Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Natural Science Education Page 682
meanings. Vigotsky believes that social interaction with other people trigger the construction of new ideas as well as improve the student’s intellectual development Arends, 2012.
2.4.4. Phase 4. Finding ideas
Teacher activity in this phase is to respond positively and accept all the student’s ideas.
Teachers should not judge the idea and treat all ideas as if all potentially have their own uses. It is important in this phase to remember that knowledge does not come from the outside, but
is formed by individuals themselves in their own cognitive structure Piagets theory of cognitive development. Creative thinking is basically a mental process that generates ideas.
In other words, the cognitive theory supports creative thinking because basically thinking continuously creates, particularly if it leads to the creation of ideas. In this phase self-directed
skills develops in which students actively construct new knowledge based on existing knowledge. According to Lau 2011, a new idea is just old ideas which are combined in a
new way. After students collected enough data, they can offer an explanation in the form of hypotheses, testing hypotheses, and solutions. Teachers should support and model the
exchange of ideas freely and when necessary provide more intensive scaffolding on the matter. The goal is for students to gather enough information to create and build their own
ideas. Students begin high-level thinking involving self-regulation self-regulated learner in the thinking process. The role of teachers in this phase is not to move ideas knowledge, but
to create an autonomy-supporting learning environment that allows students to build their own ideas knowledge. Creating an environment that supports learning autonomy make
students more motivated. In this kind of learning environment the teacher gives them choices and gathers their input. In contrast, controlling the class will give a message that the opinions
of students are irrelevant and disrupt creative thinking of the students Amabile in Moreno, 2010.
2.4.5. Phase 5. Reconstructing the concept.
Teacher activity in this phase is to reconstruct the concept that has undergone deconstruction through humor-provocation in the previous phase. In this phase the students were brought
back to the concept as in the teaching content which is taught using convergent thinking process. In the view of cognitive constructivity, individuals have a natural tendency to seek
comprehension while interacting with the environment. Munandar 1999 states that the individual influences and is influenced by the environment in which heshe lives. Thus both
variables in the individual and in the environment can support or hinder the creative effort. The implication is that creative ability can be improved through education. In the
implementation, in the class of students interact with teachers and other students to create cognitive conflict that motivate students to reconstruct hisher structure of knowledge. Piaget
stated that students interact with other students and the environment to build knowledge through the organization, assimilation, and accommodation of new information in the
cognitive structure Moreno, 2010. Science process skills are trained to students in this fifth stage.
2.4.6. Phase 6. Determining the idea
Activities in this phase is the teacher asks the students to determine the ideas, explanations and conclusions based on the data that has been collected by students. It is important in this
phase to receive all the explanations and conclusions given by student. On this last phase the students are given the opportunity to represent the idea in front of the class and participate in
evaluative and positive discussions that social interactions occur constructivist theory.
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Natural Science Education Page 683
Although convergent thinking is needed in this stage, it is very important the teacher told other students that do not pass any judgment good-bad or right-wrong to the idea.
This hypothetical model adapts the IBL, PBL and CPS learning models. All four models in their implementation require teachers role in providing scaffolding, focusing attention on the
creation of ideas, and involving divergent-convergent thinking. Models develop mainly from IBL models, with an emphasis on the presentation of the peculiar problems phase 2 similar
to the stages of concept idea deconstruction by using humor-provocation phase 3 in the CDR humor-based learning.
3. Result and Discussion 3.1. Inquiry-Based Learning IBL
