PROFILE OF STUDENTS’ CREATIVITY AND CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION.
PROFILE OF STUDENTS’ CREATIVITY AND
CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION
RESEARCH PAPER
Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education Study Program
By:
Adinda Gladya Puspasari 1000763
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATIC AND NATURAL SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2014
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PROFILE OF STUDENTS’ CREATIVITY AND
CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION
Oleh
Adinda Gladya Puspasari
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan di Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
©Adinda Gladya Puspasari 2014 Universitas Pendidikan Indonesia
Juli 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu PROFILE OF STUDENTS’ CREATIVITY AND
CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION
Adinda Gladya Puspasari
International Program on Science Education
ABSTRACT
The aim of this research is to identify the profile of students’ creativity and concept understanding on science mini-project activity in energy conservation. Descriptive research method is used to 7th grade students in a private international school at Padalarang as a subject of research. Students’ creativity is assessed from their creative product ideas under three aspects of novelty, resolution, and elaboration and synthesis. For students’ concept understanding, it is assessed from the solution given in creative product ideas based on its relevancy towards concept. Besides, students’ response on science mini-project is investigated to figure out their enjoyment in classroom activity, concept understanding, and facilitation of creativity in learning. The result shows that the average creativity scoring is 85% (categorized as high). 64% of students are very high in novelty, 63% in resolution, and 42% in elaboration and synthesis. Average score of novelty in group is 85%, for resolution is 91%, and
for elaboration and synthesis is 89%. Students’ concept understanding shows 68% of
students categorized as very high, 26% are high, and 6% are fair. Generally, students are agree that they are enjoy science mini-project activity, understood the concept given, and feel facilitated by creative learning in letting their creativity and imagination to work on project making.
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PROFIL KREATIVITAS DAN PEMAHAMAN KONSEP SISWA DALAM KEGIATAN SCIENCE MINI-PROJECT
PADA KONSEP KONSERVASI ENERGI
Adinda Gladya Puspasari
International Program on Science Education
ABSTRAK
Tujuan dari penelitian ini adalah untuk mengidentifikasi profil kreativitas dan pemahaman konsep siswa dalam kegiatan science mini-project pada konsep konservasi energy. Metode deskriptif digunakan untuk meneliti subjek penelitian, yakni siswa kelas 7 di salah satu sekolah di Padalarang. Kreativitas siswa dinilai berdasarkan ide produk kreatif yang dibuat berdasarkan tiga aspek kreativitas; kebaruan, resolusi, serta elaborasi dan sintesis. Pemahaman konsep siswa dinilai berdasarkan keterkaitan solusi yang siswa berikan dalam membuat produk kreatif dengan konsep yang bersangkutan. Selain itu, respon siswa terhadap kegiatan science
mini-project, pemahaman konsep, dan fasilitasi kreativitas dalam pembelajaran
ditelaah lebih lanjut. Hasil penelitian menunjukkan bahwa rata-rata kreativitas siswa adalah 85% (dikategorikan tinggi). 64% dari siswa sangat tinggi di kebaruan, 63% di resolusi, dan 42% di elaborasi dan sintesis. Rata-rata kebaruan dalam grup yaitu 85%, resolusi 91%, dan elaborasi dan sintesis 89%. Pemahaman konsep siswa menunjukkan bahwa 68% dikategorikan sangat tinggi, 26% tinggi, dan 6% cukup. Secara umum, siswa menikmati pembelajaran dengan science mini-project, mampu memahami konsep yang diberikan, dan merasa difasilitasi pembelajaran kreatif dengan menggunakan imajinasinya dalam membuat produk.
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
Page
SHEET OF LEGITIMATION ... i
DECLARATION ... ii
ABSTRACT ... iii
PREFACE ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION ... 1
A. Background ... 1
B. Problem Identification ... 3
C. Research Problem and Questions ... 4
D. Research Objectives ... 4
E. Research Benefits... 5
F. Organization Structure of Research Paper... 5
CHAPTER II: STUDENTS’ CREATIVITY AND CONCEPT UNDERSTANDING IN SCIENCE MINI-PROJECT ACTIVITY ... 7
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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B. Students’ Concept Understanding ... 11
C. Science Mini-Project Activity ... 13
D. Energy Conservation Concept Analysis ... 18
E. Relevant Research ... 20
CHAPTER III: METHODOLOGY ... 22
A. Research Method and Design ... 22
B. Subject of Research ... 22
C. Operational Definition ... 23
D. Research Instruments ... 24
E. Data Collection ... 25
F. Data Analysis Technique ... 28
G. Research Scheme ... 31
CHAPTER IV: RESULT AND DISCUSSION ... 32
A. Students’ Creativity ... 32
B. Students’ Concept Understanding ... 43
C. Students’ Response on Science Mini-Project Activity ... 47
CHAPTER V: CONCLUSION AND RECOMMENDATION ... 49
A. Conclusions ... 49
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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REFERENCES ... 51
APPENDICES ... 54
LIST OF TABLES Page Table 3.1 – Blueprint of Creativity Scoring based on Its Dimension ... 26
Table 3.3 –Blueprint of Students’ Concept Understanding ... 27
Table 3.4 – Blueprint of Questionnaire Form ... 28
Table 3.5 – Categories of Creativity Scoring ... 29
Table 3.6 –Scoring Guideline of Students’ Response ... 31
Table 4.1 – Very High Novelty of Individual Planning ... 35
Table 4.2 –Students’ Low Resolution Achiever in Individual Planning ... 36
Table 4.3 – Steps to Project-Based Learning in Facilitating Students’ Creativity ... 39
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES
Page
Figure 2.1 – Creative Product Indicators ... 8
Figure 2.2 – Role of Intelligence in Creativity ... 12
Figure 2.3 – Characteristics of Project Based Learning ... 14
Figure 2.4 – Steps to Project Based Learning ... 16
Figure 3.1 – Scaling Guideline of Students’ Response... 31
Figure 3.2 – Research Scheme ... 32
Figure 4.1 – Graph of Students’ Creativity Scoring ... 32
Figure 4.2 –Graph of Class’ Creativity Scoring Under Three Dimensions . 33 Figure 4.3 –Graph of Groups’ Creativity Scoring in Three Dimensions ... 34
Figure 4.4 – Example of Group Product Result with Very High Novelty .... 35
Figure 4.5 – Example of Group Product Result with Very High Resolution 37 Figure 4.6 – Example of Group Product Result with Very High Elaboration and Synthesis ... 38
Figure 4.7 –Graph of Students’ Multiple Intelligences Profile in Group .... 40
Figure 4.8 –Graph of Pupils’ Concept Understanding and Creativity Result ... 44
Figure 4.13 –Graph of Groups’ Concept Understanding and Creativity Result ... 45
Figure 4.14 –Scale of Students’ Response on First Indicator ... 47
Figure 4.15 –Scale of Students’ Response on Second Indicator ... 47
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES
Page
A. INSTRUCTIONAL TOOLS ... 55
Appendix A.1 - Scheme of Work ... 56
Appendix A.1 – Lesson Plan ... 58
B. RESEARCH INSTRUMENTS ... 64
Appendix B.1 –Rubric Scoring of Students’ Creativity ... 65
Appendix B.2 –Rubric scoring of Students’ Concept Understanding 74 Appendix B.3 – Communication Book ... 75
Appendix B.4 – Questionnaire Form ... 94
C. RESULT OF RESEARCH DATA ... 95
Appendix C.1 –Data Processing of Students’ Creativity Result ... 96
Appendix C.2 –Data Processing of Students’ Concept Understanding Result ... 100
Appendix C.3 –Data Processing of Students’ Response Result ... 109
D. INSTRUMENT JUDGMENT ... 110
Appendix D.1 – Instrument Judgement Form 1 ... 111
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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E. DOCUMENTATION ... 113
Appendix D.1 – Learning Activity ... 114
Appendix D.2 – Product Presentation ... 115
Appendix D.3 – Product Result ... 116
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION A. Background
The world is moving and everything inside is developing. Knowledge and technology are two of the influential subjects that contribute on complexity of world and let life to get easier at the same time. Appliances to support living, stuff to help working, informational transfer system, and other new inventions are letting creativity as well as innovation to become increasingly important for the development of the 21st century knowledge society. Before the need to invent, people are basically forced to be able to work and operate certain features, which technically require skills such creativity. Creativity is a conceptualized as a skill for all (Ferrari et. al, 2009). This skill is needed by everyone, used for any discipline, and can be developed through certain habit. Creativity is linked to many areas, not only in arts. Creativity also plays important role in technological advance, social and behavioral, entrepreneurship, as well as science and education. At the same time, creativity needs knowledge expertise to assess relevant information in expressing ideas as it play important part in cognitive area through the function of brain.
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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The condition is, creativity is not considered as an important aspect in educational system. Schools tend to train students only on remembering knowledge. Educational system in Indonesia also not yet provide a conducive place for potential creative students to develop their skills. Rather than developing creativity and thinking process, students in school are forced to remember materials only (Sebastian, 2010). Cultural and Educational Department of Indonesia stated that education has to be able to maximize the potential of talented students to develop life in nowadays and a better future by participating to create a better life. The problem is, creativity seems to be determined as an additional skill. Creativity is not an indicator of talented students that perform intelligence. Renzuli (1981) in Munandar (2009) explained that talented students are basically need to perform creativity and motivation in creating achievement, while Gardner (1993) in Chatib (2013) stated that students with intelligence are the one who able to find and solve problems to create products of value in one’s own culture by involving problem solving and creativity. Creativity is not naturally given, but it is a skill that can be developed through certain habits, which means that every student are talented and perform intelligence, as if they can perform creativity in their habits.
Every student has the same right to be creative and get full access in developing their creativity from curriculum (Beetlestone, 2012). As most of learning processes are still grounded by remembering rather than understanding, teaching and learning activity needs to promote real experience in daily life or workplace that related with concept application, the essence, and the principle of knowledge that being learned (Departemen Pendidikan Nasional, 2013). Students should be equipped to develop their
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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skill and potential through learning process, not only in term of achieving high score in remembering test. Especially in learning science, environmental issues are becoming an important focus of science implementation in daily life nowadays. Science stated as a hard subject to be understood by students, but it is really important to be learned.
A preliminary study of diagnostic interview was done by interviewing science teacher in one of the private international school. The teacher explained that school is used to implement several teaching method in providing students with needed skills. One of the learning activities that provide students with creativity is science mini-project. Science mini-project activity consists of short practical problems in science which gives opportunities for students to construct their own knowledge through experience which leads into meaningful learning (Bhattacharyya & Bhattacharya, 2009). The problem is, even though the school is already used to apply science mini-project activity, and teacher is agreed that students gain more experience through it by showing motivation and better understanding, focus of creativity is still being neglected. The teacher is not really sure about the creativity of students itself as it has never been a subject of study before. In the end, related teacher, is questioning back how science mini-project able to equip students with creativity in supporting their concept understanding.
Based on this situation, researcher is get involved on one of the implementation of science mini-project in elaborated school as subject of research to investigate students’ creativity and concept understanding in natural setting.
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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According to the elaboration on background above, facilitating classroom activity to provide students with their creativity is important. Not every classroom activities give an answer for this problem, and science mini-project is categorized to be one of them with supported condition without neglecting the importance of concept understanding.
Through science mini-project activity, students’ creativity and concept understanding is investigated. How science mini-project could facilitate students with creative learning to show creativity profile based on product, and how concept understanding of students supports creative product ideas in giving solution toward given problems on science mini-project activity.
C. Research Problem and Questions
Based on the background above, the research problem is “How is the profile of students’ creativity and concept understanding on science mini-project activity in energy conservation?”.
By the problems above, this research purposed to answer the following questions:
1. How is the profile of students’ creativity on science mini-project activity in energy conservation?
2. How is the profile of students’ concept understanding on science mini -project activity in energy conservation?
3. How is students’ response toward the facilitation of creativity and understanding on science mini-project activity in energy conservation concept?
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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Based on the problems that elaborated above, the objectives of this study are:
1. To investigate the profile of students’ creativity in energy conservation concept through science mini-project activity,
2. To investigate the profile of students’ concept understanding due to their creativity through science mini-project activity in energy conservation, 3. To investigate students’ response toward the facilitation of creativity and
concept understanding on science mini-project activity in energy conservation.
E. Research Benefits
This research is expected to give benefits for:
1. Researcher; in giving contribution towards the development of science education,
2. Subjects of research;
a. By giving new experience of learning science that differs from usual, b. Providing opportunities to have classroom activity with several skills
and competencies, especially creativity and concept understanding in creative product ideas making,
3. Educators; as an insight in giving towards new kind of thing as focus of research and learning; which is creativity,
4. Other researchers; as a point of reference and information in running further research in science education or comparative material for next research which may examine the same focus of problem.
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu F. Organization Structure of Research Paper
This research paper is arranged based on the following organization structure:
1. Chapter I: Introduction
First chapter is the elaboration of research background that followed by problem identification and research questions. Chapter I also consisted of research objectives and its benefits for various sides.
2. Chapter II: Students’ Creativity and Concept Understanding in Science Mini-Project Activity
Second chapter covers the literature review about students’ creativity, concept understanding, and science mini-project activity. It elaborates some relevant literatures, theories, and previous findings of the research. As this research is reviewing students’ creativity, concept understanding in science mini-project activity, the present of chapter II is important to support data gained from research.
3. Chapter III: Methodology
The third chapter of methodology elaborated the method of research including its design, subject of study, operational definition, way of collecting and analyzing data, as well as the research plot.
4. Chapter IV: Result and Discussion
In chapter IV of result and discussion, data gained from research are presented and analyzed on discussion to elaborate the occurring phenomena of natural setting and correlate with the theories.
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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For the last chapter, it is elaborated the answer of research questions that stated before. Besides, obstacles that found during this research are presented as recommendation for further research.
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Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
METHODOLOGY A. Research Method and Design
1. Research Method
This research is aimed to investigate current situation of students’ creativity and concept understanding in science mini-project activity, not
including its impact or effectiveness toward students’ achievement. Based
on this, descriptive research method is used to investigate problems and explain why something is occurs. There’s no given treatment or manipulation on object of research. Instead, natural setting condition is captured as a report (Arikunto, 2010).
2. Research Design
Non-experimental with natural descriptive design is used in this research as purposed to provide a description of phenomena. Current situation of research variables are elaborated descriptively and classified based on its types, characteristics, or condition, then draw into conclusion (Arikunto, 2010).
B. Subject of Research
Subject of this research is students of science class in 7th grade in one of the school at Padalarang with number of participant is 19.
This subject of research is chosen under purposed of the responsible teacher of subjects which used to implement science mini-project activity in
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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order to equip high achiever students with supported learning activity and experience meaningful learning to develop their skills and understanding.
C. Operational Definition
To avoid the differences in perception, there are explanations about the terms that used in this research, as follows:
1. Students’ Creativity
Creativity is the ability to think about something in novel and unusual ways and come up with unique solutions to problems. Students’ creativity in this research is investigated from the product that created by subject on science mini-project. Students’ creativity is measured by Creative Product Analysis Matrix (CPAM) that developed by Besemer and Treffiger in 1981 under three dimensions: novelty, resolution, and elaboration and synthesis. This creativity scoring is measured on three different conditions; plan as individual, product design as a group, and group presentation by using the development of CPAM rubric scoring as an instrument.
2. Students’ Concept Understanding
Concept understanding in this research is represented as knowledge related to concept that students need in cognitive process which leads to their ability in solving problem on creative product. Concept understanding is analyzed from students’ elaboration in individual plan,
product design, presentation, and communication book. Students’ concept
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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related in creative product ideas making and assessed through rubric scoring.
3. Science Mini-Project Activity
Science mini-project is a learning activity including short practical problem in limited scope. By this mini-project, students will create product in as the outcomes of giving solution. Students will be given a problem to solve in individual and elaborate it in group on next session. The implementation of science mini-project is assessed through observation based on its steps to project-based learning; (1) start with the essential question, (2) design a plan for the project, (3) create schedule, (4) monitor students and project progress, (5) assess the outcome, and (6) evaluate the process.
D. Research Instruments
In order to investigate some points in this research, several research instruments that used are;
1. Rubric Scoring of Students’ Creativity
Students’ creativity is assessed through rubric scoring on three conditions
(individual plan, group product design, and product presentation). Rubric
scoring of students’ creativity is structured under Creative Product
Analysis Matrix (CPAM) from Besemer and Treffiger in 1981 based on its three dimensions; novelty, resolution, and elaboration and synthesis.
2. Rubric Scoring of Students’ Concept Understanding
Students’ concept understanding is assessed from students’ creative
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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through rubric scoring. rubric scoring of students’ concept understanding
measured relevancy between students’ creative ideas with concept
covered.
3. Communication Book
Communication book is the development of project module which focuses on guidance acts from facilitator (teacher) to students during mini-project activity. Communication book consisted of essential problems, statement of problem and purposes, group product design, and mission tracking.
Communication book is purposed to track students’ work under project
making by ensuring their experience and as one of the source for
analyzing students’ concept understanding (Appendix B.3).
4. Questionnaire
Questionnaire form with gradation range of alternative answers is used to
investigate students’ response and impression in facilitation of creativity
and support their understanding in energy conservation through science mini-project activity.
E. Data Collection
There are several techniques to collect the data needed in this research.
Those data are purposed to fulfill the assessment process of students’
creativity, concept understanding, and investigate students’ response toward science mini-project activity. By this, data collection technique is described below:
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
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In order to assess students’ creativity based on their product, this research
used rubric scoring to assess data from students’ product on science
mini-project activity. Rubric scoring is used to assess students’ creativity in group based on their final product under three dimension of CPAM (novelty, resolution, and elaboration and synthesis). Data of students’ creativity are gained from three sources; as individual in planning, as group in product designing, and in group presentation. Blueprint of
students’ creativity rubric scoring based on the dimension of CPAM is
explained by the table below:
Table 3.1 - Blueprint of Creativity Scoring based on its Dimensions Creativity
Dimension Definition Indicator
Novelty
How far the product is new regarding to its creation in
term of creator’s history.
Original, by being rare and out of the usual product that ever made
Surprising, as a general in first impression
Germinal, trigger ideas for further original product
Resolution
How far is the product can fulfill the need to solve problems
Valuable, solving problem Logic, under the concept Useful, applicable Elaboration
and Synthesis
How far is the product adjust all of the criteria in general
Organist, clearance of main objective
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Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu how it appears
Complex, adjustment from several aspects
Understandable, clear performance
Artistic, neat
(Adopted from Besemer and Treffiger, 1981 in Munandar , 2009)
2. Data of Students’ Concept Understanding
Data of students’ concept understanding is gained by analyze students’
product in mini-project that involved the present of cognitive present, which are; elaboration from individual planning, product design, product
presentation, and communication book. Data of students’ concept
understanding is represented how students give solution on problems under concept related in creating creative product ideas. From given
problem about energy crisis, path of students’ learning on mini-project is
expressed by the following blueprint table of students’ concept understanding:
Table 3.2 –Blueprint of Students’ Concept Understanding Problem Causes of Problem Proposed Solutions
Energy Crisis
High energy consumption
Decrease the energy usage through efficiency energy method Limited energy source
from the non-renewable one
Find the alternative energy sources
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3. Data of Students’ Response towards Science Mini-Project Activity
Students’ response which investigated by using questionnaire are;
students’ respond toward science mini-project activity implementation,
students’ respond toward understanding of role in giving contribution on
energy conservation issue, students’ respond toward facilitation of creativity on science mini-project activity.
The result of questionnaire will be used as supported condition feels by the students during science mini-project activity is supporting their creativity and concept comprehension. Blueprint of students’ response questionnaire form is explained by the following table:
Table 3.3 - Blueprint of Questionnaire Form
No Indicator
Statement Number Positive Negative
1 Students’ respond toward
science mini-project activity implementation
1, 3, 5, 7, 9, 11 2, 4, 6, 8, 10, 12
2 Students’ respond toward
understanding of role in giving contribution on energy
conservation issue
13, 15, 17 14, 16, 18
3 Students’ respond toward
facilitation of creativity on
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu science mini-project activity
F. Data Analysis Technique
Data collected in this research will be analyzed descriptively, as follows:
1. Analysis of Students’ Creativity Data
Students’ creativity is investigated based on their product results from
science mini-project activity. It is measured on three conditions; individual planning, group product, and group presentation. Each part of
students’ creativity indicators are assessed by using rubric scoring under
creativity dimension from Besemer and Treffiger, and converted into percentage form through formula as follows:
� = � �
�� � × 100%
(Adopted from Purwanto, 2012) In order to categorize the students’ creativity, score that gained in percentage form is than classified into 5 types; very high, high, enough, low, and very low as explain in following table:
Table 3.4 - Categories of Creativity Scoring
Score Categories
86-100% Very high
76-85% High
60-75% Fair
55-59% Low
≤54% Very low
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Three different datas of students’ creativity are analyzed one by one to
investigate the condition a group, and personal to represent class condition. Students’ achievement in creativity is analyzed based on the three factors that influence creativity; knowledge (from concept understanding), creative thinking based on their working style (from
students’ multiple intelligences profile), and motivation (from students’
response).
2. Analysis of Students’ Concept Understanding
Data collected from students’ elaboration in individual planning, product
design, product presentation, and communication book are structured to analyze the solution that proposed by students toward issue based on concept related in making creative product ideas. Students’ result of solution in creative product is scored by the following formula:
� � � = � − �
(Adopted from Purwanto, 2012)
Students’ result then interprets into percentage with previous formula for
students’ creativity scoring percentage and analyzed along with the
categorization as the creativity scoring.
3. Analysis of Students’ Response from Questionnaire
The data from questionnaire is used to investigate students’ response toward the implementation of science mini-project activity, support
students’ understanding in energy conservation, and toward facilitation of
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(from strongly disagree to strongly agree), than interpret as the table below:
Table 3.5 – Scoring Guideline of Students’ Response Strongly
Disagree Disagree
Not
Sure Agree
Strongly Agree Positive
statement 1 2 3 4
5 Negative
statement 5 4 3 2
1 (Adopted from Arikunto, 2010) After that, each indicator is analyzed based on scoring per items from respondent. Data collected is then scaled per indicator based on the following scale:
(Adopted from Sugiyono, 2013) Figure 3.1 –Scaling Guideline of Students’ Response
G. Research Scheme
Strongly Agree Agree
Strongly
Disagree Disagree Not Sure
Max Min
Preliminary studies
Literature study of
students’ creativity and
concept understanding
Literature study of science mini-project activity as
project-based learning
Analysis science content for secondary
Preparation Stage Designing activities and research instruments
Instruments validation
Valid Invalid
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32
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Figure 3.2 – Research Scheme
(33)
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSION AND RECOMMENDATION A. Conclusion
A research of profiling students’ creativity and concept understanding in science mini-project activity has been conducted systematically, and conclusions is drawn based on research problems as follows:
1. Students’ creativity profile can be investigated through science mini-project activity in creative product ideas making based on the three dimensions of creative product. Average result of students’ creativity scoring percentage is 85%, which categorized as high. In novelty side, 64% of students are categorized as very high, 10% are high, 16% are fair, and 10% are very low. In resolution, 63% of students are categorized as very high, 32% are high, and 5% are fair. While in elaboration and synthesis, 42% are categorized as very high, 32% are high, and 26% are fair. Average score of novelty is 83% which categorized as very high, resolution is 88% as high, and elaboration and synthesis is 84% as high. Based on group result, the average score of novelty is 85% which categorized as high, 91% for resolution which categorized as very high, and 89% for elaboration and synthesis which categorized as very high.
2. Through science mini-project activity, students’ concept understanding in creative product ideas making in term of giving relevant solution under the concept can be investigated as well. The result shown that 68% of students are categorized to have very high concept understanding, 26% are high, and 6% are fair.
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50
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3. Regarding to students’ response, 76% of students are agree that they are enjoying science mini-project activity in classroom. 82% of students are agree that they are understood the concept given, and 85% of students are generally agree that they feel the creative learning by letting their creativity and imagination to work with the project.
B. Recommendation
Based on the findings of research and discussion that has been conducted, researcher conveyed several recommendations for further research as follows: 1. In order to get the more details in profiling students’ creativity, other
aspects to investigate students’ creativity such creative personality and creative thinking skill test. Those two additional datas will support students’ creativity result from product, as they are related to each other. 2. Scoring for concept understanding in creative product ideas need to be
developed more as it is still less to be used in classroom assessment. Rubric scoring has to be structured and clear in order to gain deeper data. 3. Communication book which work as novel product from research could
be a good answer in supporting students’ experience on science mini -project activity. Communication book need to develop more in the form of questioning, regarding to cognitive level, and suggested to be used as a form of guidance book for students’ in doing mini-project.
(35)
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Adams, K. (2005). The Sources of Innovation and Creativity. National Center on Education and the Economy (NCEE).
Afifudin. (2013). Penerapan Model Pembelajaran Fisika Berbasis Proyek untuk
Meningkatkan Pemahaman Konsep dan Kemampuan Berpikir Kreatif Siswa SMA. Final Paper S1 Pendidikan Fisika UPI: Unreleased.
Amaniati, R. A. (2011). Profil Kreativitas Siswa Dalam Memanfaatkan Limbah
Kertas Pada Pembelajaran Konsep Daur Ulang Limbah. Final Paper S1
Pendidikan Biologi UPI: Unreleased.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching,
and Assessing. A Revision of Bloom's Taxonomy of Educational Objectives.
New York: Addison Wesley Longman, Inc.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Australia, P. (2011). Science Dimensions. Pearson Australia Group Ltd.
Azmi, Y. N. (2013). Mengungkapkan Kreativitas serta Pemahaman Konsep Siswa
SMA Melalui Pembuatan Media Diorama pada Konsep Pencemaran Lingkungan. Final Paper S1 Pendidikan Biologi UPI: Unreleased.
Beetlestone, F. (2012). Creative Learning, Strategi Pembelajaran untuk Melesatkan
Kreatifitas Siswa. (N. Yusron, Trans.) Bandung: Nusa Media.
Bhattacharyya, S., & Bhattacharya, K. (2009). Technology-Integrated Project-Based Approach in Science Education: A Qualitative Study of In-Service Teachers' Learning Experiences. Electronic Journal of Science Education.
(36)
52
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Cakici, Y., & Turkmen, N. (2013). An Investigation of the Effect of Project-Based Learning Approach on Children's Achievement and Attitude in Science.
TOJSAT: The Online Journal of Science and Technology, Vol 3 (2), 9-17.
Chatib, M. (2013). Gurunya Manusia. Bandung: Penerbit Kaifa.
Departemen Pendidikan Nasional. (2013). Kegiatan Belajar Mengajar Yang Efektif. Jakarta.
Educational Technology Division, Ministry of Education Malaysia. (2005).
Project-Based Learning Handbook,"Educating the Millennial Learner". Kuala
Lumpur: Communications and Training Sector of Smart Educational Development.
Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and Creativity in Education
and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching. Luxembourg: Publications of the European
Communities.
Kaufmann, G. (2003). What to Measure? A new look at the concept of creativity.
Scandinavian Journal of Educational Research, Vol 47 (3), 235-251.
Kementrian Pendidikan dan Kebudayaan. (2013). Kurikulum 2013, Kompetensi
Dasar Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs).
Kubiatko, M., & Vaculova, I. (2011). Project-Based Learning: Characteristic and The Experiences With Application in The Science Subjects. Energy Education
Science and Technology Part B: Social and Educational Studies, Vol 3 (1),
65-74.
Lewis, J. (1999). The Use of Mini-Projects in Preparing Students for Independent Open-Ended Investigative Labwork. Biochemical Education 27, 137-144. Lou, S.-J., Chung, C.-C., Dzan, W.-Y., & Shih, R.-C. (2012). Construction of a
Creative Instructional Design Model Using Blended, Project-Based Learning for College Students. Creative Education, Vol 3 (7), 1281-1290.
(37)
53
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Menteri Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan dan
Kebudayaan Nomor 68 Tahun 2013.
Munakata, M., & Vaidya, A. (2013). Fostering Creativity Through Personalized Education. Taylor & Francis, Vol 23 (9), 764-775.
Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Purwanto, N. (2012). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT Remaja Rosdakarya Offset.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 657-687.
Santrock, J. W. (2009). In Educational Psychology, Fourth Edition (p. 405). New York: McGraw-Hill Companies, Inc.
Sebastian, Y. (2010). Oh My Goodness! Buku Pintar Seorang Creative Junkies. Jakarta: PT Gramedia Pustaka Utama.
Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif,
dan R&D). Bandung: Alfabeta.
Tan, G. (2006). Designing Successful Esecutive Program on Creativity: Theoretical Approaches and Practical Challenges in Asia. Problems and Perspective in
Management, Vol 4 (3), 146-164.
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based learning in a mainstream middle school. Improving Schools by
SAGE Publications, 150-161.
Yaumi, M. (2012). Pembelajaran Berbasis Multiple Intelligences. Jakarta: PT Dian Rakyat.
(1)
32
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Figure 3.2 – Research Scheme
(2)
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
A research of profiling students’ creativity and concept understanding in science mini-project activity has been conducted systematically, and conclusions is drawn based on research problems as follows:
1. Students’ creativity profile can be investigated through science mini-project activity in creative product ideas making based on the three dimensions of creative product. Average result of students’ creativity scoring percentage is 85%, which categorized as high. In novelty side, 64% of students are categorized as very high, 10% are high, 16% are fair, and 10% are very low. In resolution, 63% of students are categorized as very high, 32% are high, and 5% are fair. While in elaboration and synthesis, 42% are categorized as very high, 32% are high, and 26% are fair. Average score of novelty is 83% which categorized as very high, resolution is 88% as high, and elaboration and synthesis is 84% as high. Based on group result, the average score of novelty is 85% which categorized as high, 91% for resolution which categorized as very high, and 89% for elaboration and synthesis which categorized as very high.
2. Through science mini-project activity, students’ concept understanding in creative product ideas making in term of giving relevant solution under the concept can be investigated as well. The result shown that 68% of students are categorized to have very high concept understanding, 26% are high, and 6% are fair.
(3)
50
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3. Regarding to students’ response, 76% of students are agree that they are enjoying science mini-project activity in classroom. 82% of students are agree that they are understood the concept given, and 85% of students are generally agree that they feel the creative learning by letting their creativity and imagination to work with the project.
B. Recommendation
Based on the findings of research and discussion that has been conducted, researcher conveyed several recommendations for further research as follows: 1. In order to get the more details in profiling students’ creativity, other
aspects to investigate students’ creativity such creative personality and creative thinking skill test. Those two additional datas will support students’ creativity result from product, as they are related to each other. 2. Scoring for concept understanding in creative product ideas need to be
developed more as it is still less to be used in classroom assessment. Rubric scoring has to be structured and clear in order to gain deeper data. 3. Communication book which work as novel product from research could
be a good answer in supporting students’ experience on science mini -project activity. Communication book need to develop more in the form of questioning, regarding to cognitive level, and suggested to be used as a form of guidance book for students’ in doing mini-project.
(4)
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Adams, K. (2005). The Sources of Innovation and Creativity. National Center on Education and the Economy (NCEE).
Afifudin. (2013). Penerapan Model Pembelajaran Fisika Berbasis Proyek untuk Meningkatkan Pemahaman Konsep dan Kemampuan Berpikir Kreatif Siswa SMA. Final Paper S1 Pendidikan Fisika UPI: Unreleased.
Amaniati, R. A. (2011). Profil Kreativitas Siswa Dalam Memanfaatkan Limbah Kertas Pada Pembelajaran Konsep Daur Ulang Limbah. Final Paper S1 Pendidikan Biologi UPI: Unreleased.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing. A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Australia, P. (2011). Science Dimensions. Pearson Australia Group Ltd.
Azmi, Y. N. (2013). Mengungkapkan Kreativitas serta Pemahaman Konsep Siswa SMA Melalui Pembuatan Media Diorama pada Konsep Pencemaran Lingkungan. Final Paper S1 Pendidikan Biologi UPI: Unreleased.
Beetlestone, F. (2012). Creative Learning, Strategi Pembelajaran untuk Melesatkan Kreatifitas Siswa. (N. Yusron, Trans.) Bandung: Nusa Media.
Bhattacharyya, S., & Bhattacharya, K. (2009). Technology-Integrated Project-Based Approach in Science Education: A Qualitative Study of In-Service Teachers' Learning Experiences. Electronic Journal of Science Education.
(5)
52
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Cakici, Y., & Turkmen, N. (2013). An Investigation of the Effect of Project-Based Learning Approach on Children's Achievement and Attitude in Science. TOJSAT: The Online Journal of Science and Technology, Vol 3 (2), 9-17. Chatib, M. (2013). Gurunya Manusia. Bandung: Penerbit Kaifa.
Departemen Pendidikan Nasional. (2013). Kegiatan Belajar Mengajar Yang Efektif. Jakarta.
Educational Technology Division, Ministry of Education Malaysia. (2005). Project-Based Learning Handbook,"Educating the Millennial Learner". Kuala Lumpur: Communications and Training Sector of Smart Educational Development.
Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching. Luxembourg: Publications of the European Communities.
Kaufmann, G. (2003). What to Measure? A new look at the concept of creativity. Scandinavian Journal of Educational Research, Vol 47 (3), 235-251. Kementrian Pendidikan dan Kebudayaan. (2013). Kurikulum 2013, Kompetensi
Dasar Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs). Kubiatko, M., & Vaculova, I. (2011). Project-Based Learning: Characteristic and The
Experiences With Application in The Science Subjects. Energy Education Science and Technology Part B: Social and Educational Studies, Vol 3 (1), 65-74.
Lewis, J. (1999). The Use of Mini-Projects in Preparing Students for Independent Open-Ended Investigative Labwork. Biochemical Education 27, 137-144. Lou, S.-J., Chung, C.-C., Dzan, W.-Y., & Shih, R.-C. (2012). Construction of a
Creative Instructional Design Model Using Blended, Project-Based Learning for College Students. Creative Education, Vol 3 (7), 1281-1290.
(6)
Adinda Gladya Puspasari, 2014
Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Menteri Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68 Tahun 2013.
Munakata, M., & Vaidya, A. (2013). Fostering Creativity Through Personalized Education. Taylor & Francis, Vol 23 (9), 764-775.
Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Purwanto, N. (2012). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT Remaja Rosdakarya Offset.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 657-687.
Santrock, J. W. (2009). In Educational Psychology, Fourth Edition (p. 405). New York: McGraw-Hill Companies, Inc.
Sebastian, Y. (2010). Oh My Goodness! Buku Pintar Seorang Creative Junkies. Jakarta: PT Gramedia Pustaka Utama.
Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
Tan, G. (2006). Designing Successful Esecutive Program on Creativity: Theoretical Approaches and Practical Challenges in Asia. Problems and Perspective in Management, Vol 4 (3), 146-164.
Wurdinger, S., Haar, J., Hugg, R., & Bezon, J. (2007). A qualitative study using project-based learning in a mainstream middle school. Improving Schools by SAGE Publications, 150-161.
Yaumi, M. (2012). Pembelajaran Berbasis Multiple Intelligences. Jakarta: PT Dian Rakyat.