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Abstract—In the 21stcentury, creative and innovative well as in work place. The ability to think critically, solve
thinking skill is greatly required. According to the P21 problems and collaborate become an important
platform (Partnership for 21stcentury learning), someone competency in entering the life of this century. One
will survive in the 21stcentury if they have the skills of lesson that might be done is Learners-centered learning,
creative and innovative skills. This study applies which is different tothe traditional way of teachers-
Research Based Learning (RBL), in which the level of the centered learning, in the sense that they both have
students’ creative and innovative skills in class will be different approaches to the content, instruction, classroom
seen. The application of Research Based Learning (RBL) environment, assessment, and technology (Ekawati,
is done to the 34 students in the modeling class working 2011: 2).
on the problem of Locating Dominating Set.The data of Rotherdam & Willingham (2009) explain that the
his study was analyzed qualitatively to determine the Partnership for 21stCentury Skills demand everybody to
level of creative and innovative thinking skills. Based on master the 21stcentury skills that cover creative and
the result of the research, the level of the students’ innovative thinking skills, critical thinking skills,
creative and innovative thinking skill is as follows: Out of communication skills and collaboration skills, or it is
34 students, 3 students were chosen to represent critical called as the 4Cs. Meanwhile, according to the National
thinking skill at level 4, 3, and 2. Each students has Education Association to succeed and compete in the
different character in accomplishing the A, B, and C test. global community, students must be proficient and have
Also, among those 3 students, the test result was analyzed the skills as communicators, creators, critical thinkers and
during 3 meetings. The result showed that there was no collaborators (Assyaibani, 2016).
students got 0 score of the critical thinking test. It means One of the aspects which are examined in this study is the
that the students master creative and innovative thinking level of creative and innovative students in solving a
skills in solving the problem, particularly in solving problem about locating dominating set. According to
locating dominating set. Guilford in Satiadarma (2003: 111), creative thinking is
Keywords— Creative and innovative thinking skills, the thinking process spread (divergent) with an emphasis
Research Based Learning, Locating Dominating Set. on diversity in terms of the number and suitability.
Working in a creative idea to make something real and
I. INTRODUCTION useful into a study where innovation will occur
Mathematics learning is greatly needed by the students. (Anonymous, 2015: 3).
The quality of Mathematics education in Indonesia is Based on the previous background, there is a need for a
relatively low compared with other countries. To specific research about the readiness of educators to face
overcome these problems, educators should create a fun the 21stcentury education era. Thus, the researchers
learning for the students, so that there are aptitude and applied research based learning as a reference in learning
interests of students towards Mathematics. In this new process. The results of the research conducted by
era, often referred to by the 21stcentury learning, the Assyaibani (2017: 19) has found out that the purpose of
development of the 21stcentury is marked by the use of the Research Based Learning is to help students develop
information and communication technologies in all the intellectual abilities and a strong practical connection
aspects of life, including in the learning process, both between the limits of its own research and student
from the aspect of education at schools, universities, as learning. Further, the aim of this research is to analyze
In this study, the measured data were related to creative CTT/TBK (Creative Thinking Technique).
and innovative thinking ability of students accrued
through the activities of Research Activities test the III. RESULTS AND DISCUSSION
ability of students to construct a new graph that had not Initial activity in this research was to conduct research of
been studied previously in research locating planning in a research group, developing the required
determination Dominating set. The results of the TAR instructional instruments, planning the best possible
were then collected and analyzed for creative and learning implementation and indicators of what is needed
innovative thinking skills of students based on three to analyze the creative and innovative thinking skills of
indicators: think creatively, work creatively with others, students of the test results in research activity. After
and implement innovation. Then the students’ level of planning, the researchers developed instructional
creative and innovative thinking skills were determined instrument needed in research and the instruments were
based on completeness of these indicators to see scores of then validated by experts. The instruments included
5
4
Critical Thinking Level
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
Judging from the diagram above, for Question 1 there of 4. 2 students achieved score of 2 and 1. These results
were 32 students who received a score of 4, and 2 student clearly indicated that the students were very creative,
achieved a score of 3.The diagram clearly shows that the creative enough and there was indication of being hardly
students are able to solve problem number 1. For question creative in solving number 3. On question number 4, 1
number 2, there were two student who achieved a score student achieved a score of 1. These values represent
of 4. 17 student gained a score of 3, and 15 students students’ critical thinking levels, be it very creative,
obtained a score of 15.This meant that the students were creative, fairly creative, orhardly creative in solving
creative and fairly creative in solving question number 2. number 4, but most of them were creative students in
For question 3, there were 30 students achieving a score solving the problem.
2. Test Package A (Work Creatively with Others)
1 3 4
5
Critical Thinking Level
4
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
TESPAKETA (IMPLEMENTINNOVATION)
question 1 Question2 question 3 Question
4
5
Critical thinking level
4
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
In the diagram above it can be seen that there are 31 students were at a score of 1, meaning that students are
students in a score of 4, and 3 students gain a score of 3, very innovative, innovative, fairly innovative and less
meaning that the students are very innovative, and fairly innovative in solving number 3, but most students are
innovative in solving number 1. For Question 2, there is very innovative. On question 4, there are 25 students at a
one student at a score of 4, 18 students at a score of 3 and score of 4, 1student is at a score of 3, 3 students achieved
15 students achieve a score of 2, which means that the a score of 2, and 5 students obtained a score of 1,
students are very innovative, innovative, and fairly meaning that students were very innovative, innovative,
innovative in solving number 2, but most of them are fairly innovative, and hardly innovative in finishing
innovative upon working on the questions. On question 3, question number 4, but most were very innovative in the
there are 30 students obtaining a score of 4, 1 student finishing.
achieved a score of 3, 1 student got a score of 2, and 2
4. Test Package B (Think Creatively)
5
4
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
5
4
3
Critical Thinking Level
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
In the diagram above, on question 1, there are 20 students question 3, there are 31 students who get a score of 4, 3
obtaining a score of 4. 10 students achieve a score of 3, students gaining a score of 3, which means students work
and 4 students achieve a score of 2, meaning that the very creatively with others when working on question
majority of students are very creative when working with number 3. While on question 4, there are 16 students who
the others. On question 2, there are 6 students who obtain get a score of 4, 14 students who achieve a score of 3, and
a score of 4. 23 students are at a score of 3 and 5 students 4 students obtaining the score 2. That indicates that
in a score of 2, it means some of the students work students are able to work together with other creative on
creatively with others in the problem number 2. On question 4.
6. Test Package B (Implement Innovation)
5
Critical Thinking Level
4
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
The results of the diagram above shows that there are 23 innovative on the problem number 2. In question number
students who obtain a score of 4 and 8 students who get a 3, there are 31 students who obtain a score of 4, and 3
score of 3 when working on the problem number 1. This students who gain score 3.It can be seen that the majority
means that the majority of students are very innovative. of students are very innovative in solving the problem
On Question 2, there are 17 students who gain a score of number 3. While in question 4, there are 28 students who
4, 11 students who obtain a score of 3, and 6 students get a score of 4 and 6 students who achieve a score of 3,
who gain a score of 2, so the majority of students are very which means that the average students work innovatively
5
Critical Thinking Level
4
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
In the diagram above, there are 27 students who achieve a meaning that the students are very creative in solving
score of 4, 6 students who obtain a score of 3, and 1 number 2. As to question 4, there are 26 students who
student who gets a score of 2, which means that students achieve a score of 4, 3 students who get a score of 3, and
are mostly very creative in solving question number 1. 5 students who get score 2. This means that the majority
For question number 2 and 3, there are 27 students of students are very creative in solving problems on
getting score 4, and 7 students achieving a score of 3, Question 4.
8. Test Package C (Work Creatively with Others)
6
4
2
0
0 5 10 15 20 25 30 35 40
STUDENTS
As shown in the diagram above, there is one student who number 2. On question number 3, there are 27 students
receives a score of 4. 27 students receive a score of 3.6 who get a score of 4, 4 students who get score of 3, and 3
students receive a score of 2. This means that most of the students who obtain a score of 2.This also includes highly
students are able to work creatively with others on the capable students who can work creatively with others in
problem number 1. For question number 2, there are 24 solving question 3. On question 4, there are 32 students
students who receive a score of 4, 4 students who get a who get a score of 4, and 2 students who get a score3,
score of 3, and 6 students who gain a score of 2.Most meaning that students are very capable of working
students are at a score of 4, which means that students are creatively with others in solving number 4.
very creative in working creatively with others in solving
5
Critical Thinking Level
4
3
2
1
0
0 5 10 15 20 25 30 35 40
STUDENTS
The diagram above shows that on question 1 there are there are 24 students who receive a score of 4, 8 who
two student who gets a score of 4, 30 students who students obtain a score of 3 and 2 students who achieve a
receive a score of 3, and 2 students who get a score of 2, score of 2, meaning that the students are very innovative
so most students are innovative in solving the problems. in solving number 4.
On question 2, there are 27 students who get a score of 3
and 7 students who receive a score of 2, which means that Analysis of the Students’ Creative and Innovative
students are innovative in solving problems. On question Thinking Skills
3, there is one student who achieve a score of 4. 28 The graphs below show the analysis on process students
students achieve a score of 3 and 5 students achieve a go through upon solving the questions, indicative
score of 2. Therefore, the majority of the students are at ofcreative and innovative thinking skills based on test
level 3. These figures have concluded the students are package A
innovative in solving question number 3.Onquestion 4,
1. Subject 1 (Critical thinking level 4), Nurul Fatkiyah
This
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symbol locating
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dominator
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STUDENT 123
The results of the analysis of creative and innovative 1. How can RBL be applied in other research studies?
thinking skills of students can be classified into four 2. What is the novelty in assessment obtained in the
levels of creative thinking and the three indicators. Of the application of the RBL?
34 students, drawn 3 students who score critical thinking 3. What are the obstacles faced by researchers when
level 4 3, and 2. It is also clear thatevery student has a applying RBL in learning?
different character in accomplishing the test package A,
B, and C. Of the three students analyzed according the ACKNOWLEDGMENTS
results of the test class for 3 meetings, no student achieve We thank the support of the "Research Group" CGANT -
0. This critical thinking level indicates that the students Jember University in 2018.
are creative and innovative in solving problems,
especially in resolving locating dominating set. REFERENCES
[1] AD Jumani, L. Chand, Dominating Number of
IV. CONCLUSION Prism Cycle over Cn, Sindh University Research
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are then analyzed to determine the level of creative and Learning: 3.
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Based on those results, we propose the following Italian Schoolchildren. Sage journals, Vol 105, Issue
suggestions for further research: