PEMBELAJARAN BERBASIS TUGAS DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MAHASISWA PGSD (Penelitian Pada Mahasiswa PGSD Konsentrasi Matematika Universitas Muhammadiyah Magelang Tahun Ajaran 2017/2018)
DOI:
https://doi.org/10.31316/esjurnal.v5i2.300Abstract
Penelitian ini bertujuan untuk meningkatkan berpikir kreatif mahasiswa (PGSD) pendidikan guru sekolah dasar semester 6 kelas konsentrasi matematika dalam membuat skenario pembelajaran. Masalah yang berkaitan dengan penelitian ini yaitu mahasiswa merasa kesulitan untuk memunculkan ide-ide kreatif mereka ketika membuat skenario pembelajaran dalam pelajaran Matematika SD. Subyek penelitian ini berjumlah 43 mahasiswa yang terdiri dari mahasiswa reguler dan mahasiswa paralel.Jenis penelitian ini termasuk penelitian tindakan.Penelitian dilakukan selama 3 bulan terhitung mulai bulan Marethingga Mei 2018.Data dikumpulkan melalui observasi, tes, wawancara dan dokumentasi. Hasil dari penelitian ini ditemukan bahwa terdapat perbedaan berpikir kreatif mahasiswa antara siklus 1 dan siklus 2, disiklus 1 52,25% dan disiklus 2 69%. Dari hasil persentase tersebut dapat disimpulkan bahwa terdapat peningkatan antara siklus 1 dan siklus 2, artinya model pembelajaran berbasis tugas dapat meningkatkan kreativitas mahasiswa dalam membuat skenario pembelajaran.
Kata Kunci: Kemampuan Berpikir Kreatif Mahasiswa,Pembelajaran Berbasis Tugas, Skenario Pembelajaran.
Abstract
This study aims to improve the creativity of students (PGSD) of school education teacher semester 6 semester of mathematics concentration in making the learning scenario. Problems relating to this research are students who want to come up with their creative ideas to create lesson scenarios in elementary school mathematics lessons. The subject of this study is 44 students consisting of regular students and parallel students. This type of research includes action research. The study was conducted for 3 months from March to May 2018. Current data, interviews, questionnaires and documentation. The result of this research found that there is student creativity value between cycle 1 and cycle 2, cycle one is 53,25 and cycle two is 69%. From these results it can be concluded that there is an increase between cycle 1 and cycle 2, no model can increase creativity in making learning scenarios.
Keywords: student creative thinking, task-based learning, learning scenarios
References
Anang. (2010). One Minute Before Teaching. Bandung: Alfabeta.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research (Vol. 4). https://doi.org/10.1017/CBO9781107415324.004
Jolly,J.L., Treffinger, D. J., Inman, T. F., et al. (2011). Parented Gifted Children.Waco, TX: Prufcrock Press.
Maulana. (2010). Berpikir Kreatif Matematis Itu Perlu! Mimbar Sekolah Dasar.
Munandar & Utami.(2014). Pengembangan Kreativitas Anak Berbakat. Jakarta: PT. Rineka Cipta.
Mustadi, A. (2010). Peningkatan Prestasi Belajar Mahasiswa Melalui Metode Task Based Teaching (Tbt) Pada Mata Kuliah Bahasa Inggris Di Pgsd, Fip, Uny
Moma, L., & Moma, L. (2017). Pengembangan Kemampuan Berpikir Kreatif Dan Pemecahan Masalah Matematis Mahasiswa Melalui Metode Diskusi. Jurnal Cakrawala Pendidikan. https://doi.org/10.21831/cp.v36i1.10402
Newton, D. P. (2013). Moods, emotions and creative thinking: A framework for teaching. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2012.05.006
Nunan, D. (1988). The learner-centred curriculum.Cambridge: Cambridge University Press.
Prianto, A., & Made Sulandra, I. (2016). Berpikir Kreatif Dalam Pembelajaran Rme. Pendidika.
Skehan, P. (2014). Processing perspectives on task performance.Task-based language teaching. https://doi.org/http://dx.doi.org/10.1075/tblt.5
Thompson, R. A., & Zamboanga, B. L. (2014).Academic Aptitude and Prior Knowledge as Predictors of Student Achievement in Introduction to Psychology.Journal of Educational Psychology, 96(4), 778-784.
Torrance, E.P. (1965). Scientific Views of Creativity an Factors Affecting its Growth. Journal of the American Academy of Arts and Sciences,94,663-681.
Turkmen, H. (2015). Creative Thinking Skills Analyzes of Vocational High School Students. Journal of Educational and Instructional Studies in The World, 5(1).
Van Hook, C. W., & Tegano, D. W. (2012). The Relationship Between Creativity and Conformity Among Preschool Children. Journal of Creative Behavior, 36, 1-16.
Willis, J. (2004). A framework for task-based learning. London: Longman.
Willis, D., & WIllis, J. (2007). The basis of a task-based approach. In Doing Task-based Teaching.
Downloads
Published
Issue
Section
Citation Check
License
Authors who publish with this journal agree to the following terms:
-
The journal allow the authors to hold the copyright without restrictions and allow the authors to retain publishing rights without restrictions.
-
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Elementary School is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.upy.ac.id/index.php/es
