WAYS OF USING CREATIVITY-BASED LEARNING MANAGEMENT TO ENHANCE 10th GRADE STUDENTS’ CREATIVE COLLABORATIVE PROBLEM SOLVING ON CHEMICAL REACTION
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Abstract
The purposes of this research were 1) to examine the effective ways of using creativity-based learning to enhance student’s creative collaborative problem solving and 2) to investigate 10th grade students’ creative collaborative problem solving competency through using creativity-based learning approach. The participants of the study were 49 10th grade students registered in 2016 academic year. In the research process, the cycle of PAOR was run in three loops according to classroom action research framework. The research was conduct using the three developed lesson plans. The data were collected by using the creative collaborative problem solving test, reflection journals and the work sheets. Data were analyzed by using content analysis technique and some basic statistics such as mean and percentage were also used. The result showed that the effective ways of using creativity-based learning approach are that teachers should employ creativity-based learning by using easy experiment having a clear and easy –to-get results, less time-consuming and related to the concepts which draw students' attention. Moreover, teacher must employ real-life problems, stimulate students to discuss the problem statement and lead them to reach their consensus at every part of the learning processes and allow students to discover and present the ideas of the experiment and results of the experiment to the class to the class to enhance their understand that they have many strategies available to them and that no single strategy will work for all problems and develop their own solutions. Finally, the student makes conclusion with teacher. In addition, the results revealed that using creativity-based learning approach can help students develop their creative collaborative problem solving and this competency has been improved significantly throughout all the three cycle from cycle I, cycle II and cycle III, respectively.
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