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All Journal Jurnal Kewarganegaraan QISTINA: Jurnal Multidisiplin Indonesia
Alawiyah, Titi
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences

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Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik Melalui Teknik Divergent Thinking dan Mind Mapping Dalam Pembelajaran PPKn Khoerudin, Cep Miftah; Alawiyah, Titi; Sukarliana, Lili
Jurnal Kewarganegaraan Vol 20, No 1 (2023): Maret 2023
Publisher : Department of Pancasila and Civic Education, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jk.v20i1.43785

Abstract

AbstractThinking skills are necessary to face complex and dynamic challenges in daily life. This study aims to identify the improvement of creative thinking skills through divergent thinking and mind-mapping techniques. The research method used is quasi-experimental with a pre-test and post-test control group design. The research sample consisted of 60 eighth-grade students in Bandung. The results of the study show that there is a significant difference in creative thinking skills between the experimental group, who were given divergent thinking and mind mapping techniques, and the control group, who were only given conventional learning. The t-test results show that the average score of the experimental group significantly increased from the pre-test, with an average of 80.01. In addition, the effect size test results show an influence of 0.912. This suggests that divergent thinking and mind-mapping techniques can be effective strategies to improve the creative thinking skills of students, and educators should consider using these techniques in the learning process to enhance students' creative thinking abilities.------------AbstrakKemampuan berpikir diperlukan menghadapi tantangan yang kompleks dan dinamis dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengidentifikasi  peningkatan kemampuan berpikir kreatif melalui teknik divergent thinking dan mind mapping. Metode penelitian yang digunakan adalah quasi-experimental dengan desain pre-test dan post-test control group. Sampel penelitian terdiri dari 60 orang peserta didik kelas VIII SMP di Kota Bandung. Hasil penelitian mengungkap bahwa terdapat perbedaan signifikan antara kualitas keterampilan berpikir kreatif pada kelompok eksperimen yang diberikan teknik divergent thinking dan mind mapping dengan kelompok kontrol yang hanya diberikan pembelajaran konvensional. Hasil uji t-test menunjukkan bahwa nilai rata-rata pada kelompok eksperimen meningkat secara signifikan dari pre-test dengan rata rata 80,01. Selain itu, hasil uji menggunakan effect size terdapat pengaruh sebesar 0,912. Hal tersebut menunjukkan bahwa teknik divergent thinking dan mind mapping dapat menjadi strategi yang efektif untuk meningkatkan kemampuan berpikir kreatif pada peserta didik yang berimplikasi adalah bahwa pendidik harus mempertimbangkan penggunaan teknik-teknik tersebut pada proses pembelajaran untuk meningkatkan keterampilan berpikir kreatif peserta didik.
Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik Melalui Teknik Divergent Thinking dan Mind Mapping Dalam Pembelajaran PPKn Khoerudin, Cep Miftah; Alawiyah, Titi; Sukarliana, Lili
Jurnal Kewarganegaraan Vol. 20 No. 1 (2023): Maret 2023
Publisher : Department of Pancasila and Civic Education, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jk.v20i1.43785

Abstract

AbstractThinking skills are necessary to face complex and dynamic challenges in daily life. This study aims to identify the improvement of creative thinking skills through divergent thinking and mind-mapping techniques. The research method used is quasi-experimental with a pre-test and post-test control group design. The research sample consisted of 60 eighth-grade students in Bandung. The results of the study show that there is a significant difference in creative thinking skills between the experimental group, who were given divergent thinking and mind mapping techniques, and the control group, who were only given conventional learning. The t-test results show that the average score of the experimental group significantly increased from the pre-test, with an average of 80.01. In addition, the effect size test results show an influence of 0.912. This suggests that divergent thinking and mind-mapping techniques can be effective strategies to improve the creative thinking skills of students, and educators should consider using these techniques in the learning process to enhance students' creative thinking abilities.------------AbstrakKemampuan berpikir diperlukan menghadapi tantangan yang kompleks dan dinamis dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengidentifikasi  peningkatan kemampuan berpikir kreatif melalui teknik divergent thinking dan mind mapping. Metode penelitian yang digunakan adalah quasi-experimental dengan desain pre-test dan post-test control group. Sampel penelitian terdiri dari 60 orang peserta didik kelas VIII SMP di Kota Bandung. Hasil penelitian mengungkap bahwa terdapat perbedaan signifikan antara kualitas keterampilan berpikir kreatif pada kelompok eksperimen yang diberikan teknik divergent thinking dan mind mapping dengan kelompok kontrol yang hanya diberikan pembelajaran konvensional. Hasil uji t-test menunjukkan bahwa nilai rata-rata pada kelompok eksperimen meningkat secara signifikan dari pre-test dengan rata rata 80,01. Selain itu, hasil uji menggunakan effect size terdapat pengaruh sebesar 0,912. Hal tersebut menunjukkan bahwa teknik divergent thinking dan mind mapping dapat menjadi strategi yang efektif untuk meningkatkan kemampuan berpikir kreatif pada peserta didik yang berimplikasi adalah bahwa pendidik harus mempertimbangkan penggunaan teknik-teknik tersebut pada proses pembelajaran untuk meningkatkan keterampilan berpikir kreatif peserta didik.
Peran Mata Kuliah Wajib Kurikulum sebagai Katalisator Keterlibatan Kewargaan Transformatif Gumilar, Agung Tesa; Saefulloh, Febri; Delsya, Kartika; Alawiyah, Titi; Salty, Ria Erica
QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 2 (2025): December 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i2.7408

Abstract

This article aims to examine how the Mandatory Curriculum Courses (MKWK), particularly Pancasila Education and Civic Education, can be transformed from mere instruments of value transmission into catalysts for transformative civic engagement through the integration of Experiential Civic Learning and Connected Civic Learning. The core issue lies in the gap between the strong normative foundation of MKWK and the persistence of conventional pedagogical practices (lectures and rote learning) that are increasingly irrelevant for students especially those from Generations Z and Alpha who are more responsive to participatory and action-based learning approaches. The research adopts a qualitative approach with a case study method conducted at the Bandung Institute of Technology (ITB), selected for its innovation in implementing socio-technological project-based learning. Data were collected through in-depth interviews with MKWK coordinators and lecturers, classroom observations, and document analysis, and were subsequently analyzed thematically. The findings reveal that ITB’s project-based approach successfully bridges Pancasila values with real-world issues such as justice and social inclusion, encouraging students to shift from an instrumental view of technology toward ethical awareness. However, implementation faces several structural and institutional challenges, including the absence of a dedicated academic management unit for MKWK, dependence on individual initiatives, and limited academic recognition of practical knowledge. Moreover, the prevailing technocentric academic culture reinforces the dichotomy between technical competence and social responsibility. The success of MKWK should therefore be measured by students’ ability to actualize national values through concrete civic actions rather than merely demonstrating theoretical mastery. 
Co-Authors Delsya, Kartika Febri Saefulloh Gumilar, Agung Tesa Khoerudin, Cep Miftah Lili Sukarliana Salty, Ria Erica