FEASIBILITY OF CREATIVE EXPLORATION, CREATIVE ELABORATION, CREATIVE MODELING, PRACTICE SCIENTIFIC CREATIVITY, DISCUSSION, REFLECTION (C3PDR) TEACHING MODEL TO IMPROVE STUDENTS’ SCIENTIFIC CREATIVITY OF JUNIOR HIGH SCHOOL

TitleFEASIBILITY OF CREATIVE EXPLORATION, CREATIVE ELABORATION, CREATIVE MODELING, PRACTICE SCIENTIFIC CREATIVITY, DISCUSSION, REFLECTION (C3PDR) TEACHING MODEL TO IMPROVE STUDENTS’ SCIENTIFIC CREATIVITY OF JUNIOR HIGH SCHOOL
Publication TypeJournal Article
Year of Publication2017
AuthorsZulkarnaen,, Supardi, IZA, Jatmiko, B
JournalJournal of Baltic Science Education
Volume16
Issue6
Start Page1020-1034
PaginationContinuous
Date PublishedDecember/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsC3PDR teaching model, feasible, junior high school, scientific creativity
Abstract

Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection (C3PDR) teaching model is a model specifically developed to improve the students’ scientific creativity of junior high school. This research is aimed to analyze the feasibility of C3PDR model in improving the students’ science creativity. The teaching model is considered feasible if it meets the criteria: valid, practical and effective. Ninety-six of the eighth-grade students in Samarinda, Indonesia who attended the science subjects participated in the research during the odd semester in academic year 2015/2016. Its validation was performed by three science education experts through focus group discussions and using validation sheets. The practicality of the model was assessed by 4 teachers using the observation sheets and the effectiveness of the model was determined based on the pre-test post-test of scientific creativity. Scientific creativity measured using Scientific Creativity Structure Model (SCSM) test. The results showed that this model has the content and construct validity in very valid category, practical, and effective with the statistic percentage of agreement R > 85% and n-gain values = .42, and p < .05. Thus, the C3PDR teaching model is feasible to improve the student’s scientific creativity of junior high school.

URLhttp://oaji.net/articles/2017/987-1513971535.pdf
Refereed DesignationRefereed
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