essays. From posttest result is known the average score creative thinking abilities of students of experiment class is 10.22 and the average score creative thinking abilities of students of control class is 7.96. From t test calculation, is known thitung ttabel or 2.15 > 2.01 so there are differences in creative thinking abilities of students of experiment class and control class. Effect size calculation is 0.59, so the contribution of Problem Posing and Solving included in medium criteria. Based on these data we can conclude that the Problem Posing and Solving based learning effect on creative thinking abilities of students on the Trigonometry's material in tenth grade SMA Kristen Abdi Wacan

Profil Tingkat Berpikir Kreatif Siswa Kelas VII SMP Negeri 16 Surakarta Dalam Pemecahan Masalah Aritmatika Sosial Ditinjau Dari Motivasi Dan Gender

. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya's Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya's steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya's steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya's steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya's steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya's steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students' learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty

DEVELOPING TEACHER PERFORMANCES TO IMPROVING STUDENTS CREATIVE THINKING CAPABILITIES IN MATHEMATICS

Teacher performances to improving students creative thinking is still weakness. The research report finds out those 130 elementary teachers could not impress and direct students developing students’ creative thinking. Therefore, it is needed a strategy to develop teacher professional intensively. The purposes of this research were to describe mathematics teachers in developing learning strategy that improving student’s creative thinking and to figure out capabilities of teachers’ creative thinking and abilities to planning and implementing the teaching model of mathematical problem solving and problem posing. Participants of this research were six elementary school teachers at the third, fourth, and sixth grades respectively two schools at Sidoarjo. The results points out those teachers have good level of creative thinking in solving and posing a problem and the y could design and implement their planning using model of solving and posing problems

The Effects of Creative Problem Solving-based Learning Towards Students\u27 Creativities

PENGARUH PEMBELAJARAN IPA BERBASIS CREATIVE PROBLEM SOLVING TERHADAP KREATIVITAS SISWA SMPAbstrakPenelitian ini bertujuan untuk menganalisis pengaruh pembelajaran berbasis creative problem solving (CPS) terhadap kemampuan kreatif siswa kelas VII SMP di Gunungkidul. Penelitian ini merupakan penelitian kuasi eksperimen dengan populasi siswa kelas VII SMP di Kabupaten Gunungkidul yang masih menerapkan Kurikulum 2013 pada Semester 2 Tahun Ajaran 2015/2016. Sampel sebanyak tiga sekolah yang ditentukan berdasarkan stratified cluster random sampling, yakni SMP Negeri 1 Wonosari untuk sekolah kategori tinggi, SMP Negeri 1 Semin untuk sekolah kategori sedang, dan SMP Negeri 1 Paliyan untuk sekolah kategori rendah. Penentuan kelas eksperimen dan kontrol pada masing-masing sekolah dilakukan dengan teknik cluster random sampling. Kelas eksperimen diberikan perlakuan pembelajaran dengan model berbasis CPS dan kelas kontrol diberikan perlakuan pembelajaran dengan model discovery learning. Variabel Instrumen yang digunakan untuk mengukur kemampuan kreativitas adalah tes uraian terbuka. Data dianalisis menggunakan uji-t sample independent. Hasil penelitian menunjukkan adanya pengaruh yang positif pembelajaran IPA berbasis CPS terhadap kemampuan kreativitas siswa.Kata kunci: creative problem solving, discovery learning,kreativitasAbstractThis study was aimed at analyzing the effects of creative problem solving-based learning on the creative abilitIES of seventh-grade students in Gunungkidul. The study used a quasi experimental method with the population of seventh-grade students of the junior high school in Gunungkidul Regency that applied Curriculum 2013 in Semester 2 of the Academic Year 2015/2016. The samples were determined by stratified cluster random sampling including SMP Negeri 1 Wonosari for the high school category, SMP Negeri 1 Semin for the medium school category, and SMP Negeri 1 Paliyan for the low school category. The determination of the experiment and control class in each school was done by cluster random sampling technique. The experimental classeswere given treatment using creative problem solving-based learning while the control classes were given treatment using the discovery learning model. The instrument was an open-ended test used to measure the creativity level of the students. The data were analyzed qualitatively. The results show that there was a positive effect of creative problem solving-based learning on students\u27 creative abilities

Evaluation of creative problem solving abilities in undergraduate structural engineers through interdisciplinary problem based learning

For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen’s University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another disciplin