协同创造学习模式与性别对学生创造性思维能力的影响研究

IF 3.3 Q1 DEMOGRAPHY
A. Malik, S. Prihatini, R. D. Agustina
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引用次数: 0

摘要

本研究旨在探讨协同创造(CC)学习模式对学生简谐振动材料创造性思维能力的影响。我们还研究了不同性别的不同反应。本定量研究采用准实验方法,采用非等效前测后测对照组设计。本研究的样本为10年级,32名学生作为实验班,30名学生作为对照班。所使用的研究工具是对创造性思维能力的测试。结果表明,实验班的平均n增益为0.73,具有很高的解释能力;对照组的平均n增益为0.32,具有中等的解释能力。采用双因素方差分析进行假设检验的结果为< 0.05,说明学习模式对学生的创造性思维能力有影响。此外,CC学习模式也被性别所使用,统计分析证明了sig > 0.05,这意味着性别对学生的创造性思维能力没有影响。因此,协作创新学习模式可以作为提高学生对简谐振动材料创造性思维能力的一种选择。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Study on Collaborative Creativity Learning Models and Gender on Students' Creative Thinking Skills
This study aims to determine the effect of the Collaborative Creativity (CC) learning model on students’ creative thinking skills on simple harmonic vibration material. We also examine the different responses by gender. This quantitative study used a quasi-experimental method with a nonequivalent pretest-posttest control group design. The sample used in this study was grade 10th, consisting of 32 students as the experimental class, and 30 as a control class. The research instrument used was a test of creative thinking skills. The results showed the average N-gain in the experimental class was 0.73 with a very high interpretation, and the control class was 0.32 with a moderate. The results of hypothesis testing using the two-way ANOVA test show a sig < 0.05, which means that the learning model influences students’ creative thinking skills. In addition, the CC learning model was also comfort to use by gender which statistical analysis prove the sig > 0.05, which means that there is no gender effect on students’ creative thinking skills. Thus the Collaborative Creativity (CC) learning model can be used as an alternative to improve students’ creative thinking skills on simple harmonic vibration material.
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