Pengaruh Design Thinking dan Differentiated Instruction Terhadap Keterampilan Berpikir Kreatif Siswa Kelas VII pada Materi Ekosistem di Sekolah XYZ
Main Article Content
Abstract
Just as the role of Christian teachers in education is to be the agents of reconciliation and transformation, teachers must seek ways to create an appropriate learning environment. This study aims to evaluate the effect of design thinking and differentiated instruction on students' creative thinking. Using the experimental design, data was collected through questionnaires and creative thinking skills tests before and after treatment. The results of the analysis show that the relationship of design thinking to creative thinking skills is not significant with a coefficient of -0.011 on the pretest and -0.149 on the posttest, the relationship of differentiated instruction to creative thinking skills is also not significant with a coefficient of -0.075 on the pretest and -0.127 on the posttest. Together, design thinking and differentiated instruction only explained 0.9% of the variability in creative thinking skills, with an R Square value of 0.009. The ANOVA test showed that this regression model was not significant with an F value of 0.234 and a significance value of 0.792. The conclusion of this study is that design thinking and differentiated instruction have no significant influence on students' creative thinking skills in the sample studied. The findings suggest the need for further exploration.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Glen, Roy, Christy Suciu, and Christopher Baughn. (2014). “The Need for Design Thinking in Business Schools.” Academy of Management Learning & Education 13, no. 4: 653–667.
Greenstein, Laura. (2012). Assessing 21st Century Skills: A Guide to Evaluating Mastery Andauthentic Learning. Thousand Oaks, CA: Corwin, A SAGE Publications Company.
Hendriana, Heris, and Utari Soemarmo. (2017). Penilaian Pembelajaran Matematika. Bandung: PT Refika Aditama.
Hodge, Charles. (2005). Systematic Theology - Volume II. Grand Rapids, MI: Christian Classics Ethereal Library.
Johnson, Elaina. (2011). Contextual Teaching and Learning. Bandung: Kaifa.
Knight, George R. (2006). Philosophy & Education: An Introduction in Christian Perspective. Sutherland House: Andrews University Press.
Lindberg, Sara M., Janet Shibley Hyde, Jennifer L. Petersen, and Marcia C. Linn. (2010). “New Trends in Gender and Mathematics Performance: A Meta-Analysis.” Psychological Bulletin 136, no. 6: 1123–1135.
Ní Shé, Caitríona, Orna Farrell, James Brunton, and Eamon Costello. (2022). “Integrating Design Thinking into Instructional Design: The #Openteach Case Study.” Australasian Journal of Educational Technology: 33–52.
Nickel, James. (2012). Mathematics: Is God Silent? Portland: Ross House Books.
Pazmino, Robert W. (2001). God Our Teacher: Theological Basics in Christian Education. Grand Rapids, MI: Baker Academic.
Ray, Betty. (2012). “Design Thinking: Lessons for the Classroom.” Edutopia. George Lucas Educational Foundation, January 4, 2012. Last modified January 4. Accessed January 27, 2024. https://www.edutopia.org/blog/design- thinking-betty-ray.
Rittel, Horst W., and Melvin M. (1973). Webber. “Dilemmas in a General Theory of Planning.” Policy Sciences 4, no. 2: 155–169.
Sarwono, Jonathan. (2009). Statistik Itu Mudah: Panduan Lengkap Untuk Belajar Komputasi Statistik Menggunakan SPSS 16. Yogyakarta.
Sherlock, Charles. (1996). The Doctrine of Humanity. Leicester: Inter-Varsity Press.
Tomlinson, Carol Ann, and Jay McTighe. (2006). Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann. (2005). “Grading and Differentiation: Paradox or Good Practice?” Theory Into Practice 44, no. 3: 262–269.
Vale, Michael T., Toni L. Bisconti, and Jennifer F. Sublett. (2019). “Benevolent Ageism: Attitudes of Overaccommodative Behavior toward Older Women.” The Journal of Social Psychology 160, no. 5: 548–558.