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Caroline Monica
Universitas Pelita Harapan
Education Social Sciences

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Pengaruh Design Thinking dan Differentiated Instruction Terhadap Keterampilan Berpikir Kreatif Siswa Kelas VII pada Materi Ekosistem di Sekolah XYZ Caroline Monica; M.B. Rini Wahyuningsih
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7162

Abstract

Just as the role of Christian teachers in education is to be the agents of reconciliation and transformation, teachers must seek ways to create an appropriate learning environment. This study aims to evaluate the effect of design thinking and differentiated instruction on students' creative thinking. Using the experimental design, data was collected through questionnaires and creative thinking skills tests before and after treatment. The results of the analysis show that the relationship of design thinking to creative thinking skills is not significant with a coefficient of -0.011 on the pretest and -0.149 on the posttest, the relationship of differentiated instruction to creative thinking skills is also not significant with a coefficient of -0.075 on the pretest and -0.127 on the posttest. Together, design thinking and differentiated instruction only explained 0.9% of the variability in creative thinking skills, with an R Square value of 0.009. The ANOVA test showed that this regression model was not significant with an F value of 0.234 and a significance value of 0.792. The conclusion of this study is that design thinking and differentiated instruction have no significant influence on students' creative thinking skills in the sample studied. The findings suggest the need for further exploration.
Transformasi Pembelajaran PKn: Menyelidiki Dampak Model Problem Based Learning terhadap Hasil Belajar Siswa : [Transforming Pkn Learning: Investigating the Impact of the Problem-Based Learning Model on Student Learning Outcomes] Caroline Monica; Frisca Yuyun Padudung; Renzy Riza; Saphira Amanda Destrisha Lawado
Jurnal Teropong Pendidikan Vol. 3 No. 2 (2023): November 2023
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v3i2.7605

Abstract

The study aims to evaluate the influence of the use of Problem Based Learning (PBL) on student learning outcomes in the subject of Civic Education. By applying the true experiment method that uses Posttest Only Control as the research design, the research was conducted in high school and involved forty-three students. The test questions play a role as an instrument that measures student learning outcomes, where the test questions are valid, have a low level of reliability, and focus on understanding the material of Civic Education. The results showed that the use of the PBL Model had a significant effect on improving student learning outcomes in the subject of Civic Education, as evidenced by the T test to see the mean of the experimental class (16.09) and the control class (14.54). In addition, this study stated that gender factors did not have a significant effect on student learning outcomes in the subject of Civic Education, in line with the results of the Pearson correlation test of 0.16. The main contribution of this research is to bridge the knowledge gap related to the impact of PBL on learning outcomes, especially in the context of Civic Education subjects and to contribute by focusing on subjects that have curriculum specificity, regarding aspects of Civic Education. With these contributions and objectives, it is hoped that this research will provide valuable insights for education practitioners, teachers, and policy makers in improving the effectiveness of PKn learning in the modern era.
Co-Authors Frisca Yuyun Padudung M.B. Rini Wahyuningsih Renzy Riza Saphira Amanda Destrisha Lawado