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M.B. Rini Wahyuningsih
Universitas Pelita Harapan
Education

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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.
Penerapan Prompt Untuk Meningkatkan Keterampilan Identifikasi Melodi Dan Ritme Sederhana Anak Berkebutuhan Khusus Usia 7-8 TahunDi Sekolah XYZ Jakarta Janice Gouw; M.B. Rini Wahyuningsih
Journal on Education Vol 7 No 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari 2
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8129

Abstract

This study aims to assess the implementation of physical and visual prompts in enhancing the skills of identifying melodies and rhythms in special needs children aged 7-8 years at XYZ School in Jakarta. This study involved four children attending a special music education class, who have difficulties in identifying melodies and rhythms on the piano. Using an action research method, the instruments used included questionnaires and a Likert scale evaluation rubric for quantitative data, as well as observations and anecdotal notes for qualitative data. The physical prompts used involved direct assistance to the participants' hands to guide them to the correct note positions, while the visual prompts consisted of visual cards displaying musical notation. Initially, the participants' ability to identify melodies and rhythms was 0%, categorized as 'Not Developed'. After two intervention cycles, the ability to identify melodies increased to 98.21% and simple rhythms reached 100%, both categorized as 'Developed as Expected'. These findings support the integration of physical and visual prompts into the curriculum of special schools and teacher training, to maximize the learning potential of special needs children. Further studies are recommended to help educators understand various types of prompts and their applications in a broader educational context.
Co-Authors Caroline Monica Janice Gouw