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<![CDATA[HUBUNGAN SELF REGULATED LEARNING DENGAN METAKOGNITIF SISWA KELAS X PADA PEMBELAJARAN BIOLOGI DI SMA NEGERI 1 CIAWIGEBANG ]]>
<![CDATA[Fitriani, Indah Nur]]>;
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Satianugraha, Haruji]]>
<![CDATA[ Quagga : Jurnal Pendidikan dan Biologi Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v8i1.820
<![CDATA[Penelitian ini dilatar belakangi oleh pemikiran bahwa salah satu kompetensi yang dikembangkan melalui pembelajaran biologi adalah kemampuan pemecahan masalah, salah satu cara untuk menganalisis suatu masalah dan memecahkan permasalahan adalah menggunakan kemampuan metakognitif dengan mengembangkan sikap self regulated learning. Model pembelajaran inquiry merupakan salah satu model pembelajaran yang menggunakan masalah nyata sebagai pengantar dalam pembelajarannya. Pengukuran kemampuan metakognitif dengan menggunakan tes essai sedangkan pengukuran self regulated learning degan menggunakan angket. Tujuan utama dari penelitian ini adalah untuk mengetahui seberapa besar hubungan antara self regulated learning dengan kemampuan metakognitif pada pembelajaran biologi. Penilitian ini menggunakan metode quasi eksperimen dengan Posttes Only Control Design, dan dilaksanakan pada tanggal 21 April sampai 29 April 2014. Populasi dalam penelitian ini yaitu siswa kelas X SMA Negeri 1 Ciawigebang tahun ajaran 2013-2014 sebanyak 340 siswa, pengambilan sample dalam penelitian ini menggunakan clusterandom sampling. sample yang digunakan sebanyak dua kelas, keduanya dijadikan sebagai kelas eksperimen dengan jumlah 80 siswa. Pengumpulan data menggunakan angket dan tes essai. Berdasarkan hasil perhitungan statistic diperoleh skor rata-rata self regulated learning sebesar 65,79 dengan standar deviasi (S) sebesar 4,85 dan skor rata-rata kemampuan metakognitif sebesar 83,83 dengan standar deviasi (S) sebesar 5,14. Dari perhitungan korfisien korelasi diperoleh nilai sebesar 0,762. Koefisien korelasi antara self regulated learning dengan kemampuan metakognitif menunjukan adanya korelasi yang positif., sedangkan kontribusi variabel self regulated learning terhadap kemampuan metakognitif diperoleh dari koefisien determinasi sebesar 0,580. Hal ini menunjukkan bahwa variabel self regulated learning mempengaruhi 58% terhadap kemampuan metakognitif. Kesimpulan yang diambil dari penelitian ini yaitu terdapat korelasi positif antara self regulated learning dengan kemampuan metakognitif siswa kelas X pada konsep limbah dan daur ulang limbah di SMA Negeri 1 CiawigebangKata Kunci : Self Regulated Learning, Kemampuan Metakognitif]]>
<![CDATA[AKTUALISASI WANITA BERPENDIDIKAN PADA ERA GLOBALISASI DALAM MENJAGA ETIKA DAN MORAL LINGKUNGAN ]]>
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Suryani, Yeyen]]>;
<![CDATA[Lismaya, Lilis]]>
<![CDATA[ Empowerment : Jurnal Pengabdian Masyarakat Vol 2, No 02 (2019): Empowerment ]]>
Publisher : <![CDATA[Program Studi Ilmu Hukum Fakultas Hukum Universitas Kuningan ]]>
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DOI: 10.25134/empowerment.v2i02.2116
<![CDATA[The development of moral and environtmental ethics must be started early. This is because someone’s success is deeply affected by their characther that has been nurtured since childhood. 0 – 5 years old is the period when the children are capable to do information accomodation processing from their suroundding very quicky, thus the ealy years of children is an opportunity to give them understanding about proper ethics and environtmental moral. The nurture of ethics and environtmental moral is not only the obligation of the teacher but also parents. In accordance with that, the aim of this community service is to 1) give understanding to parents about the necessity of sinergy between parents and pre-school teachers for children’s ethics and environtmental moral development, 2) enhance pre-school teachers’ and parents’ understanding about the principals that need to be applied in developing ethics and evinrontmental moral. The method used in this activity were 1) Training for pre-school teacher and parents on early childhood ethics and moral development, 2) assistance in creating ethics and moral based lesson plan for pre-school teachers. The result that attained is the improvement of pre-school teachers’ and parents’ understanding on ethics and moral and the improvement of ethics and moral based lesson plan quality.Abstrak Indonesia tengah mengalami proses kehilangan, mulai kehilangan aspek fisik, alam hayati, manusia dan budaya. Wanita mampu berperan baik di bidang pendidikan dan domestik sebagai pendidik pertama dan utama yang harus mengambil langkah-langkah strategis untuk menyelamatkan generasi bangsa. Pengembangan moral dan etika lingkungan harus dimulai sejak dini, hal ini dikarenakan  keberhasilan dan kesuksesan seseorang sangat dipengaruhi oleh karakter yang terbangun semenjak kecil, usia 0 sampai 5 tahun yang merupakan masa dimana anak melakukan proses akomodasi informasi dari lingkungan yang sangat cepat oleh karena itu pada masa-masa awal pertumbuhan merupakan kesempatan diberikannya  pemahaman tentang etika dan moral lingkungan yang baik. Pembentukan moral dan etika lingkungan bukan hanya merupakan tanggung jawab guru tetapi harus bersinergi dengan orang tua di rumah. Tujuan dari pengabdian masyarakat ini untuk : 1) memberikan pemahaman pentingnya sinergi pengembangan etika dan moral lingkungan pada anak oleh guru PAUD dan orang tua, 2) meningkatkan pemahaman guru PAUD dan orang tua tentang prinsip-pinsip yang harus dikembangkan dalam mengembangkan etika dan moral lingkungan. Metode yang digunakan dalam kegiatan ini; 1) pelatihan kepada orang tua dan guru PAUD tentang progam pengembangan etika dan moral lingkungan  anak usia dini, 2) pendampingan pembuatan rancangan pembelajaran berbasis etika dan moral bagi guru-guru PAUD. Hasil yang dicapai adalah peningkatan pemahaman orang tua dan guru-guru PAUD tentang etika dan moral lingkungan dan peningkatan kualitas rancangan pembelajaran berbasis etika dan moral lingkungan.Kata Kunci : Etika, Moral, Lingkungan, Anak Usia Dini]]>
<![CDATA[STUDENTS’ SCIENCE PROCESS SKILLS AND INTERPERSONAL INTELLIGENCE IN BIOLOGY LEARNING USING GUIDED INQUIRY ]]>
<![CDATA[Nopiya, N.]]>;
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Sulistyono, S.]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 6, No 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10634
<![CDATA[Teacher-centered learning has no ability in empowering students? science process skills and interpersonal intelligence. This study aimed at analyzing the effect of guided inquiry on students? Science Process Skills (SPS) and Interpersonal Intelligence (II). This quasi-experiment used nonequivalent control group design. This study involved control and experimental classes of eleventh graders in biology class in which the material learnt was respiratory system. The SPS data was collected using test instrument, whereas the II data was gained using observation sheet. The analysis results informed that the students who joint the guided inquiry class possessed the better competencies, both in their SPS (p = 0.04) and II (p = 0.001). Therefore, the guided inquiry significantly contributes toward the improvement of students? SPS and II. The findings of this research can be the considerable information to creat the learning which acommodates students? SPS and II.]]>
<![CDATA[MENINGKATKAN KETERAMPILAN BERPIKIR MAHASISWA DENGAN MENURUNKAN BEBAN KOGNITIF MELALUI INTEGRASI STRUKTUR PADA FUNGSI TUMBUHAN MENGGUNAKAN MODEL NESTED ]]>
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Redjeki, Sri]]>;
<![CDATA[Riandi, Riandi]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 2, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v2n1.p158-163
<![CDATA[Integration of teaching subject of plant structure into plant function using nested model aimed to improve student thinking skills when they are receiving information with high interconnection causing cognitive load. To facilitate the thinking skills especially on either inductive or deductive are required a learning model that can decrease cognitive load when the students receiving information caused by the teaching method (extranous load). This research using pre-experimental method with One Group Pre test ? Post Test design. Participants of this study were 22 students have took Plant Anatomy Course in previous semester. There are two main data collected in this study, qualitative and quantitative data. Qualitative data were gathered using documents collected from student tasks. Quantitative data were collected using paper and pencil test containing 30 items test measuring students? reasoning skills about plant physiology comprehensively. The result shows that after learning using nested type student thinking skills were increased especially in inductive reasoning. Most students had thinking skill and analysis information skill categorized by good criteria. The reasoning skills of 68 % students had categorized by good criteria and only 32% of students had reasoning skills belong to sufficient criteria. The experiment design skills of 65% students were be affiliated with good criteria. We found that no more than 35% students should be guided during they do the tasts covering experimental design skills.Integrasi Struktur pada Fungsi Tumbuhan menggunakan model nested bertujuan untuk meningkatkan keterampilan berpikir mahasiswa. Model ini diperlukan pada saat mahasiswa menerima informasi dengan interkoneksi tinggi, yang dapat menimbulkan beban kognitif. Untuk memfasilitasi keterampilan berpikir terutama penalaran baik induktif maupun deduktif diperlukan adanya model pembelajaran yang dapat menurunkan beban kognitif pada saat mahasiswa menerima informasi. Penelitian ini menggunakan metode pre-eksperimen dengan desain One Group Pre test ? Post Test. Subjek dalam penelitian ini terdiri dari 22 mahasiswa yang telah mengikuti mata kuliah Anatomi Tumbuhan. Pengumpulan data dilakukan secara kualitatif dan kuantitatif. Data kualitatif dikumpulkan dari tugas mahasiswa pada saat melakukan analisis informasi dan angket untuk mengetahui beban kognitif mahasiswa pada saat menerima informasi ketika implementasi pembelajaran. Data kuantitatif dikumpulkan dari hasil tes penalaran yang terdiri dari 30 soal pilihan berganda beralasan. Hasil penelitian menunjukan adanya peningkatan yang signifikan pada keterampilan berpikir terutama penalaran induktif setelah diterapkan pembelajaran model nested. Sebagian besar mahasiswa memiliki keterampilan berpikir dan menganalisis informasi dengan kategori baik. Kemampuan penalaran mahasiswa sebesar 68 % termasuk dalam kriteria baik dan 32% termasuk dalam kriteria cukup. Kemampuan merancang eksperimen mahasiswa sebesar 65% termasuk dalam kriteria baik. Hanya 35% mahasiswa yang masih memerlukan bimbingan dalam mengerjakan tugas-tugas yang terkait dengan keterampilan merancang penelitian.]]>
<![CDATA[MENINGKATKAN KETERAMPILAN BERPIKIR MAHASISWA DENGAN MENURUNKAN BEBAN KOGNITIF MELALUI INTEGRASI STRUKTUR PADA FUNGSI TUMBUHAN MENGGUNAKAN MODEL NESTED ]]>
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Redjeki, Sri]]>;
<![CDATA[Riandi, Riandi]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 2, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v2n1.p158-163
<![CDATA[Integration of teaching subject of plant structure into plant function using nested model aimed to improve student thinking skills when they are receiving information with high interconnection causing cognitive load. To facilitate the thinking skills especially on either inductive or deductive are  required a learning model that can decrease cognitive load  when the students receiving information caused by the teaching method  (extranous load). This research using pre-experimental method with One Group Pre test – Post Test design. Participants of this study were 22 students have took Plant Anatomy Course in previous semester. There are two main data collected in this study, qualitative and quantitative data. Qualitative data were gathered using documents collected from student tasks. Quantitative data were collected using paper and pencil test containing 30 items test measuring students’ reasoning skills about plant physiology comprehensively. The result shows that after learning using nested type student  thinking  skills  were  increased  especially in inductive  reasoning.  Most  students  had  thinking skill  and analysis information skill categorized by good criteria. The reasoning skills of 68 % students had categorized by good criteria and only 32% of students had reasoning skills belong to sufficient criteria.  The experiment design skills of 65% students were be affiliated with good criteria. We found that no more than 35% students should be guided during they do the tasts covering experimental design skills.Integrasi Struktur pada Fungsi Tumbuhan menggunakan model  nested bertujuan untuk  meningkatkan keterampilan berpikir  mahasiswa. Model  ini  diperlukan pada  saat  mahasiswa menerima informasi dengan interkoneksi tinggi,  yang dapat menimbulkan   beban  kognitif. Untuk  memfasilitasi keterampilan berpikir  terutama penalaran baik induktif maupun deduktif diperlukan adanya  model  pembelajaran  yang  dapat  menurunkan beban kognitif  pada  saat  mahasiswa  menerima  informasi. Penelitian ini menggunakan metode pre-eksperimen dengan desain One Group Pre test – Post Test. Subjek dalam penelitian ini terdiri dari 22 mahasiswa yang telah mengikuti mata kuliah Anatomi Tumbuhan. Pengumpulan data dilakukan secara kualitatif dan  kuantitatif. Data kualitatif dikumpulkan dari tugas mahasiswa pada saat melakukan analisis informasi dan angket untuk mengetahui beban kognitif  mahasiswa pada saat menerima informasi ketika implementasi pembelajaran. Data kuantitatif dikumpulkan dari hasil tes penalaran yang terdiri dari 30 soal pilihan berganda beralasan. Hasil penelitian menunjukan adanya peningkatan yang signifikan pada keterampilan berpikir terutama penalaran induktif setelah diterapkan pembelajaran model nested. Sebagian besar mahasiswa memiliki keterampilan berpikir dan menganalisis informasi dengan kategori baik. Kemampuan penalaran  mahasiswa  sebesar  68  %  termasuk  dalam  kriteria  baik  dan  32% termasuk  dalam  kriteria  cukup. Kemampuan merancang eksperimen  mahasiswa sebesar 65% termasuk dalam kriteria baik. Hanya 35% mahasiswa yang masih memerlukan bimbingan dalam mengerjakan tugas-tugas yang terkait dengan keterampilan merancang penelitian.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DIPADU MIND MAP TERHADAP KREATIVITAS DALAM MEMECAHAN MASALAH PADA KONSEP PENCEMARAN LINGKUNGAN ]]>
<![CDATA[Susanti, Novi Tri]]>;
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Satianugraha, Haruji]]>
<![CDATA[ Bioed : Jurnal Pendidikan Biologi Vol 7, No 1 (2019): Bioed : Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jpb.v7i1.4300
<![CDATA[This study aim to determine the effect of Problem Based Learning (PBL) models in mind map integration to creativity of problem solving in the environmental pollution concept of graders X. The method used is a Quasi-experimental design form Nonequivalent Control Group Design (pretest- posttest). The study population is all the students of graders X academic year 2017/2018 as many as 9 classes with the number of 360 students. The sample used was 80 students from two classes as an experimental class and a control class. Sampling was done by Cluster Random Sampling technique. Instruments used include test descriptions, questionnaires and teacher observation sheets. The results of the analysis of the test descriptions creativity in problem solving obtained results of hypothesis testing (t test) i.e. 20.5 t count > t table of 2.66 means that Ho refused and Hi accepted, it means PBL learning models in Mind Map integration effect on creativity in problems solving. This is indicated by an increase in the average score on each indicator of creativity in problem solving in which students are able to grow various ideas, enrich ideas, add or detail the details of an idea and determine the truth to solve the problems. From the analysis of questionnaire data showed an interest in learning to use the PBL modela in Mind map integration, students agreed that if the model of PBL in Mind map integration may be easier to learn about the concept of Environmental Pollution. In addition, students also agreed that if the PBL models in Mind map integration effect on creativity in problems solving. The results showed that there was a significant influence between learning using PBL models in Mind map integration those not using the learning models to creativity in problems solving in the concept of environmental pollution of graders X.]]>
<![CDATA[Students’ science process skills and interpersonal intelligence in biology learning using guided inquiry ]]>
<![CDATA[N. Nopiya]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[S. Sulistyono]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10634
<![CDATA[Teacher-centered learning has no ability in empowering students’ science process skills and interpersonal intelligence. This study aimed at analyzing the effect of guided inquiry on students’ Science Process Skills (SPS) and Interpersonal Intelligence (II). This quasi-experiment used nonequivalent control group design. This study involved control and experimental classes of eleventh graders in biology class in which the material learnt was respiratory system. The SPS data was collected using test instrument, whereas the II data was gained using observation sheet. The analysis results informed that the students who joint the guided inquiry class possessed the better competencies, both in their SPS (p = 0.04) and II (p = 0.001). Therefore, the guided inquiry significantly contributes toward the improvement of students’ SPS and II. The findings of this research can be the considerable information to creat the learning which acommodates students’ SPS and II.]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTU MULTIREPRESENTASI TERHADAP KEMAMPUAN PENALARAN SISWA PADA KONSEP PENCEMARAN LINGKUNGAN DI KELAS X ]]>
<![CDATA[Guntur Nurjaman]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[Haruji Satianugraha]]>
<![CDATA[ Quagga : Jurnal Pendidikan dan Biologi Vol 10, No 01 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v10i01.804
<![CDATA[The purpose of this study was to analyze the effect of the application of the PBL (Problem bassed Learning) on the ability of reasoning. The method used in this study was Quasi Experimental Design. The population in this study is all students of class X in one of the SMAN have accreditation A in Kuningan District Year 2016/2017 School of 195 students. Sampling was conducted using cluster random sampling technique, divided into two groups, namely grade class model of PBL (Problem bassed Learning) class of 39 students and discussion method 39 students. The instrument used in this research is the test description of students' deployment ability, student questionnaire and observation sheet. Hypothesis testing using parametric statistical tests in this case to test the hypothesis that the effect of the application of the model-assisted PBL multirepresentasi against reasoning abilities using the t test obtained that t t table is 3.63 2.67, which means there is a good influence on the implementation of the model PBL (Problem bassed Learning) who assisted multirepresentasi against reasoning ability of students to the concept of environmental pollution. Therefore it can be concluded that the students reasoning ability is increased when used models multirepresentasi PBL assisted in the learning process.Keywords: Model PBL (Problem Based Learning), Reasoning Ability, Mul tirepresentas]]>
<![CDATA[PENERAPAN METODE GALLERY WALK TERHADAP KREATIVITAS SISWA PADA MATERI PENCEMARAN LINGKUNGAN DI KELAS X SMA NEGERI 1 GEGESIK ]]>
<![CDATA[Retno Rakhmayanti]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[Handayani Handayani]]>
<![CDATA[ Quagga : Jurnal Pendidikan dan Biologi Vol 10, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v10i2.1252
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan metode Gallery Walk terhadap kreativitas siswa dengan menggunakan metode True Eksperimen post-test Only Control Design. Penelitian ini juga menggunakan Peer Assesment untuk menilai proses pembuatan produk antar teman, Angket digunakan untuk mengetahui respon siswa terhadap metode pembelajaran Populasi penelitian adalah seluruh siswa kelas X IPA SMA Negeri 1 Gegesik Tahun ajaran 2016/2017 yang berjumlah 194 siswa. Pengambilan sampel dilakukan dengan menggunakan Cluster Random Sampling, dibagi menjadi 2 kelompok kelas, yaitu kelas metode Gallery Walk sebanyak 40 siswa dan kelas metode Proyek sebanyak 40 siswa. Instrumen yang digunakan adalah lembar observasi penilaian kreativitas produk, lembar observasi penilaian antar teman dan angket. Hipotesis diuji menggunakan uji statistik nonparametrik wilcoxon, Peer Assesment dan angket menggunakan presentasi hasil . Hasil penelitian menunjukkan bahwa nilai uji wilcoxon adalah R# 820 Z 7,7 yang artinya ada pengaruh penerapan metode Gallery Walk terhadap kreativitas siswa. Hasil Peer Assesment menunjukkan presentasi 100 % untuk semua indikator pada kelas ekspeimen yang artinya peer assesment ini sangat baik digunakan pada metode Gallery Walk. Sedangkan untuk hasil Angket menunjukkan presentasi 90% untuk proses pembelajaran, 88,75% untuk kecocokan Metode Galley Walk terhadap materi, 87,5% untuk kelebihan metode Gallery Walk, 5% untuk kekurangan metode Gallery Walk. Kata kunci : Gallery Walk, Kreativitas]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA PADA KONSEP PENCEMARAN LINGKUNGAN DI KELAS X SMA NEGERI 2 KUNINGAN ]]>
<![CDATA[Melinda Meliyasari]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[Haruji Satianugraha]]>
<![CDATA[ Quagga : Jurnal Pendidikan dan Biologi Vol 7, No 2 (2015) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v7i2.811
<![CDATA[This study aims to determine how the creative thinking abilities of students through the application of learning models of type group cooperative investigation of the students' creative thinking ability. Creative thinking abilities of students used in this study include three indicators of the ability to think flexibly (flexibility), original thinking skills and the ability to think elaborative. This research was conducted at SMAN 2 Kuningan. The method used in this study is an experimental method to design queasy experiment with pre-post test control group. Population taken in this study were all tenth grade students at SMAN 2 Kuningan school in Academic year 2012/2013 a total of seven classes with the number 288 students. Technique sampling by cluster random sampling in 2 to each class there are 32 students in the experimental class and 32 students for grade control data processing technique used is normality test, homogeneity, and hypothesis testing (t test). Based on the test results obtained by statistical hypothesis test value t hit (3.25) t daf (1.67), then thank Hi means that t hits (4.410) t daf (1.67), then the received meaning Hi there implementation of cooperative learning model group investigation can improve students' ability to think creatively on the concept of environmental pollution in tenth grade students at SMA Negeri 2 Kuningan. From these results it can be concluded that the application of cooperative learning model group investigation may improve the ability to think creatively, it is indicated from the value of post test students' ability to think creatively experimental class better than the control class. Key Keyword : Group Investigation, Thinking creative ability; flexibility thinking, original thinking, elaborative thinking.]]>
