The Effect of the Use of SCAMPER Technique on the Critical and Creative Thinking Skills of Grade IV Elementary School Students
DOI:
https://doi.org/10.32493/rdisa.v1i2.62143Keywords:
Critical thinking, creative thinking, science learning, SCAMPER TechniqueAbstract
This research is motivated by the low critical and creative thinking skills in grade IV elementary school students in learning. The learning process of social studies is often theoretical, conventional, and monotonous, so that students become passive and have difficulty in exploring the material. This study aims to determine the significant influence and extent of the improvement of critical thinking skills and creative thinking skills of grade IV elementary school students after being treated using the SCAMPER technique in learning social science materials on environmental pollution materials. The research uses a quantitative approach with the One-group pretest-posttest pre-experiment research model. The sample of this study involved the entire population, namely 23 grade IV students at UPTD SDN 2 Segeran Kidul. The results of the study prove that the application of the SCAMPER technique has a significant effect on critical thinking skills as shown by a significance value of 0.000 (< 0.05) and an increase in the N-Gain score of 0.35 (medium category). Furthermore, this technique also had a significant effect on creative thinking skills with a significance value of 0.000 (< 0.05) and an increase in N-Gain of 0.60 (medium category). In conclusion, the use of the SCAMPER technique has been proven to have a real influence and contribute to improving critical analysis skills as well as the simultaneous creation of creative ideas for elementary school students.
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