The Effect of Flap Poster towards Students’ Creativity and Understanding in Learning Human Respiratory System.
CONTENTS
SHEET OF LEGITIMATION ………... DECLARATION ………... ABSTRACT ..……….…....…………... PREFACE ...………......……..….... ACKNOWLEDGEMENT ... CONTENTS ...…... LIST OF TABLES ... LIST OF FIGURES ... LIST OF APPENDICES ...
CHAPTER I INTRODUCTION
A. Background ………...
B. Research Problem .………...……....………..
C. Research Question ….………....……....
D. Limitations of Problem ………...…………...…..……….. E. Research Objective ..…...………...………..………..
F. Research Benefit …...………...……….…...
CHAPTER II FLAP POSTER, STUDENTS’ CREATIVITY, STUDENTS’ UNDERSTANDING, AND HUMAN RESPIRATORY SYSTEM
A. Flap Poster ………...………..…….
B. Students’ Creativity…....…………....…….………... C. Students’ Understanding………....……....…...………….... D. Human Respiratory System ...…………....…………....…..…………...…... E. Relevant Research ……....…………....…………....………....….……..…...
Page
i ii iii iv v vii
ix xi xii
1 1 3 3 4 4 5
6 6 8 13 16 23
(2)
CHAPTER III RESEARCH METHODOLOGY
A. Research Method and Research Design ……….……....….... B. Population and Sample ...……….………....….…....
C. Assumption ...……….……..………..
D. Hypothesis ………...……….……….………….
E. Operational Definition ...………..…….……….……....
F. Research Instrument ………...………
G. Research Procedure …………..………...………...
H. Instrument Analysis Result ...………...………...
I. Data Processing ………...………...
CHAPTER IV RESULT AND DISCUSSION
A. Procedure of Creating Flap Poster ………...
B. Students’ Creativity in Creating Flap Poster ………...………...……
C. Students’ Understanding in Learning Human Respiratory System …... D. Relationship of Students’ Creativity and Understanding………... E. Profile of Students’ Response towards Implementation of Flap Poster …….
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
F. Conclusion ...………..………..
G. Recommendation ………...…………...….…..
REFERENCES ...………..………......
APENDICES ...………..………...
AUTOBIOGRAPHY ………...……..
25 25 26 26
27 27
27 33 36 37
43 44 46 73 83 86
91 91 92
93 97 179
(3)
LIST OF TABLES
Page
Table 2.1 Structure of Cognitive Process Dimension in the Revised Bloom
Taxonomy………..
Table 3.1 Research design: Matching Pretest and Posttest Comparison Group (Nonequivalent Group) ………..…………...……. Table 3.2 Blueprint of Students’ Creativity Rubric……….. Table 3.3 Interpretation of Validity ...…...……..…………....… Table 3.4 Reliability Interpretation ...……….……... Table 3.5 Difficulty index ………...…... Table 3.6 Blueprint of Students’ Impression Questionnaire ... Table 3.7 Recapitulation of test Item for students’ Understanding ... Table 3.8 Criteria of Normalized Gain Value .….……….……... Table 3.9 Interpretation of Correlation Coefficient……..……… Table 3.10 Percentage Interpretation ………...….... Table 3.11 Scoring guideline of students’ Response ...……...………… Table 4.1 Profile of students’ Creativity between Experiment Class and
Control Class ...………...……...……… Table 4.2 Original Criteria ..………...…...…..…… Table 4.3 Surprising Criteria ………..………...…...….….………... Table 4.4 Germinal Criteria ..…...…………...…...………..………... Table 4.5 Valuable Criteria ……...………... Table 4.6 Logic Criteria .…...…...…...……… Table 4.7 Useful Criteria ..………...…...………...………..……… Table 4.8 Organist Criteria ………..………...……….. Table 4.9 Elegant Criteria ..………...…..……….……... Table 4.10 Complex Criteria .………...…...………..………... Table 4.11 Understandable Criteria ..………...…...…………... Table 4.12 Artistic Criteria ..…….…………...………...………
15 25 28 30 31 32 33 36 39 41 41 42 47 50 52 54 56 58 60 63 65 66 68 70
(4)
Table 4.13 Objective Test (Pretest and posttest) Item Specification and
Recapitulation ………...………
Table 4.14 Matching the Result of Pretest and Posttest Score in Each
Concept ………...….…...…...………
Table 4.15 Matching the Result of Pretest and Posttest Score in Experiment
Class and Control Class ……...……….………
Table 4.16 Results of Statistic analysis on Students’ Understanding ...……... Table 4.17 Matching the Average of Posttest Score of Each Group ………...
Table 4.18 Correlation of Students’ Creativity and Understanding………….
Table 4.19 Profile of Students’ Response towards Implementation of flap
Poster ………...……….
73
75
79 81 84 85
(5)
LIST OF FIGURES
Page Figure 2.1 Flap Poser …....………...…………...………...………... Figure 2.2 Three Component of Creativity ...………...……...…...…... Figure 2.3 Revision of Bloom’s Taxonomy .……..….……...…...…………...… Figure 2.4 Schematic of The Respiratory System Displayed by The Upper and
Lower Respiratory Tract Region ………...……….… Figure 2.5 Inspiration and Expiration ………...……….. Figure 4.1 Graphic of Novelty Creativity Dimension of Experiment Class and
Control Class …...….…... Figure 4.2 Graphic of Resolution Creativity Dimension of Experiment Class and
Control Class ………...……… Figure 4.3 Graphic of Elaboration and Synthesis Creativity Dimension of
Experiment Class and Control Class .………...………… Figure 4.4 Graphic of Students’ Understanding Result of experiment Class and
Control Class .………...………. Figure 4.5 Graphic of Students’ Understanding Regarding Cognitive Domain
between Experiment Class and Control Class ………..… Figure 4.6 Comparison of Average Questionnaire Score between Experiment
and Control Class ………...…………...………..
Figure 4.7 Comparison of Percentage between Experiment and Control Class …. 7 9 14
18 20
49
56
62
77
78
88 90
(6)
LIST OF APPENDICES
Page
A. INSTRUCTIONAL TOOLS ………....
Appendix A.1 Lesson Plan ………
Appendix A.2 Student’s Worksheet …….………... Appendix A.3 Flap Poster Guidance ………...
Appendix A.4 Power Point Slide ………...………
B. RESEARCH INSTRUMENT ……...….....………….....…………...
Appendix B.1 Rubric of Creativity ... Appendix B.2 Instrument Test BeforeValidation ……….………. Appendix B.3 Instrument Test After Validation ...….……..…... Appendix B.4 Questionnaire of Students’ Impression………..
C. RESULT OF RESEARCH DATA ………….....…………......
Appendix C.1 Data Processing of Students’ Creativity Result ... AppendixC.2 Data Processing of Students’ Understanding Result ..….
Appendix C.3 Data Processing of Students’ Impression Resul ... Appendix C.4 Data of Validation Result ………...…….
D. DOCUMENTATION ………….....………....………….....……
Appendix D.1 Documentation ………...….………...…………... 97 98 102 103 109
116 117 120 134 144
146 147 149 156 162
175 176
(7)
CHAPTER I INTRODUCTION
A. Background
Science education is one of essential major that is studied by students in school. Thus, the research about science learning in school becomes requisite in order to improve the development of science education. There is common situation in instructional process that the teacher stands in front of the class, lecturing and illustrating with the help of the black board and chalk. It generally happened in all major that be learned by students, included science. Those Traditional methods of teaching and learning cannot ensure the participation of every student. Students might be not interested to learn in the class.
This problem might be solved by using teaching or learning aids aids. From previous research, it was proven that the teaching aids can improve the reading, writing and speaking skills of the students (Singh, 2011). In this research, the development of teaching aids as learning media is investigated in form of poster. But, this poster is kind of an innovation of the teaching and learning media regarding the design of the poster itself. This poster is called as flap poster. Flap poster is one type of the modification of common poster so that flap poster can resemble the common poster. Posters are known as an excellent medium for developing communication skills particularly where short and concise communication is needed (Zevenbergen, 1999).
The implementation of flap poster project enables students to get the opportunity to express their reactions and ideas through poster presentation. Poster presentation would appear to have potential as a learning strategy and as a method of assessment (Bracher, 1998). EL-Sakran and Prescott (2013) also stated that Poster presentations cater for different learning styles and
allow for personality preferences, students’ creativity in poster design.
As teachers, it is important that students are allowed to express their creativity. The term creativity varies in several ways. According to Barron and Harrington (1981), there are two categories of definition of a criterion of creativity actually used in large bodies of research: 1) creativity as socially
(8)
2
recognized achievement in which there are novel products to which one can point as evidence, such as inventions, theories, buildings, published writings, paintings and sculptures and films; laws; institutions; medical and surgical treatments, and so on; 2) creativity as an ability manifested by performance in critical trials, such as tests, contests, etc, in which one individual can be compared with another on a precisely defined scale. From the above categories of creativity, flap poster project can be included in both of those categories which might affect on students’ creativity. Flap poster as students’ project is called as novel product because flap poster is real form of creativity product that can be assessed to measure the creativity. Besides that, flap poster also is included into critical trial. Regarding the process of creating
flap poster and flap poster presentation, it shows students’ involvement and
performance. That is why flap poster project enable students to improve their creativity.
Student’s understanding is an important element of an instructional
outcome. Student’s understanding also can be represented as students’ cognitive skill. Kinkin and Hench (2012) stated that the poster presentation allows students the opportunity to develop and improve their cognitive skills as they progress through Bloom’s Scale of Taxonomy. In Bloom’s taxonomy, the structure of cognitive skills build from simple to complex includes the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation. They also stated that through poster project, students develop the skills required to move up that hierarchy. Thus, the urgent of understanding improvement is requisitely in line with the implementation of flap poster as the instructional strategy of empowering learners to pursue content knowledge on their own and demonstrate their new understandings through a variety of presentation modes.
The flap poster might be used in every topic of science. One of the topics is human respiratory system which is very important to be learnt by middle school students. Human respiratory system is included in complex system of human body. According to Liu, Marathe, and Hmleo-Silver (2005) stated that complex systems are difficult for learners to understand. They also
(9)
3
stated that several features of complex systems make them hard to learn about, such as nonlinear and relational causality as well as invisible and dynamic mechanisms. That’s why the flap poster is used as teaching aids to make the students easier in learning human respiratory system. Since the respiratory organs consist of the bigger to the smaller and structured from the outside to the inside part, the flap poster is enable to applied to enhance
student’s understanding.
Considering the explanations above, the researcher aimed to a
research related to students’ creativity and understanding. This research is focused on the implementation of flap poster project on human respiratory concept based on Curriculum 2013 and Cambridge Curriculum. This research analyzed two variables that are students’ creativity and students’ understanding. Developing from those variables, as the complement of this research, researcher also investigated students’ impression toward implementation of flap poster project.
B. Research Problem
The research problem of this study is “How is The Effect of Flap
Poster Towards Students’ Creativity and Understanding in Learning Human
Respiratory System?” C. Research Question
Elaborating the research problem, the research attempts to explore the following questions:
a. How is the effect of creating flap poster towards students’ creativity in learning human respiratory system?
b. How is the effect of creating flap poster towards students’ understanding in learning human respiratory system?
c. How is students’ impression after learn the concept of human respiratory system by designing flap poster?
(10)
4
D. Limitation of Problem
In order to make the research become more focused, the problem is limited as follow:
a. Flap Poster is a poster which contain delightful scene which is filled with picture flaps to lift to reveal words underneath, while word flaps can be lifted to see pictures.
b. Student’s creativity that is measured in this research involves four P’s definitions of creativity, those are person, process, press, and products (Rhodes, 1961) and three creativity dimensions, i.e novelty, resolution, and elaboration and synthesis (Miunandar, 2009).
c. Students’ understanding that is measured in this research involves level cognitive of remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6) based on Bloom Taxonomy which is stated by Krathwohl (2002).
d. In this research, the concept is human respiratory system that limited by core competence no. 3 and basic competence no. 3.7 that are attached in Curriculum 2013.
E. Research Objective
According to problem that formulated in the research problem, the research is intended to:
a. To investigate the effect of flap poster towards students’ creativity in learning human respiratory system.
b. To investigate the effect of flap poster towards students’ understanding in learning human respiratory system.
c. To Identify students’ impression after learn the concept of human respiratory system by using flap poster.
(11)
5
F. Research Benefit
The results of this study are expected to provide the following benefits:
a. For teachers, this study will enable the teachers to increase their ability in
implementing teaching aids, know the effect of flap poster on student’s
creativity and understanding.
b. For students, this study enables them to improve the use of flap poster in the instructional process towards their creativity and understanding by creating and presenting it.
c. For another researcher, the result of this research can be used as a comparative study.
(12)
REFERENCES
Adams, K. (2005). The Sources of Innovation and Creativity. [Online]. Retrieved from http://www.ncee.org. [Accessed on October 29, 2014]
Adkins, D. R. and Lyon, J. S. (2012) Promoting Research to the Masses: Assessing the Impact of a Poster Walk. International Journal for the Scholarship of Teaching and Learning. 6 (2), article 19. [Online]. Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/19. [Accessed on September 20, 2014]
Anderson et al. (2001). A Taxonomy For Learning, Teaching, and Assessing, A Bridged Edition. New York: Longman..
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan (Edisi 2). Jakarta: Bumi Aksara
Ary. D. and Jacobs, L. C. and Razavieh, A. (1979). Introduction to Research in Education, Second Edition. New York: Holt, Rinehart and Winston.
Aziz, R. H. A. and Jusoff, K. (2009). Effective Poster Teaching Strategy towards Risk in Studying Fraud. International Education Studies. 3 (15), 158-162. [Online]. Retrieved from http://www.ccsenet.org/journal.html. [Accessed on September 20, 2014]
Barron, F. and Harrington, D. M. (1981). Creativity, Intelligence, and Personality. [Online]. Retrieved from http://www.sagepub.com. [Accessed on October 6, 2014]
Besemer, S. P. and O’Quin, K. (1986). ). Analyzing creative products: Refinement
and test of a judging instrument. Journal of Creative Behavior. 20(2), 115-126. [Online]. Retrieved from http://onlinelibrary.wiley. [Accessed on December 18, 2014]
Besemer, S. P. and Treffinger, D. J. (1981). Analysis of Creative Product: Review and Synthesis. Journal of Creative Behavior. 3 (15), 158-178. [Online]. Retrieved from http://onlinelibrary.wiley. [Accessed on December 18, 2014]
Bracher, L. (1998). The process of poster presentation: a valuable learning experience. International of Medical Teacher. 6 (20), 552-557. [Online]. Retrieved from http://informahealthcare.com. [Accessed on October 6, 2014]
(13)
94
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson Education.
Davey, J. and Lumsden, P. (2010). From Cats to Roller-Coasters: Creative use of
Posters to Explore Students’ Perception of PDP. Journal of Learning Development in Higher Education. - (-), 1-18. [Online]. Retrieved from http://www.aldinhe.ac.uk. [Accessed on September 20, 2014]
Daynes, K. and King, C. (2006). See Inside Your Body. London: Usborne limited Publishing
El-Sakran, T. M. and Prescott, D. (2013). Poster Presentations Improve
Engineering Students’ Communication Skills. International Journal of Education and Practice. 1 (7), 52-86. [Online]. Retrieved from http://www.pakinsight.com/journals/IJEP.htm. [Accessed on September 22, 2014]
Fasko, D. Jr. (2001). Education and Creativity. Creativity Research Journal. 3&4 (13), 317-327. [Online]. Retrieved from http://personal.stevens.edu. [Accessed on October 30, 2014]
Ferri, J. (2011). Parts of a Flower. [Online]. Retrieved from http://johngferri.cmswiki.wikispaces.net/. [Accessed on June 15, 2015] Fraenkel, J. R. and Wallen, N. E. (2007). How to Design and Evaluate Research
in Education, Sixth Edition. New York: Mc-Graw Hill.
Gajda, J. and Piwowar, P. (2009). Identification of the Human Respiratory System during Experiment with Negative Pressure Impulse Excitation. [Online]. Retrieved from http://www.metrology.pg.gda.pl. [Accessed on October 07, 2014]
Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report. 4 (8), 597-607. [Online]. Retrieved from http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf. [Accessed on November 20, 2014]
Gomez, J. G. (2007). What Do We Know About Creativity. The Journal of Effective Teaching. 1 (7), 31-43. [Online]. Retrieved from http://uncw.edu. [Accessed on October 30, 2014]
Hake, R. R. (1999). Analyzing Change/ Gain Score. [Online]. Retrieved from http://www.physics.indiana.edu. [Accessed on May 20, 2015]
Jarvis, L. and Cain, J. (2003). Diversifying Assessment 2: Posters and Oral Presentations in Undergraduate History of Science. [Online]. Retrieved from http://www.ucl.ac.uk. [Accessed on September 24, 2014]
(14)
95
King, S. H., et.al,. (2009). Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning. 7-10. NYC Department of Education.
Kinkin, J. and Hench, K. (2012). Poster Presentations as An Assessment Tool in A Third/ College Level Information Literacy Course. Journal of Information Literacy. - (6), 86-96. [Online]. Retrieved from http://ojs.lbro.ac.uk. [Accessed on October 6, 2014]
Liu, L., Marathe, S., and Hmleo-Silver, C. E. (2005). Function Befor Form: An Alternative Approach to Learning About Complex System. [Online]. Retrieved from http://www.rci.rutgers.edu. [Accessed on October 7, 2014]
Mader, S. S. (2008). Human Biology. New York: The McGraw-Hill Companies. Matthews, D. L. (1990). The Scientific Poster: Guidelines for Effective Visual
Communication. [Online]. Retrieved from http://www.nefsc.noaa.gov. [Accessed on September 21, 2014]
McMillan, J. H. (2012). Educational Research, Sixth Edition. Boston: Pearson Education.
Minium, E., King, B. M., & Bear, G. (1993). Statistical Reasoning in Psychology and Education, Third Editon. USA: John Wiley & Son.
Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Newbrey, M. G. and Baltezore, J. M. (2006). Poster presentations: Conceptualizing, constructing, and critiquing. [Online]. Retrieved from http://www.rochester.edu/college/CWE/files/posters.pdf. [Accessed on October 29, 2014]
O’Neill, G. and Jennings, D. (2012). The Use of Posters for Assessment: A Guide for Staff. [Online]. Retrieved from http://www.ucd.ie. [Accessed on September 20, 2014]
Singh, S. (2011). Teaching aids in classrooms – both the traditional and the modern. [Online]. Retrieved from http://www.indiastudychannel.com. [Accessed on October 6, 2014]
Rhodes, M. (1961). An Analysis of Creativity. [Online]. Retrieved from http://www.jstor.org/discover. [Accessed on December 18, 2014]
Stanton, J. D. (2013). A Poster-Session Review to Reinforce Course Concepts and Improve Scientific Communication Skills. Journal of Microbiology and
(15)
96
Biology Education. I (14), 116-117. [Online]. Retrieved from http:// dx.doi.org/10.1128/jmbe.v14i1.519. [Accessed on September 20, 2014] Stewart, T. (2008). Meta-Reflective Service Learning Poster Fairs: Purposive
Pedagogy for Pre-Service Teacher. Journal of The Scholarship of Teaching and Learning. 8 (3), 79-102. [Online]. Retrieved from files.eric.ed.gov/fulltext/EJ854865.pdf. [Accessed on September 20, 2014] Sudjana. (2005). Metoda Statistika. Bandung: Tarsito.
Tanner, D. (2012). Using Statistics to Make Educational Decisions. Los Angeles: SAGE Publications, Inc.
Tran, V. D. (2014) The Effect of Cooperative Learning on Academic Achievement and Knowledge Retention. International Journal of Higher
Education. 3 (2), 131-140. [Online]. Retrieved from
http://dx.doi.org/10.5430/ijhe.v3n2p131. [Accessed on September 17, 2014]
Tu, J. et al. (2013). Computational Fluid and Particle Dynamics in the Human Respiratory System. [Online]. Retrieved from http://www.springer.com. [Accessed on October 30, 2014]
Waugh A, Grant A (2004). Anatomy and Physiology in Health and Illness 9th Edition. [Online]. Retrieved from http://www.sciencelib.net/901/ross-and-wilson-anatomy-and-physiology-in-health-and-illness-9th-ed-a-.html Zevenbergen, R.. (1999). Student Constructed Posters: A Tool For Learning and
Assessment in Preservice Mathematics Education. International Journal of Mathematics Teacher Education and Development. - (1), 72-83. [Online]. Retrieved from http://www.merga.net.au. [Accessed on October 6, 2014]
(1)
4
D. Limitation of Problem
In order to make the research become more focused, the problem is limited as follow:
a. Flap Poster is a poster which contain delightful scene which is filled with picture flaps to lift to reveal words underneath, while word flaps can be lifted to see pictures.
b. Student’s creativity that is measured in this research involves four P’s definitions of creativity, those are person, process, press, and products (Rhodes, 1961) and three creativity dimensions, i.e novelty, resolution, and elaboration and synthesis (Miunandar, 2009).
c. Students’ understanding that is measured in this research involves level cognitive of remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6) based on Bloom Taxonomy which is stated by Krathwohl (2002).
d. In this research, the concept is human respiratory system that limited by core competence no. 3 and basic competence no. 3.7 that are attached in Curriculum 2013.
E. Research Objective
According to problem that formulated in the research problem, the research is intended to:
a. To investigate the effect of flap poster towards students’ creativity in learning human respiratory system.
b. To investigate the effect of flap poster towards students’ understanding in learning human respiratory system.
c. To Identify students’ impression after learn the concept of human respiratory system by using flap poster.
(2)
5
F. Research Benefit
The results of this study are expected to provide the following benefits:
a. For teachers, this study will enable the teachers to increase their ability in
implementing teaching aids, know the effect of flap poster on student’s
creativity and understanding.
b. For students, this study enables them to improve the use of flap poster in the instructional process towards their creativity and understanding by creating and presenting it.
c. For another researcher, the result of this research can be used as a comparative study.
(3)
REFERENCES
Adams, K. (2005). The Sources of Innovation and Creativity. [Online]. Retrieved from http://www.ncee.org. [Accessed on October 29, 2014]
Adkins, D. R. and Lyon, J. S. (2012) Promoting Research to the Masses: Assessing the Impact of a Poster Walk. International Journal for the Scholarship of Teaching and Learning. 6 (2), article 19. [Online]. Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/19. [Accessed on September 20, 2014]
Anderson et al. (2001). A Taxonomy For Learning, Teaching, and Assessing, A Bridged Edition. New York: Longman..
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan (Edisi 2). Jakarta: Bumi Aksara
Ary. D. and Jacobs, L. C. and Razavieh, A. (1979). Introduction to Research in Education, Second Edition. New York: Holt, Rinehart and Winston.
Aziz, R. H. A. and Jusoff, K. (2009). Effective Poster Teaching Strategy towards Risk in Studying Fraud. International Education Studies. 3 (15), 158-162. [Online]. Retrieved from http://www.ccsenet.org/journal.html. [Accessed on September 20, 2014]
Barron, F. and Harrington, D. M. (1981). Creativity, Intelligence, and Personality. [Online]. Retrieved from http://www.sagepub.com. [Accessed on October 6, 2014]
Besemer, S. P. and O’Quin, K. (1986). ). Analyzing creative products: Refinement and test of a judging instrument. Journal of Creative Behavior. 20(2), 115-126. [Online]. Retrieved from http://onlinelibrary.wiley. [Accessed on December 18, 2014]
Besemer, S. P. and Treffinger, D. J. (1981). Analysis of Creative Product: Review and Synthesis. Journal of Creative Behavior. 3 (15), 158-178. [Online]. Retrieved from http://onlinelibrary.wiley. [Accessed on December 18, 2014]
Bracher, L. (1998). The process of poster presentation: a valuable learning experience. International of Medical Teacher. 6 (20), 552-557. [Online]. Retrieved from http://informahealthcare.com. [Accessed on October 6, 2014]
(4)
94
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson Education.
Davey, J. and Lumsden, P. (2010). From Cats to Roller-Coasters: Creative use of Posters to Explore Students’ Perception of PDP. Journal of Learning Development in Higher Education. - (-), 1-18. [Online]. Retrieved from http://www.aldinhe.ac.uk. [Accessed on September 20, 2014]
Daynes, K. and King, C. (2006). See Inside Your Body. London: Usborne limited Publishing
El-Sakran, T. M. and Prescott, D. (2013). Poster Presentations Improve Engineering Students’ Communication Skills. International Journal of Education and Practice. 1 (7), 52-86. [Online]. Retrieved from http://www.pakinsight.com/journals/IJEP.htm. [Accessed on September 22, 2014]
Fasko, D. Jr. (2001). Education and Creativity. Creativity Research Journal. 3&4 (13), 317-327. [Online]. Retrieved from http://personal.stevens.edu. [Accessed on October 30, 2014]
Ferri, J. (2011). Parts of a Flower. [Online]. Retrieved from http://johngferri.cmswiki.wikispaces.net/. [Accessed on June 15, 2015]
Fraenkel, J. R. and Wallen, N. E. (2007). How to Design and Evaluate Research in Education, Sixth Edition. New York: Mc-Graw Hill.
Gajda, J. and Piwowar, P. (2009). Identification of the Human Respiratory System during Experiment with Negative Pressure Impulse Excitation. [Online]. Retrieved from http://www.metrology.pg.gda.pl. [Accessed on October 07, 2014]
Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report. 4 (8), 597-607. [Online]. Retrieved from http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf. [Accessed on November 20, 2014]
Gomez, J. G. (2007). What Do We Know About Creativity. The Journal of Effective Teaching. 1 (7), 31-43. [Online]. Retrieved from http://uncw.edu. [Accessed on October 30, 2014]
Hake, R. R. (1999). Analyzing Change/ Gain Score. [Online]. Retrieved from http://www.physics.indiana.edu. [Accessed on May 20, 2015]
Jarvis, L. and Cain, J. (2003). Diversifying Assessment 2: Posters and Oral Presentations in Undergraduate History of Science. [Online]. Retrieved from http://www.ucl.ac.uk. [Accessed on September 24, 2014]
(5)
95
King, S. H., et.al,. (2009). Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning. 7-10. NYC Department of Education.
Kinkin, J. and Hench, K. (2012). Poster Presentations as An Assessment Tool in A Third/ College Level Information Literacy Course. Journal of Information Literacy. - (6), 86-96. [Online]. Retrieved from http://ojs.lbro.ac.uk. [Accessed on October 6, 2014]
Liu, L., Marathe, S., and Hmleo-Silver, C. E. (2005). Function Befor Form: An Alternative Approach to Learning About Complex System. [Online]. Retrieved from http://www.rci.rutgers.edu. [Accessed on October 7, 2014]
Mader, S. S. (2008). Human Biology. New York: The McGraw-Hill Companies.
Matthews, D. L. (1990). The Scientific Poster: Guidelines for Effective Visual Communication. [Online]. Retrieved from http://www.nefsc.noaa.gov. [Accessed on September 21, 2014]
McMillan, J. H. (2012). Educational Research, Sixth Edition. Boston: Pearson Education.
Minium, E., King, B. M., & Bear, G. (1993). Statistical Reasoning in Psychology and Education, Third Editon. USA: John Wiley & Son.
Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Newbrey, M. G. and Baltezore, J. M. (2006). Poster presentations: Conceptualizing, constructing, and critiquing. [Online]. Retrieved from http://www.rochester.edu/college/CWE/files/posters.pdf. [Accessed on October 29, 2014]
O’Neill, G. and Jennings, D. (2012). The Use of Posters for Assessment: A Guide for Staff. [Online]. Retrieved from http://www.ucd.ie. [Accessed on September 20, 2014]
Singh, S. (2011). Teaching aids in classrooms – both the traditional and the modern. [Online]. Retrieved from http://www.indiastudychannel.com. [Accessed on October 6, 2014]
Rhodes, M. (1961). An Analysis of Creativity. [Online]. Retrieved from http://www.jstor.org/discover. [Accessed on December 18, 2014]
Stanton, J. D. (2013). A Poster-Session Review to Reinforce Course Concepts and Improve Scientific Communication Skills. Journal of Microbiology and
(6)
96
Biology Education. I (14), 116-117. [Online]. Retrieved from http:// dx.doi.org/10.1128/jmbe.v14i1.519. [Accessed on September 20, 2014]
Stewart, T. (2008). Meta-Reflective Service Learning Poster Fairs: Purposive Pedagogy for Pre-Service Teacher. Journal of The Scholarship of Teaching and Learning. 8 (3), 79-102. [Online]. Retrieved from files.eric.ed.gov/fulltext/EJ854865.pdf. [Accessed on September 20, 2014]
Sudjana. (2005). Metoda Statistika. Bandung: Tarsito.
Tanner, D. (2012). Using Statistics to Make Educational Decisions. Los Angeles: SAGE Publications, Inc.
Tran, V. D. (2014) The Effect of Cooperative Learning on Academic Achievement and Knowledge Retention. International Journal of Higher
Education. 3 (2), 131-140. [Online]. Retrieved from
http://dx.doi.org/10.5430/ijhe.v3n2p131. [Accessed on September 17, 2014]
Tu, J. et al. (2013). Computational Fluid and Particle Dynamics in the Human Respiratory System. [Online]. Retrieved from http://www.springer.com. [Accessed on October 30, 2014]
Waugh A, Grant A (2004). Anatomy and Physiology in Health and Illness 9th Edition. [Online]. Retrieved from http://www.sciencelib.net/901/ross-and-wilson-anatomy-and-physiology-in-health-and-illness-9th-ed-a-.html
Zevenbergen, R.. (1999). Student Constructed Posters: A Tool For Learning and Assessment in Preservice Mathematics Education. International Journal of Mathematics Teacher Education and Development. - (1), 72-83. [Online]. Retrieved from http://www.merga.net.au. [Accessed on October 6, 2014]