Implementation of Explicit-Reflective Approach to Improve Creative Thinking Skills of Students in Junior High School on Environmental Pollution Matter

Abstract

The purpose of this study was to describe the effect of the implementation of explicit-reflective approach to the improvement creative thinking skills of students. This study used weak experiment with one-group pretest-posttest design. Participants in this study consisted of 33 students who are in first class on junior high school. Data was obtained from essay test of  creative thinking skills of students who do done twice are before learning (pretest) and after the implementation of learning (posttest) and questionnaire. Explicit-reflective approach in this study which were conducted in  4 steps namely black box, tracky tracks, puzzle solving activity, and reflection. Implementation of  explicit-reflective approach done by 3 times. The results of this study showed that implementation  of explicit-reflective approach to science learning can improve creative tinking skills of students with n-gain score  is 0.42 (medium category) with significance value is 0,00. This improvement was supported by positive respond from students respond about the implementation explicit reflective approach. The improvement of creative thinking skills of students in environmental pollution matter, especially visible on the indicator fluency, flexibility, elaboration, and evaluation

Keyword : creative thinking skills, Explicit-Reflective Approach, environmental pollution