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All Journal Jurnal Penelitian Pendidikan Journal of Nonformal Education Educational Management Journal of Primary Education Journal of Nonformal Education and Community Empowerment
Khomsun Nurhalim, Khomsun
Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan Universitas Negeri Semarang
Humanities Decision Sciences, Operations Research & Management Education

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Journal : Journal of Primary Education

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Kemampuan Berpikir Kreatif dalam Pembelajaran Model Connecting Organizing Reflecting Extending Ditinjau dari Kecerdasan Emosional Maftukhah, Nur Ajeng; Nurhalim, Khomsun; Isnarto, Isnarto
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.723 KB) | DOI: 10.15294/jpe.v6i3.21141

Abstract

Penelitian ini bertujuan untuk: (1) mengetahui tingkat ketuntasan klasikal hasil belajar, mendeskripsikan perbedaan berpikir kreatif antara model CORE dengan model Ekspositori, dan mendeskripsikan pengaruh kecerdasan emosional terhadap berpikir kreatif; (2) menganalisis profil dan proses tahapan berpikir kreatif ditinjau dari kecerdasan emosional. Jenis penelitian ini adalah mixed method dengan desain penelitian concurrent embedded. Analisis kuantitatif menggunakan uji proporsi, independent sample t-test, dan uji regresi. Sedangkan analisis kualitatif meliputi data reduction, data display, dan conclusion drawing/verification. Hasil penelitian ini yaitu (1) Nilai kemampuan berpikir kreatif mencapai ketuntasan lebih dari 75%, kemampuan berpikir kreatif dengan model CORE lebih baik daripada dengan model ekspositori, dan terdapat pengaruh positif kecerdasan emosional terhadap kemampuan berpikir kreatif sebesar 80,2%. (2) Siswa dengan kecerdasan emosional tinggi mempunyai profil berpikir kreatif yaitu kreatif (TKBK 3), siswa dengan kecerdasan emosional sedang mempunyai profil berpikir kreatif yaitu cukup kreatif (TKBK 2), serta siswa dengan kecerdasan emosional rendah mempunyai profil berpikir kreatif yang berbeda kurang kreatif (TKBK 1), dan tidak kreatif (TKBK 0). (3) Siswa dengan kecerdasan emosional tinggi mampu melewati semua tahap berpikir kreatif dengan baik, siswa dengan kecerdasan emosional sedang mampu melewati tahapan berpikir kreatif, meskipun terdapat tahapan yang belum terlewati seperti tahap iluminasi, dan siswa dengan kecerdasan emosional rendah kurang mampu dalam melewati tahap kemampuan berpikir kreatif, hanya mampu melewati tahap persiapan.The purpose of this research are to (1) know the level of classical completeness of learning outcomes, describe the difference of creative thinking between CORE model with Expository model; and describe the influence of emotional intelligence on the creative thinking (2) analyze the profile and stage process of creative thinking viewed from emotional intelligence. Kind of this research is mixed method with concurrent embedded design. Quantitative analysis uses proportion test, independent sample t-test, and regression test. While the qualitative analysis includes data reduction, display data, and conclusion drawing/verification. The results of this research are (1) the value of creative thinking ability achieves completeness more than 75%, the creative thinking ability with learning CORE model is better than learning expository model, and there is a positive influence of emotional intelligence on creative thinking ability is 80.2%; (2) Students with high emotional intelligence have a profile of creative thinking ability is creative (TKBK 3), students with medium emotional intelligence have a profile of creative thinking ability is creative enough (TKBK 2), and students with low emotional intelligence have different a profile of creative thinking ability, less creative (TKBK 1) and not creative (TKBK 0); (3) Students with high emotional intelligence are able to pass through all stages of creative thinking ability well; students with medium emotional intelligence are able to pass through the stage of creative thinking ability, although there are several stages that have not been missed such as illumination stage; and students with low emotional intelligence are less able to pass through the stage of creative thinking ability, only able to pass the preparation stage
The Implementation of Talking Stick Model Assisted by Audio-Visual Media Toward Positive Character and Learning Outcome Asri, Betty Widya; Nurhalim, Khomsun; Suhandini, Purwadi
Journal of Primary Education Vol 8 No 2 (2019): Agustus 2019
Publisher : Journal of Primary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.065 KB)

Abstract

This research aims to describe the positive character and learning outcomes of students in Civic Education by using the talking stick model assisted by audio-visual media. The type of research is a mixed method with concurrent embedded research designs. The qualitative data were obtained from are interview, observation, and documentation. The quantitative data were obtained from learning outcome and questionnaire. The quantitative analysis uses proportion test, independent sample t-test, and regression testing. Whereas the qualitative analysis includes data reduction, data display, and conclusion drawing/verification. The results of this research were (1) The positive character of N-gain in the experimental class was 0.65 and the control class was 0.15 The most prominent character in this learning process was the brave attitude because talking stick model stimulate students to express their opinions while the character that was not optimal is responsibility where some students have not yet contributed to their group. (2) There was an increase in learning outcomes, proven that the learning outcomes of N-gain in the experimental class was 0.76 and the control class was 0.49. (3) The implementation of this learning model was 83.3%, students’ responses to every aspect of the questions was more than 75% and the average N-gain of learning outcomes showed that the experimental class was higher than the control class. The conclusion of this research is the application of the Talking Stick model assisted by audio-visual media can improve the positive character and students’ learning outcomes in Civic Education.
Co-Authors Abda Abda Achmad Faidhani, Achmad Aeny, Farah Aeny, Farah Arief Kukuh Budiwibowo, Arief Kukuh Asri, Betty Widya Imam Shofwan Isnarto, Isnarto Joko Sutarto Loretha, All Fine Maftukhah, Nur Ajeng Mulyono, Sungkowo Edi Mulyono, Sungkowo Edi Muslikhah Muslikhah Pratiwi, Hesty Pratiwi, Hesty Purwadi Suhandini Sufyan, Anis Sufyan, Anis Utsman Utsman, Utsman Widiyanto Widiyanto