PROFILE OF STUDENTS’ CREATIVITY AND CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION.

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PROFILE OF STUDENTS’ CREATIVITY AND

CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION

RESEARCH PAPER

Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education Study Program

By:

Adinda Gladya Puspasari 1000763

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATIC AND NATURAL SCIENCE EDUCATION

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PROFILE OF STUDENTS’ CREATIVITY AND

CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION

Oleh

Adinda Gladya Puspasari

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan di Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

©_{Adinda Gladya Puspasari 2014}

Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,

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Adinda Gladya Puspasari, 2014

Profile Of Student Creativity And Concept Understanding On Science Mini-Project Activity In Energy Conservation

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu PROFILE OF STUDENTS’ CREATIVITY AND

CONCEPT UNDERSTANDING ON SCIENCE MINI-PROJECT ACTIVITY IN ENERGY CONSERVATION

International Program on Science Education

ABSTRACT

The aim of this research is to identify the profile of students’ creativity and concept understanding on science mini-project activity in energy conservation. Descriptive research method is used to 7th grade students in a private international school at Padalarang as a subject of research. Students’ creativity is assessed from their creative product ideas under three aspects of novelty, resolution, and elaboration and synthesis. For students’ concept understanding, it is assessed from the solution given in creative product ideas based on its relevancy towards concept. Besides, students’ response on science mini-project is investigated to figure out their enjoyment in classroom activity, concept understanding, and facilitation of creativity in learning. The result shows that the average creativity scoring is 85% (categorized as high). 64% of students are very high in novelty, 63% in resolution, and 42% in elaboration and synthesis. Average score of novelty in group is 85%, for resolution is 91%, and

for elaboration and synthesis is 89%. Students’ concept understanding shows 68% of

students categorized as very high, 26% are high, and 6% are fair. Generally, students are agree that they are enjoy science mini-project activity, understood the concept given, and feel facilitated by creative learning in letting their creativity and imagination to work on project making.

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Adinda Gladya Puspasari, 2014

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PROFIL KREATIVITAS DAN PEMAHAMAN KONSEP SISWA DALAM KEGIATAN SCIENCE MINI-PROJECT

PADA KONSEP KONSERVASI ENERGI

International Program on Science Education

ABSTRAK

Tujuan dari penelitian ini adalah untuk mengidentifikasi profil kreativitas dan pemahaman konsep siswa dalam kegiatan science mini-project pada konsep konservasi energy. Metode deskriptif digunakan untuk meneliti subjek penelitian, yakni siswa kelas 7 di salah satu sekolah di Padalarang. Kreativitas siswa dinilai berdasarkan ide produk kreatif yang dibuat berdasarkan tiga aspek kreativitas; kebaruan, resolusi, serta elaborasi dan sintesis. Pemahaman konsep siswa dinilai berdasarkan keterkaitan solusi yang siswa berikan dalam membuat produk kreatif dengan konsep yang bersangkutan. Selain itu, respon siswa terhadap kegiatan science

mini-project, pemahaman konsep, dan fasilitasi kreativitas dalam pembelajaran

ditelaah lebih lanjut. Hasil penelitian menunjukkan bahwa rata-rata kreativitas siswa adalah 85% (dikategorikan tinggi). 64% dari siswa sangat tinggi di kebaruan, 63% di resolusi, dan 42% di elaborasi dan sintesis. Rata-rata kebaruan dalam grup yaitu 85%, resolusi 91%, dan elaborasi dan sintesis 89%. Pemahaman konsep siswa menunjukkan bahwa 68% dikategorikan sangat tinggi, 26% tinggi, dan 6% cukup. Secara umum, siswa menikmati pembelajaran dengan science mini-project, mampu memahami konsep yang diberikan, dan merasa difasilitasi pembelajaran kreatif dengan menggunakan imajinasinya dalam membuat produk.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

Page

SHEET OF LEGITIMATION ... i

DECLARATION ... ii

ABSTRACT ... iii

PREFACE ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... ix

LIST OF FIGURES ... x

LIST OF APPENDICES ... xi

CHAPTER I: INTRODUCTION ... 1

A. Background ... 1

B. Problem Identification ... 3

C. Research Problem and Questions ... 4

D. Research Objectives ... 4

E. Research Benefits... 5

F. Organization Structure of Research Paper... 5

CHAPTER II: STUDENTS’ CREATIVITY AND CONCEPT UNDERSTANDING IN SCIENCE MINI-PROJECT ACTIVITY ... 7

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B. Students’ Concept Understanding ... 11

C. Science Mini-Project Activity ... 13

D. Energy Conservation Concept Analysis ... 18

E. Relevant Research ... 20

CHAPTER III: METHODOLOGY ... 22

A. Research Method and Design ... 22

B. Subject of Research ... 22

C. Operational Definition ... 23

D. Research Instruments ... 24

E. Data Collection ... 25

F. Data Analysis Technique ... 28

G. Research Scheme ... 31

CHAPTER IV: RESULT AND DISCUSSION ... 32

A. Students’ Creativity ... 32

B. Students’ Concept Understanding ... 43

C. Students’ Response on Science Mini-Project Activity ... 47

CHAPTER V: CONCLUSION AND RECOMMENDATION ... 49

A. Conclusions ... 49

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REFERENCES ... 51

APPENDICES ... 54

LIST OF TABLES Page Table 3.1 – Blueprint of Creativity Scoring based on Its Dimension ... 26

Table 3.3 –Blueprint of Students’ Concept Understanding ... 27

Table 3.4 – Blueprint of Questionnaire Form ... 28

Table 3.5 – Categories of Creativity Scoring ... 29

Table 3.6 –Scoring Guideline of Students’ Response ... 31

Table 4.1 – Very High Novelty of Individual Planning ... 35

Table 4.2 –Students’ Low Resolution Achiever in Individual Planning ... 36

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Page

Figure 2.1 – Creative Product Indicators ... 8

Figure 2.2 – Role of Intelligence in Creativity ... 12

Figure 2.3 – Characteristics of Project Based Learning ... 14

Figure 2.4 – Steps to Project Based Learning ... 16

Figure 3.1 – Scaling Guideline of Students’ Response... 31

Figure 3.2 – Research Scheme ... 32

Figure 4.1 – Graph of Students’ Creativity Scoring ... 32

Figure 4.2 –Graph of Class’ Creativity Scoring Under Three Dimensions . 33 Figure 4.3 –Graph of Groups’ Creativity Scoring in Three Dimensions ... 34

Figure 4.4 – Example of Group Product Result with Very High Novelty .... 35

Figure 4.5 – Example of Group Product Result with Very High Resolution 37 Figure 4.6 – Example of Group Product Result with Very High Elaboration and Synthesis ... 38

Figure 4.7 –Graph of Students’ Multiple Intelligences Profile in Group .... 40

Figure 4.8 –Graph of Pupils’ Concept Understanding and Creativity Result ... 44

Figure 4.13 –Graph of Groups’ Concept Understanding and Creativity Result ... 45

Figure 4.14 –Scale of Students’ Response on First Indicator ... 47

Figure 4.15 –Scale of Students’ Response on Second Indicator ... 47

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Adinda Gladya Puspasari, 2014

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES

Page

A. INSTRUCTIONAL TOOLS ... 55

Appendix A.1 - Scheme of Work ... 56

Appendix A.1 – Lesson Plan ... 58

B. RESEARCH INSTRUMENTS ... 64

Appendix B.1 –Rubric Scoring of Students’ Creativity ... 65

Appendix B.2 –Rubric scoring of Students’ Concept Understanding 74 Appendix B.3 – Communication Book ... 75

Appendix B.4 – Questionnaire Form ... 94

C. RESULT OF RESEARCH DATA ... 95

Appendix C.1 –Data Processing of Students’ Creativity Result ... 96

Appendix C.2 –Data Processing of Students’ Concept Understanding Result ... 100

Appendix C.3 –Data Processing of Students’ Response Result ... 109

D. INSTRUMENT JUDGMENT ... 110

Appendix D.1 – Instrument Judgement Form 1 ... 111

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E. DOCUMENTATION ... 113

Appendix D.1 – Learning Activity ... 114

Appendix D.2 – Product Presentation ... 115

Appendix D.3 – Product Result ... 116

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION A. Background

The world is moving and everything inside is developing. Knowledge

and technology are two of the influential subjects that contribute on

complexity of world and let life to get easier at the same time. Appliances to

support living, stuff to help working, informational transfer system, and other

new inventions are letting creativity as well as innovation to become

increasingly important for the development of the 21st century knowledge

society. Before the need to invent, people are basically forced to be able to

work and operate certain features, which technically require skills such

creativity. Creativity is a conceptualized as a skill for all (Ferrari et. al, 2009).

This skill is needed by everyone, used for any discipline, and can be

developed through certain habit. Creativity is linked to many areas, not only

in arts. Creativity also plays important role in technological advance, social

and behavioral, entrepreneurship, as well as science and education. At the

same time, creativity needs knowledge expertise to assess relevant

information in expressing ideas as it play important part in cognitive area

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The condition is, creativity is not considered as an important aspect in

educational system. Schools tend to train students only on remembering

knowledge. Educational system in Indonesia also not yet provide a conducive

place for potential creative students to develop their skills. Rather than

developing creativity and thinking process, students in school are forced to

remember materials only (Sebastian, 2010). Cultural and Educational

Department of Indonesia stated that education has to be able to maximize the

potential of talented students to develop life in nowadays and a better future

by participating to create a better life. The problem is, creativity seems to be

determined as an additional skill. Creativity is not an indicator of talented

students that perform intelligence. Renzuli (1981) in Munandar (2009)

explained that talented students are basically need to perform creativity and

motivation in creating achievement, while Gardner (1993) in Chatib (2013)

stated that students with intelligence are the one who able to find and solve problems to create products of value in one’s own culture by involving problem solving and creativity. Creativity is not naturally given, but it is a

skill that can be developed through certain habits, which means that every

student are talented and perform intelligence, as if they can perform creativity

in their habits.

Every student has the same right to be creative and get full access in

developing their creativity from curriculum (Beetlestone, 2012). As most of

learning processes are still grounded by remembering rather than

understanding, teaching and learning activity needs to promote real

experience in daily life or workplace that related with concept application, the

essence, and the principle of knowledge that being learned (Departemen

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skill and potential through learning process, not only in term of achieving

high score in remembering test. Especially in learning science, environmental

issues are becoming an important focus of science implementation in daily

life nowadays. Science stated as a hard subject to be understood by students,

but it is really important to be learned.

A preliminary study of diagnostic interview was done by interviewing

science teacher in one of the private international school. The teacher

explained that school is used to implement several teaching method in

providing students with needed skills. One of the learning activities that

provide students with creativity is science mini-project. Science mini-project

activity consists of short practical problems in science which gives

opportunities for students to construct their own knowledge through

experience which leads into meaningful learning (Bhattacharyya &

Bhattacharya, 2009). The problem is, even though the school is already used

to apply science mini-project activity, and teacher is agreed that students gain

more experience through it by showing motivation and better understanding,

focus of creativity is still being neglected. The teacher is not really sure about

the creativity of students itself as it has never been a subject of study before.

In the end, related teacher, is questioning back how science mini-project able

to equip students with creativity in supporting their concept understanding.

Based on this situation, researcher is get involved on one of the

implementation of science mini-project in elaborated school as subject of

research to investigate students’ creativity and concept understanding in

natural setting.

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According to the elaboration on background above, facilitating

classroom activity to provide students with their creativity is important. Not

every classroom activities give an answer for this problem, and science

mini-project is categorized to be one of them with supported condition without

neglecting the importance of concept understanding.

Through science mini-project activity, students’ creativity and concept

understanding is investigated. How science mini-project could facilitate

students with creative learning to show creativity profile based on product,

and how concept understanding of students supports creative product ideas in

giving solution toward given problems on science mini-project activity.

C. Research Problem and Questions

Based on the background above, the research problem is “How is the profile of students’ creativity and concept understanding on science mini-project activity in energy conservation?”.

By the problems above, this research purposed to answer the following

questions:

1. How is the profile of students’ creativity on science mini-project activity

in energy conservation?

2. How is the profile of students’ concept understanding on science mini

-project activity in energy conservation?

3. How is students’ response toward the facilitation of creativity and

understanding on science mini-project activity in energy conservation

concept?

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Based on the problems that elaborated above, the objectives of this study

are:

1. To investigate the profile of students’ creativity in energy conservation

concept through science mini-project activity,

2. To investigate the profile of students’ concept understanding due to their

creativity through science mini-project activity in energy conservation,

3. To investigate students’ response toward the facilitation of creativity and

concept understanding on science mini-project activity in energy

conservation.

E. Research Benefits

This research is expected to give benefits for:

1. Researcher; in giving contribution towards the development of science

education,

2. Subjects of research;

a. By giving new experience of learning science that differs from usual,

b. Providing opportunities to have classroom activity with several skills

and competencies, especially creativity and concept understanding in

creative product ideas making,

3. Educators; as an insight in giving towards new kind of thing as focus of

research and learning; which is creativity,

4. Other researchers; as a point of reference and information in running

further research in science education or comparative material for next

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu F. Organization Structure of Research Paper

This research paper is arranged based on the following organization

structure:

1. Chapter I: Introduction

First chapter is the elaboration of research background that followed by

problem identification and research questions. Chapter I also consisted of

research objectives and its benefits for various sides.

2. Chapter II: Students’ Creativity and Concept Understanding in Science

Mini-Project Activity

Second chapter covers the literature review about students’ creativity,

concept understanding, and science mini-project activity. It elaborates

some relevant literatures, theories, and previous findings of the research.

As this research is reviewing students’ creativity, concept understanding

in science mini-project activity, the present of chapter II is important to

support data gained from research.

3. Chapter III: Methodology

The third chapter of methodology elaborated the method of research

including its design, subject of study, operational definition, way of

collecting and analyzing data, as well as the research plot.

4. Chapter IV: Result and Discussion

In chapter IV of result and discussion, data gained from research are

presented and analyzed on discussion to elaborate the occurring

phenomena of natural setting and correlate with the theories.

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For the last chapter, it is elaborated the answer of research questions that

stated before. Besides, obstacles that found during this research are

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

METHODOLOGY A. Research Method and Design

1. Research Method

This research is aimed to investigate current situation of students’

creativity and concept understanding in science mini-project activity, not

including its impact or effectiveness toward students’ achievement. Based

on this, descriptive research method is used to investigate problems and

explain why something is occurs. There’s no given treatment or

manipulation on object of research. Instead, natural setting condition is

captured as a report (Arikunto, 2010).

2. Research Design

Non-experimental with natural descriptive design is used in this research

as purposed to provide a description of phenomena. Current situation of

research variables are elaborated descriptively and classified based on its

types, characteristics, or condition, then draw into conclusion (Arikunto,

2010).

B. Subject of Research

Subject of this research is students of science class in 7th grade in one

of the school at Padalarang with number of participant is 19.

This subject of research is chosen under purposed of the responsible

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order to equip high achiever students with supported learning activity and

experience meaningful learning to develop their skills and understanding.

C. Operational Definition

To avoid the differences in perception, there are explanations about the

terms that used in this research, as follows:

1. Students’ Creativity

Creativity is the ability to think about something in novel and unusual

ways and come up with unique solutions to problems. Students’ creativity

in this research is investigated from the product that created by subject on

science mini-project. Students’ creativity is measured by Creative Product

Analysis Matrix (CPAM) that developed by Besemer and Treffiger in

1981 under three dimensions: novelty, resolution, and elaboration and

synthesis. This creativity scoring is measured on three different

conditions; plan as individual, product design as a group, and group

presentation by using the development of CPAM rubric scoring as an

instrument.

2. Students’ Concept Understanding

Concept understanding in this research is represented as knowledge

related to concept that students need in cognitive process which leads to

their ability in solving problem on creative product. Concept

understanding is analyzed from students’ elaboration in individual plan,

product design, presentation, and communication book. Students’ concept

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related in creative product ideas making and assessed through rubric

scoring.

3. Science Mini-Project Activity

Science mini-project is a learning activity including short practical

problem in limited scope. By this mini-project, students will create

product in as the outcomes of giving solution. Students will be given a

problem to solve in individual and elaborate it in group on next session.

The implementation of science mini-project is assessed through

observation based on its steps to project-based learning; (1) start with the

essential question, (2) design a plan for the project, (3) create schedule, (4)

monitor students and project progress, (5) assess the outcome, and (6)

evaluate the process.

D. Research Instruments

In order to investigate some points in this research, several research

instruments that used are;

1. Rubric Scoring of Students’ Creativity

Students’ creativity is assessed through rubric scoring on three conditions

(individual plan, group product design, and product presentation). Rubric

scoring of students’ creativity is structured under Creative Product

Analysis Matrix (CPAM) from Besemer and Treffiger in 1981 based on

its three dimensions; novelty, resolution, and elaboration and synthesis.

2. Rubric Scoring of Students’ Concept Understanding

Students’ concept understanding is assessed from students’ creative

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through rubric scoring. rubric scoring of students’ concept understanding

measured relevancy between students’ creative ideas with concept

covered.

3. Communication Book

Communication book is the development of project module which focuses

on guidance acts from facilitator (teacher) to students during mini-project

activity. Communication book consisted of essential problems, statement

of problem and purposes, group product design, and mission tracking.

Communication book is purposed to track students’ work under project

making by ensuring their experience and as one of the source for

analyzing students’ concept understanding (Appendix B.3).

4. Questionnaire

Questionnaire form with gradation range of alternative answers is used to

investigate students’ response and impression in facilitation of creativity

and support their understanding in energy conservation through science

mini-project activity.

E. Data Collection

There are several techniques to collect the data needed in this research.

Those data are purposed to fulfill the assessment process of students’

creativity, concept understanding, and investigate students’ response toward

science mini-project activity. By this, data collection technique is described

below:

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In order to assess students’ creativity based on their product, this research

used rubric scoring to assess data from students’ product on science

mini-project activity. Rubric scoring is used to assess students’ creativity in

group based on their final product under three dimension of CPAM

(novelty, resolution, and elaboration and synthesis). Data of students’

creativity are gained from three sources; as individual in planning, as

group in product designing, and in group presentation. Blueprint of

students’ creativity rubric scoring based on the dimension of CPAM is

explained by the table below:

Table 3.1 - Blueprint of Creativity Scoring based on its Dimensions

Creativity

Dimension Definition Indicator

Novelty

How far the product is new regarding to its creation in

term of creator’s history.

Original, by being rare and out of the usual product that ever made

Surprising, as a general in first impression

Germinal, trigger ideas for further original product

Resolution

How far is the product can fulfill the need to solve problems

Valuable, solving problem

Logic, under the concept

Useful, applicable

Elaboration and Synthesis

How far is the product adjust all of the criteria in general

Organist, clearance of main objective

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu how it appears

Complex, adjustment from several aspects

Understandable, clear performance

Artistic, neat

(Adopted from Besemer and Treffiger, 1981 in Munandar , 2009)

2. Data of Students’ Concept Understanding

Data of students’ concept understanding is gained by analyze students’

product in mini-project that involved the present of cognitive present,

which are; elaboration from individual planning, product design, product

presentation, and communication book. Data of students’ concept

understanding is represented how students give solution on problems

under concept related in creating creative product ideas. From given

problem about energy crisis, path of students’ learning on mini-project is

expressed by the following blueprint table of students’ concept

understanding:

Table 3.2 –Blueprint of Students’ Concept Understanding

Problem Causes of Problem Proposed Solutions

Energy

Crisis

High energy

consumption

Decrease the energy usage

through efficiency energy method

Limited energy source

from the

non-renewable one

Find the alternative energy

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3. Data of Students’ Response towards Science Mini-Project Activity

Students’ response which investigated by using questionnaire are;

students’ respond toward science mini-project activity implementation,

students’ respond toward understanding of role in giving contribution on

energy conservation issue, students’ respond toward facilitation of

creativity on science mini-project activity.

The result of questionnaire will be used as supported condition feels by

the students during science mini-project activity is supporting their

creativity and concept comprehension. Blueprint of students’ response

questionnaire form is explained by the following table:

Table 3.3 - Blueprint of Questionnaire Form

No Indicator

Statement Number Positive Negative

1 Students’ respond toward

science mini-project activity implementation

1, 3, 5, 7, 9, 11 2, 4, 6, 8, 10, 12

understanding of role in giving contribution on energy

conservation issue

13, 15, 17 14, 16, 18

facilitation of creativity on

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu science mini-project activity

F. Data Analysis Technique

Data collected in this research will be analyzed descriptively, as follows:

1. Analysis of Students’ Creativity Data

Students’ creativity is investigated based on their product results from

science mini-project activity. It is measured on three conditions;

individual planning, group product, and group presentation. Each part of

students’ creativity indicators are assessed by using rubric scoring under

creativity dimension from Besemer and Treffiger, and converted into

percentage form through formula as follows:

� = � �

�� × 100%

(Adopted from Purwanto, 2012)

In order to categorize the students’ creativity, score that gained in

percentage form is than classified into 5 types; very high, high, enough,

low, and very low as explain in following table:

Table 3.4 - Categories of Creativity Scoring

Score Categories

86-100% Very high

76-85% High

60-75% Fair

55-59% Low

≤54% Very low

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Three different datas of students’ creativity are analyzed one by one to

investigate the condition a group, and personal to represent class

condition. Students’ achievement in creativity is analyzed based on the

three factors that influence creativity; knowledge (from concept

understanding), creative thinking based on their working style (from

students’ multiple intelligences profile), and motivation (from students’

response).

2. Analysis of Students’ Concept Understanding

Data collected from students’ elaboration in individual planning, product

design, product presentation, and communication book are structured to

analyze the solution that proposed by students toward issue based on

concept related in making creative product ideas. Students’ result of

solution in creative product is scored by the following formula:

� � � = � − �

(Adopted from Purwanto, 2012)

Students’ result then interprets into percentage with previous formula for

students’ creativity scoring percentage and analyzed along with the

categorization as the creativity scoring.

3. Analysis of Students’ Response from Questionnaire

The data from questionnaire is used to investigate students’ response

toward the implementation of science mini-project activity, support

students’ understanding in energy conservation, and toward facilitation of

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(from strongly disagree to strongly agree), than interpret as the table

[image:31.612.163.525.187.301.2]

below:

Table 3.5 – Scoring Guideline of Students’ Response

Strongly

Disagree Disagree

Not

Sure Agree

Strongly Agree Positive

statement 1 2 3 4

5

Negative

statement 5 4 3 2

1

(Adopted from Arikunto, 2010)

After that, each indicator is analyzed based on scoring per items from

respondent. Data collected is then scaled per indicator based on the

following scale:

[image:31.612.170.524.370.476.2]

(Adopted from Sugiyono, 2013)

Figure 3.1 –Scaling Guideline of Students’ Response

G. Research Scheme

Strongly Agree Agree

Strongly

Disagree Disagree Not Sure

Max Min

Preliminary studies

Literature study of

students’ creativity and

concept understanding

Literature study of science mini-project activity as

project-based learning

Analysis science content for secondary

Preparation Stage Designing activities and research instruments

Instruments validation

Valid Invalid

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND RECOMMENDATION A. Conclusion

A research of profiling students’ creativity and concept understanding in

science mini-project activity has been conducted systematically, and conclusions

is drawn based on research problems as follows:

1. Students’ creativity profile can be investigated through science mini-project

activity in creative product ideas making based on the three dimensions of creative product. Average result of students’ creativity scoring percentage is 85%, which categorized as high. In novelty side, 64% of students are

categorized as very high, 10% are high, 16% are fair, and 10% are very low.

In resolution, 63% of students are categorized as very high, 32% are high, and

5% are fair. While in elaboration and synthesis, 42% are categorized as very

high, 32% are high, and 26% are fair. Average score of novelty is 83% which

categorized as very high, resolution is 88% as high, and elaboration and

synthesis is 84% as high. Based on group result, the average score of novelty

is 85% which categorized as high, 91% for resolution which categorized as

very high, and 89% for elaboration and synthesis which categorized as very

high.

2. Through science mini-project activity, students’ concept understanding in

creative product ideas making in term of giving relevant solution under the

concept can be investigated as well. The result shown that 68% of students are

categorized to have very high concept understanding, 26% are high, and 6%

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3. Regarding to students’ response, 76% of students are agree that they are

enjoying science mini-project activity in classroom. 82% of students are agree

that they are understood the concept given, and 85% of students are generally

agree that they feel the creative learning by letting their creativity and

imagination to work with the project.

B. Recommendation

Based on the findings of research and discussion that has been conducted,

researcher conveyed several recommendations for further research as follows:

1. In order to get the more details in profiling students’ creativity, other aspects to investigate students’ creativity such creative personality and creative thinking skill test. Those two additional datas will support students’ creativity result from product, as they are related to each other.

2. Scoring for concept understanding in creative product ideas need to be

developed more as it is still less to be used in classroom assessment.

Rubric scoring has to be structured and clear in order to gain deeper data.

3. Communication book which work as novel product from research could be a good answer in supporting students’ experience on science mini -project activity. Communication book need to develop more in the form of

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Adinda Gladya Puspasari, 2014

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