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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Paedagogia: Jurnal Pendidikan Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Guruku: Jurnal Pendidikan Profesi Guru
Romadani, Moh. Nafis Husen
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Arts Humanities Education Mathematics Social Sciences

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Profile of Junior High School Students' Creative Thinking Abilities in Solving Open-Ended Problems on Number Patterns Material Romadani, Moh. Nafis Husen; Basri, Hasan
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 8 No. 1 (2024): JRPIPM SEPTEMBER 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v8n1.p1-18

Abstract

Learning in the 21st century must be transformed from traditional to modern learning. This change is necessary to equip students with 21st-century skills, known as the 4Cs (Communication, Collaboration, Critical Thinking, Creativity). One of the skills thatstudents must master in the 21st century is creativity or creative thinking skills. Creative thinking skills are essential for all students to master at every level of education. This study aims to describe the profile of junior high school students' creative thinking skills insolving open-ended problems in the number pattern material. Creative thinking is the ability to express original ideas, while open-ended questions are problems or questions that have many correct answers. Fluency, flexibility, and novelty are the indicators of creative thinking skills used. The method used in this study is to use a descriptive methodwith a qualitative approach. Data collection in this study was carried out by giving a test about the ability to think creatively. After the creative thinking ability test, three subjects with high, medium, and low creative thinking abilities were selected for the interview. Then the results of the interviews will be analyzed using the time triangulation method.The results of this study concluded that subjects with a high category of creative thinking abilities, subject fulfilled the three indicators of fluency, flexibility, and novelty. In subjects with the medium category of creative thinking ability, it was found that subjectsonly met the indicators of fluency and flexibility. Meanwhile, subjects with low-category creative thinking abilities found that students did not meet the three indicators of creative thinking ability.
Improving the Computational Thinking Abilities of Junior High School Students Through Problem-Based Learning Romadani, Moh. Nafis Husen; Ariyanti, Gregoria; Winarsih
Paedagogia: Jurnal Pendidikan Vol 13 No 2 (2024): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol13.Iss2.582

Abstract

This study aims to improve the Computational Thinking (CT) abilities of seventh-grade students at SMPN 37 Surabaya, based on initial findings indicating that most students in this class exhibit low CT abilities. Efforts to improve CT abilities were made through implementing the Problem-Based Learning (PBL) model, which is effective in facilitating problem-solving skills. The research method used was Classroom Action Research (CAR) with a spiral approach by Stephen Kemmis and Robin McTaggart, conducted over multiple cycles to monitor the gradual development of students' CT abilities. Data were collected through post-tests at the end of each cycle to evaluate improvements in students' CT abilities. Data analysis was conducted using a CT assessment rubric, categorizing students based on CT skills and foundations. The data analysis results indicated an increase in CT scores across each research cycle. In Cycle I, there was an increase of 0.2 in CT scores, with a completion rate of and an average CT score of . In Cycle II, the CT score improvement reached , with a completion rate of and an average CT score of . These findings demonstrate that the implementation of the PBL model significantly improves students' CT abilities. The progression from low to medium and high skill categories by the end of Cycle II highlights the effectiveness of PBL in developing students' CT abilities, making this model relevant for improving critical and systematic thinking skills among students.
KEBERAGAMAN PESERTA DIDIK DAN PERAN PEMBELAJARAN BERDIFERENSIASI DALAM PEMENUHAN TARGET KURIKULUM Romadani, Moh. Nafis Husen; Elisabeth Pratidhina Founda Noviani
Guruku: Jurnal Pendidikan Profesi Guru Vol. 3 No. 2 (2024): Guruku: Jurnal Pendidikan Profesi Guru
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang (UIN) Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/6b5wvh11

Abstract

In the 21st century, education demands a transition from teacher-centered to student-centered methodologies. This shift is essential for equipping students with key 21st-century competencies, commonly known as the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity). To foster these skills, educators must support students with diverse characteristics in achieving proficiency in the 4Cs. Differentiated instruction is an educational strategy designed to address the unique needs, interests, and abilities of students within a classroom. This approach involves adapting the content, process, products, and learning environment to facilitate optimal learning for each student. Differentiated instruction is an ideal model for students, as it enables the enhancement of their potential in alignment with individual learning needs, including personal interests, learning readiness, and learning profiles. The aim of this article is to explore how differentiated instruction aligns with and supports the curriculum objectives in Indonesian education.This research is descriptive and involves the collection of various relevant references on differentiated instruction. The study employs a literature review method, which includes a theoretical analysis of multiple references related to scientific literature. The findings from this research indicate that differentiated instruction can accommodate the needs of each student, making it a highly suitable method for meeting the targets of the Merdeka curriculum
Can the diversity of students and differentiated instruction achieve curriculum targets? Romadani, Moh Nafis Husen
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol 25, No 1 (2025): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v25i1.76294

Abstract

Learning in the 21st century requires a shift from teacher-centred to student-centred methods. This change is necessary to equip students with essential 21st-century skills known as the 4Cs (Communication, Collaboration, Critical Thinking, Creativity). To develop these skills, educators must guide their students, who have diverse characteristics, in mastering the 4Cs. Differentiated instruction is a teaching approach aimed at accommodating students' varied needs, interests, and abilities in a classroom. This approach involves adjusting the content, process, products, and learning environment so that each student can learn most effectively. Differentiated instruction is an ideal concept for students. This approach can enhance students' potential according to their individual learning needs, including their interests, learning readiness, and learning profiles. The purpose of this article is to describe how differentiated instruction can meet the curriculum targets of education in Indonesia. This research is descriptive in nature, involving the collection of various relevant references on differentiated instruction.
Co-Authors Elisabeth Pratidhina Gregoria Ariyanti Hasan Basri WINARSIH