Kefahaman dan persepsi guru Sains tentang kreativiti saintifik serta pendekatan untuk memupuknya dalam pengajaran dan pembelajaran Sains sekolah menengah

Rubaaiah Sidek

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Rubaaiah Sidek
Additional Authors :	Lilia Halim Nor Aishah Buang
Title :	Kefahaman dan persepsi guru Sains tentang kreativiti saintifik serta pendekatan untuk memupuknya dalam pengajaran dan pembelajaran Sains sekolah menengah

Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2020
Corporate Name :	Universiti Pendidikan Sultan Idris
PDF Guest :	Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris

Di Malaysia, penyelidik pendidikan, pendidik dan guru telah menyokong keperluan untuk memupuk kreativiti pelajar melalui kurikulum kebangsaan. Aspek kreativiti berbeza antara domain dan dalam subjek sains. Oleh itu, pemupukan kreativiti pelajar dalam subjek sains akan membawa kepada kreativiti saintifik. Tujuan keseluruhan kajian ini adalah untuk meneroka kefahaman dan persepsi guru-guru sains terhadap pendekatan pengajaran dan penerapan untuk memupuk kreativiti saintifik pelajar. Kajian ini mengadaptasi pendekatan kualitatif sepenuhnya dan melibatkan lapan orang guru subjek sains sebagai informan. Pengumpulan data dilakukan menggunakan kaedah temu bual separa berstruktur. Dapatan kajian dianalisis secara tematik daripada data yang dikumpulkan. Secara umumnya, dapatan tematik menunjukkan bahawa guru sains dapat memberikan definisi kreativiti umum dan saintifik serta aspek-aspek utamanya. Persepsi pedagogi guru telah menimbulkan lapan pendekatan pengajaran untuk memupuk kreativiti di bilik darjah sains iaitu: (1) aplikasi kemahiran berfikir, (2) pendedahan kepada contoh sains, (3) pembelajaran sains interdisiplin, (4) pembelajaran dengan teknologi, (5) pembelajaran berasaskan inkuiri, (6) pembelajaran koperatif, (7) penyelidikan praktikal (eksperimen) dan (8) pembelajaran berasaskan projek. Pendekatan penerapan kreativiti saintifik pula adalah secara tidak langsung melalui pendekatan-pendekatan pengajaran sains ini. Kesimpulannya, para guru percaya bahawa pendekatan-pendekatan ini dapat meningkatkan kreativiti saintifik pelajar di dalam pembelajaran sains namun harus disusuli oleh peranan guru dan pelajar yang efektif.

References

Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., … Tuan, H. L. (2014). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419. https://doi.org/10.1002/sce.10118

Aktamis, H., & Ergin, O. (2008). The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievements. In Asia-Pacific Forum on Science Learning and Teaching (Vol. 9, pp. 1–21).

Amabile, T. M. (1983). The Social Psychology of Creativity. Springer-Verlag New York Inc.https://doi.org/10.1080/02640828708723925

Andiliou, A., & Murphy, P. K. (2010). Examining variations among researchers’ and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5(3), 201–219. https://doi.org/10.1016/j.edurev.2010.07.003

Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the creatives scientific ability Test. Thinking Skills and Creativity, 13, 195–205. Retrieved from http://www.sciencedirect.com.www.ezplib.ukm.my/science/article/pii/S1871187114000327

Cevher, A. H., Ertekin, P., & Koksal, M. S. (2014). Investigation of scientific creativity of eighth grade gifted students. International Journal of Innovation, Creativity and Change, 1(4).

Demir, S. (2015). Perspectives of science teacher candidates regarding scientific creativity and critical Thinking. Journal of Education and Practice, 6(17), 157–160.

Feldman, D. H., Csikszentmihalyi, M., & Gardner, H. (1994). Changing the world: A framework for the study of creativity. Westport, CT, US: Praeger Publishers/Greenwood Publishing Group.

Huang, P. S., Peng, S. L., Chen, H. C., Tseng, L. C., & Hsu, L. C. (2017). The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Thinking Skills and Creativity, 25(48), 1–9. https://doi.org/10.1016/j.tsc.2017.06.001

Liu, S. C., & Lin, H. shyang. (2014). Primary teachers’ beliefs about scientific creativity in the classroom context. International Journal of Science Education, 36(10). https://doi.org/10.1080/09500693.2013.868619

Lu, Y. L., Lian, I. Bin, & Lien, C. J. (2015). the Application of the Analytic Hierarchy Process for Evaluating Creative Products in Science Class and Its Modification for Educational Evaluation. International Journal of Science and Mathematics Education, 13(May), 413–435. https://doi.org/10.1007/s10763-013-9485-x

Ndeke, G. C. W., Okere, M. I. O., & Keraro, F. (2015). Influence of Gender and Knowledge on SecondarySchool Students’ Scientific Creativity Skills in Nakuru District, Kenya. European Journal of Educational Research, 4(9). https://doi.org/10.1080/09500690110098912.Hungi

Newton, L. D., & Newton, D. P. (2010). What teachers see as creative incidents in elementary science lessons. International Journal of Science Education, 32(15), 1989–2005. https://doi.org/10.1080/09500690903233249

Nooraishah, K. (2004). Penguasaan aspek kemahiran berfikir secara kritis dan kreatif di dalam mata pelajaran sains KBSM dikalangan pelajar tingkatan empat daerah Kuala Langat. Universiti Teknologi Malaysia.

Norfauzi, M. (2002). Kajian mengenai tahap kreativiti di kalangan pelajar tingkatan empat di daerah Jasin, Melaka. Universiti Teknologi Malaysia.

Nur Cayirdag. (2017). Creativity Fostering Teaching: Impact of Creative Self-efficacy and Teacher Efficacy. Educational Sciences: Theory & Practice, 17(6), 1959–1975. https://doi.org/10.12738/estp.2017.6.0437

Okere, M. I., & Ndeke, G. C. (2012). Influence of Gender and Knowledge on Secondary School Students’ Scientific Creativity Skills in Nakuru District, Kenya. European Journal of Educational Research, 1(4), 353–366. https://doi.org/10.12973/eu-jer.1.4.353

Roslinda, G. (2007). Tahap penguasaan kemahiran berfikir kritis dan kreatif (kbkk) dalam matapelajaran fizik di kalangan pelajar tingkatan empat. Universiti Teknologi Malaysia.

Siew, N. M., Chin, M. K., & Sombuling, A. (2017). The effects of problem based learning with cooperative learning on preschoolers’ scientific creativity. Journal of Baltic Science Education, 100–113. https://doi.org/10.1177/001698629203600405

Siew, N. M., Chong, C. L., & Chin, K. O. (2014). Developing a scientific creativity test for fifth graders. Problems of Education in the 21st Century, 62(1974), 109–123.

Siew, N. M., Chong, C. L., & Lee, B. N. (2015). Fostering fifth graders’ scientific creativity through problembased learning. Journal of Baltic Science Education, 14(5), 655–669.

Siti Hajar, A. (2008). Tahap kreativiti di kalangan pelajar program sains di fakulti pendidikan. Universiti Teknologi Malaysia.

Siti Salbiah, O., Noor Dayana, A. H., Johari, S., & Jamalludin, H. (2012). A pilot study on chemistry creativity test for Malaysian science students. ICEHOTS.

Su Ling, L., Pang, V., & Lajium, D. (2020). A Case study of teachers’ pedagogical content knowledge in the implementation of integrated STEM education. Jurnal Pendidikan Sains Dan Matematik Malaysia, 10(1), 49-64.

Suriyana, D. (2004). Tahap penguasaan kemahiran berfikir secara kritis dan kreatif dalam mata pelajaran sains di kalangan pelajar tingkatan dua di sekolah daerah kuala terengganu. Universiti Teknologi Malaysia.

Usta, E., & Akkanat, C. (2015). Investigating scientific creativity level of seventh grade students. Procedia Social and Behavioral Sciences, 191, 1408–1415. https://doi.org/10.1016/j.sbspro.2015.04.643

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page