Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills

Winarto Winarto, Edy Cahyono, Woro Sumarni, Sulhadi Sulhadi, Siti Wahyuni, Sarwi Sarwi

Abstract


Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: 1) qualitative data gathering; 2) qualitative data analysis; 3) quantitative data gathering; 4) quantitative data analysis and 5) data interpretation. The subjects of this research were 80 pre-service teachers from two universities. The research instruments were essay tests of creative  and problem solving skills. The data analysis used was independent T Test. It could be concluded from qualitative study that science teaching practice was still oriented on content knowledge mastery. It did not improve creative thinking and problem solving skills. Science teaching with Ethno-SETSaR approach was applied as foundation to quantitative study. The result of quantitative study was there was difference in creative thinking and problem solving skills of pre-service teachers. The pre-service teachers enrolling science teaching with Ethno-SETSaR approach had higher scores. There was correlation of creative thinking affecting problem solving skills.


Keywords


Ethno-SETSaR, science teaching, creative thinking ,problem solving skills

Full Text:

PDF HTML


DOI: http://dx.doi.org/10.3926/jotse.1367


Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2022

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience