Profile of conceptual photosynthesis and creative thinking: Study of 7th-grade students
DOI:
https://doi.org/10.21009/biosferjpb.v13n2.250-265Keywords:
Creative thinking skills, Junior high school, Photosynthesis, UnderstandingAbstract
Profile of students’ creative thinking and conceptual understanding is essential to create an initial description of students’ competencies in overcoming their learning difficulties. The research aims to describe profile of concept understanding and creative thinking skills of 7thgrade students of all SMP Negeri (public junior high school) in Rasau Jaya sub-district, Kubu Raya Regency, West Kalimantan, Indonesia in photosynthesis content. The research uses qualitative descriptive method. The sampling technique employs disproportionate stratified random sampling. Samples consist of 143 students of 7th grade from three SMP Negeri in Rasau Jaya Sub-district, Kuburaya Regency, West Kalimantan, Indonesia. The data collection technique utilizes creative thinking skill test in the form of an essay with fluency, flexibility, originality, and elaboration aspects. Students’ concept understanding test is in the form of four-tier diagnostic test. Data analysis employs descriptive statistics with percentage of creative thinking and conceptual understanding in categories of understanding, partial understanding, misconception, and not understanding. The creative thinking skill percentage of SMPN students in Rasau Jaya, Indonesia in the originality and flexibility aspect is in a fairly creative category, whereas in the elaboration and fluency aspect the category is still less creative. The highest percentage of students’ conceptual understanding is misconception of 45.25% and followed by an understanding of 30.64%, not understand of 13.2%, and partial understanding of 10.97%. The obtained data give evidence that natural sciences (IPA) learning knowledge among junior high school students, especially concept understanding and creative thinking, is still low. Therefore, teachers could develop students’ creative thinking skills so their concept understanding could be improved.
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Campbell. (2014). Biologi tenth edition jilid I. New York: Pearson Education
Dariman, K. (2019). Students’ creative thinking with 4’r applications in procedure text project based learning. International Journal for Educational and Vocational Studies, 1(1), 15-20. https://doi.org/10.29103/ijevs.v1i1.1375
Daskolia, M., Dimos, A., & Kampylis, P. G. (2012). Secondary teachers’ conceptions of creative thinking within the context of environmental education. International Journal of Environmental and Science Education, 7(2), 269-290. http://www.ijese.com/
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Djamahar, R., Ristanto, R. H., Sartono, N., & Darmawan, E. (2020). Approaches to respiratory and excretion systems teaching: An innovative learning through Cirsa. Universal Journal of Educational Research, 8(6), 2204–2210. https://doi.org/10.13189/ujer.2020.080602
Ekawati, E & Sumaryanta. (2011). PengembanganInstrumenPenlaianPembelajaranMatematika SD/SMP. Yogyakarta: Kementerian Pendidikan Nasional Badan Pengmbangan Sumber Daya Manusia Pendidikan dan Penjaminan Mutu Pendidikan Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Matematika
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Gömleksiz, M. N. (2012). Elementary school students’ perceptions of the new science and technology curriculum by gender. Educational Technology & Society, 15(1), 116-126. http://www.ifets.info/journals/15_1/11.pdf
Hadzigeorgiou, Y., Fokialis, P., & Kabouropoulou, M. (2012). Thinking about creativity in science education. Creative Education, 3(5), 603-611. https://www.scirp.org/journal/PaperInformation.aspx?PaperID=22940
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Istiyani. R., Muchyidin. A., & Rahardjo, H. (2018). Analisis miskonsepsi siswa pada konsep geometri menggunakan three-tier diagnostic test. Cakrawala Pendidikan, 37(2), 223-236. https://media.neliti.com/media/publications/261628-analysis-of-student-misconception-on-geo-bcb7b618.pdf
Kauffman, G. B. (1988). The brönsted- lowry acid-base concept. Journal of Chemical Education, 65(1), 28-31. https://pubs.acs.org/doi/pdf/10.1021/ed065p28
Kontorivich, I. (2011). Indicators of creativity in problem posing : How indicative are they?. (Online). Proceeding. https://www.researchgate.net/publication/269466270_Indicators_of_creativity_in_mathematical_problem_posing_How_indicative_are_they
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Kristiani, E., Ristanto, R. H., & Lisanti, E. (2020). Exploring gender-based biological concepts: an analysis of bilingual secondary school students. Biosfer : Jurnal Pendidikan Biologi, 13(1), 1–13. https://doi.org/10.21009/biosferjpb.v13n1.1-13
Mariana, I. A. M &Praginda, W. (2009). Hakikat IPA Dan Pendidikan IPA. Bandung: PPPPTK IPA
Moon, J. (2008). Critical thinking: an exploration of theory and practice. New York: Taylor and Francis Group.
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Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided discovery learning based on internet and self concept: enhancing student’s critical thinking in biology. Indonesian Journal of Biology Education, 2(1), 7–14. https://doi.org/10.31002/ijobe.v2i1.1196
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Prayitno, B. A., Corebima, D., Susilo, H., Zubaidah, S., & Ramli, M. (2017). Closing the science process skills gap between students with high and low level academic achievement. Journal of Baltic Science Education, 16(2), 266-277. https://www.researchgate.net/publication/316860514_Closing_the_science_process_skills_gap_between_students_with_high_and_low_level_academic_achievement
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Purwanto, M. N. (2002). Prinsip-prinsip dan teknik evaluasi pengajaran. Bandung: PT RemajaRosdakarya.
Rahardjanto, A., Husamah., & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179-192. https://doi.org/10.29333/iji.2019.12212a
Rahman, M. H. (2017). Using discovery learning to encourage creative thinking. International Journal of Social Sciences & Educational Studies, 4(2), 98-103. https://doi.org/10.23918/ijsses.v4i2sip98
Rindah, M. A. K., Dwiastuti, S., & Rinanto , Y. (2019). Excretory system learning in senior high school: comparative analysis of students’ problem solving skills. Biosfer: Jurnal Pendidikan Biologi, 12(2), 249-257. https://doi.org/10.21009/biosferjpb.v12n2.249-257
Rochmad., Kharis, M., Agoestanto, A., & Zuhair, M. (2018). Misconception as a critical and creative thinking inhibitor for mathematics education students. Unnes Journal of Mathematics Education, 7(1), 57-62. https://doi.org/10.15294/ujme.v7i1.18078
Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248. https://doi.org/10.21009/biosferjpb.v12n2.238-248
Shahroom, A. A., & Hussin, N. (2018). Industrial revolution 4.0 and education. InternationalJournal of Academic Research in Business and Social Sciences, 8(9), 314-319. http://dx.doi.org/10.6007/IJARBSS/v8-i9/4593
Sholikhan, S. (2017). Understanding concepts through inquiry learning strategy. IOSR Journal of Research & Method in Education, 7(1), 97-102. https://doi.org/10.9790/7388-07010597102
Sigit, D. V., Heryanti, E., Pangestika, D. A. W., & Ichsan, I. Z. (2019). Pembelajaran lingkungan bagi siswa : hubungan kemampuan berpikir kreatif dengan kemampuan pemecahan masalah. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(1), 6-12. http://journal.um.ac.id/index.php/jptpp/article/view/11838
Siswono, T. Y. E. (2011). Level of student’s creative thinking in classroom mathematics. Educational Research and Reviews, 6(7), 548-553. https://academicjournals.org/ERR
Sugiyono. (2012). Statistika untuk penelitian. Bandung: CV. Alfabeta.
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11-21. https://doi.org/10.15294/jpii.v9i1.21754
Suryandari, K. C., Sajidan, R, Sentot B., Prasetyo, Z. K., & Fatimah, S. (2018). Project-based science learning and pre-service teachers’ science literacy skill and creative thinking. Cakrawala Pendidikan, 37(3) 345-355. https://journal.uny.ac.id/index.php/cp/article/view/17229
Suparno, P. (2005). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT. Grasindo Anggota IKAPI.
Supriatno, B. (2013). Development of lecture program of ancorbary school-based biology education development to develop the ability to design and develop the design of laboratory activities. Bandung: Sekolah Pascasarjana, Universitas pendidikan Indonesia.
Tendrita, M., Safilu., & Parakkasi. (2016). Peningkatan aktivitas belajar dan pemahaman konsep biologi dengan strategi survey, question, read, recite, review (sq3r) pada siswa kelas Xi Ipa 2 SMA Negeri 5 Kendari. Jurnal Varia Pendidikan, 28(2), 213-224. https://doi.org/10.23917/varidika.v28i2.2867
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 3–6. https://doi.org/10.7771/1541-5015.1649
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2020-10-22
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Elis, Anandita Eka, & Ari. (2020). Profile of conceptual photosynthesis and creative thinking: Study of 7th-grade students. Biosfer: Jurnal Pendidikan Biologi, 13(2), 250–265. https://doi.org/10.21009/biosferjpb.v13n2.250-265
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
