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Johnson, E. B. (2006). Contextual Teaching and Learning Menjadikan Kegiatan Belajar Mengajar Mengasyikkan dan Bermakna. Bandung: MCC.

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Article

Improving Creative Thinking Ability of Class X Students Public High School 59 Jakarta through Guided Inquiry Learning Model

1Physics Education, State University of Jakarta, East Jakarta, Indonesia


American Journal of Educational Research. 2018, Vol. 6 No. 12, 1593-1599
DOI: 10.12691/education-6-12-1
Copyright © 2018 Science and Education Publishing

Cite this paper:
Vina Serevina, Wawan Andriana, Anan Fernandianto. Improving Creative Thinking Ability of Class X Students Public High School 59 Jakarta through Guided Inquiry Learning Model. American Journal of Educational Research. 2018; 6(12):1593-1599. doi: 10.12691/education-6-12-1.

Correspondence to: Vina  Serevina, Physics Education, State University of Jakarta, East Jakarta, Indonesia. Email: vina.serevina77@gmail.com

Abstract

The purpose of this research is to know whether guided inquiry learning model can improve student’s creative thinking ability of class X-1 Public High School 59 Jakarta. This research is a classroom action research according to Kurt Lewin model: (1) planning, (2) acting, (3) observing, and (4) reflecting. Research was conducted from January 2017 to June 2017 with 36 students at Public High School 59, class X-1, Jakarta, Indonesia as experiment subject. Data was collected through observation, written test and documentation. The result of student’s creative thinking ability obtained by 52,00% for fluency aspect in cycle 1 and 60,57% in cycle 2. Flexibility aspect increased from 44.29% in cycle 1 to 55.71% in cycle 2, originality aspect increased from 49, 52% in cycle 1 to 59,05% in cycle 2, and elaboration aspect increased from 45,71% in cycle 1 to 58,57% in cycle 2. According to the obtained data, it can be concluded that guided inquiry learning model can improve student’s creative thinking ability in fluency, flexibility, originality, and elaboration aspects.

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