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learning model creative problem solving (CPS) A. the theory of learning model creative problem solving according J. Bruner in Hidayat (2004: 8) learning is an active processes that allows people to find new things out of the information given to him. knowledge need to be learned in stages of certain that knowledge can internalized in mind (the structure of cognitive) human learn. process internalization will happen seriously (which means the learning process occurs optimally) if the knowledge was studied in stages as follows: stage enaktif a learning phase where knowledge studied actively by using the objects concrete or situation real. stage iconic a learning phase where knowledge represented (realized) in the form of the shadow of the visual. (visual imagery), image or diagram illustrating activities concrete or situation concrete contained in stage enaktif. stage symbolic a learning phase where the knowledge that represented in the form of symbols abstract, both symbol-symbol verbal (for example the letters, words or sentences), symbols of mathematics and symbols more abstract (Hidayat, 2004: 9) a learning process will take place optimally if learning begins with phase enaktif, and then if stage learn the first is considered, students switch to the stage of learning the second, the stage of learning by using the mode representation of the iconic. subsequently learning activities that continued on the third stage, the stage of learning by using the mode representation symbolic. model creative problem solving (CPS) is a learning model did concentration on teaching and problem-solving skills, followed by strengthening skills. when faced with a question, students can skills solve the problem to choose and develop response. not only way to memorize without thought, skills solve the problem expand thought processes (pepkin, 2004: 1). while according to Karen (dewi, 2008: 28) model creative problem solving (CPS) is a learning model did concentration on teaching and problem-solving skills, followed by strengthening skills. by using the learning model is expected to raise interest at once creativity and student motivation in the study of mathematics, so that the students can benefit maximum both in the process and the results of learning. a matter of considered as the problem is a matter that require the authenticity of thinking without danya example settlement before. problem in contrast to a matter of practice. on the matter of exercise, students know how to solve it, as has been clearly between the relationship between known to that question, and usually there has been an example of a matter. on the issue of students don't know how to solve it, but students interested and challenged to finish. students use all of thought, select the strategy of the solution, and process to find the completion of a problem (suyitno, 2000: 34). B. the principle of learning model creative problem solving (CPS) CPS a representation of the dimensions of the natural, not a business imposed. CPS an approach dynamic, students become more skilled for students have internal procedures more is composed from scratch. there are many activities involving the creativity in solving problems such as research document, observations on the environment around, activities related to science, and writing creative. with the CPS, students can choose and develop idea and thoughts. contrast to the memory little use of thought, CPS expand thought processes. objectives of the CPS are as follows: a. students will be able to declare the order of the steps problem solving in the CPS. b. students able to find the possibilities of problem solving strategies. c. students able to evaluate and select the possibilities of the relation to the criteria there. https://onwardono.com
The purpose of national education is to develop the potential of learners to become human beings of faith, noble, creative, and become citizens of a democratic and responsible. Learning in schools that can develop creativity, one of them is the CPS learning model. The learning model of CPS can be done if the ability of reasoning and representation of junior high school students has reached the standard. This article examines how the students' reasoning and mathematical representation of SMP through the application of the CPS learning model on the Pythagorean Theorem material. Through the material of the Pythagorean Theorem presented with the CPS learning model, the students are given real-world problems first and then proceeding the settlement process. In conclusion, the ability of reasoning and mathematical representation can be seen by learning the CPS model on Pythagoras Theorem material.
2014 •
Learning model of Problem Based Learning (PBL) having problem as main focus. Problem solving in PBL can hone students' creativity in finding alternative settlement. In learning, a method can hone students' creativity in finding alternative of settlement is Creative Problem Solving (CPS). The combination of the model of Problem Based Learning (PBL) by the method of Creative Problem Solving (CPS) makes a study that focuses on a problem and led to various alternative settlement as a form of student creativity. This study includes a descriptive study. The data obtained in the form of learning management, student activities, student learning outcomes and student responses to the model of Problem Based Learning (PBL) by the method of Creative Problem Solving (CPS). These subjects include teacher educators and science students of class X SMA Negeri 2 Mojokerto semester academic year 2013/1014. Of the 34 students who take learning, four students were randomly selected as subjects of...
Indonesian Journal of Science and Mathematics Education
Development and Application of Creative Problem Solving in Mathematics and Science: A Literature Review2020 •
The purpose of this study is to review the development and application of creative problem solving learning model especially in the last 1 decades. Research method used in this study was literature review. We collected more than 20 references related to the history, development, and application of the CPS model. Data collection technique used was through literature study. The results of this study obtained some types of CPS models such as CPS version Treffinger, CPS version Osborn, and CPS published by Creative Education Foundation. The CPS model proposed by the Creative Education Foundation is the latest and best model because it was developed to improve the previous CPS model. Each CPS Model has different steps with some similar goals. CPS is applied at several levels of education for learning Natural Sciences and Mathematics. CPS has a significant influence on the achievement of cognitive competence and problem solving skills
2013 •
The purpose of this study was to study the effects of the Creative Problem Solving (CPS) Learning Model on the students’ learning achievement, scientific creativity skill, and scientific attitudes. The CPS learning model was developed based on the creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is depending on real life problem situations to provide students with opportunities to practice creative and logical thinking through five learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The design of this study was pretest-posttest control-group design. The findings indicated that 1) the students who learned through the CPS learning model had the overall mean scores in learning achievement, scientific creativity skill and scientific attitudes higher than those who learned with the conventional learning model. 2) Thoroughly, the result showed that the learning achievem...
International Journal of Science and Applied Science: Conference Series
The Effectiveness of Creative Problem Solving (CPS) Learning Model on Divergent Thinking SkillsThis study has a goal to determine the effectiveness of the CPS learning process in thematic learning and the effectiveness of CPS on students' divergent thinking skills. The exploratory sequential mixed method was used in this study. The study participants were 184 fifth-grade students at public elementary schools in Laweyan District. Test instruments, observation sheets, and documentation were used to collect research data. The content and construct validations were used to test the validity of the test instrument, while the observation sheet and documentation were only tested for their content validity. This study went through two stages of data analysis, namely quantitative tests (normality, homogeneity, balance, hypothesis, and post-ANOVA tests) and qualitative analysis using interactive analysis methods through data reduction, data display, and conclusion drawing. The results of the study describe the calculation of the hypothesis test with an F obs value of 18.23 which is...
Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)
The Validity of the Learning Media Design Based on Creative Problem Solving (CPS) Model2019 •
AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Student�s Mathematical Critical Thinking Ability Through the Application of Creative Problem Solving Model Assisted Open-Ended Approach2016 •
The 21 century skills requires students not only have the conceptual knowledge, but also must have the skills to think and skill in the application of knowledge. High order thinking skills (HOTS) is one of the skills that students required to face the competition in the 21 century. One effort that can be done to improve students’ HOTS namely through the implementation of creative problem solving (CPS) models in mathematics instruction. CPS can be implemented in mathematics instructions through the steps: (1) finding the objective of the problems (objective-finding); (2) analyzing facts or informations from the problems (factfinding); (3) analyzing the important questions from the problem (problem-finding); (4) exploring ideas to solve the problem (idea-finding); (5) analyze the advantages and disadvantages of the ideas found (solution-finding); and (6) making the conclusion from the process of problem solving (acceptance-finding). CPS can improve students' HOTS because: (a) the ...
2014 •
Creative Problem Solving (CPS) is derived from creative, problem, and solving. Creative is an idea that has an element of novelty or uniqueness and have value and relevance. Problem or issue is a situation that challenges, opportunities while solving means devised a way to solve a problem. CPS literally means the ability to plan a way / new and unique idea to solve a problem that is encountered (Mitchell and Kowalik, Manoy 2014). In mathematics learning problems faced by students in the form of questions, but not all questions will be a problem. If the question implies a challenge and cannot be solved by a routine procedure that is already known to the student, then the question is a problem. Problem is an issue for students is a matter that requires higher-level thinking processes (Higher Order Thinking) for example about the open ended. Problem of this kind requires students to create, analyze, and evaluate what he has done. Problems of this kind in accordance with the 2013 that c...
2021 •
This study aims to determine the differences in students' cognitive competencies between those using the Problem Based Instruction (PBI) learning model and the Creative Problem Solving (CPS). This type of research is a quasi-experimental research design with Randomized Control Posted Only Design. The population in this study were students of class XI IPA SMA Adabiah Padang who were registered in the 2019/2020 school year. The sample was determined by purposive sampling technique and obtained class XI MIA 3 as the experimental class 1 and class XI MIA 4 as the experimental class 2. The instrument used was a multiple choice question sheet. Analysis of research data using normality test, homogeneity test, and hypothesis testing with t-test using the SPSS application.
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