Professional Documents
Culture Documents
(Eds)
© 2017 Taylor & Francis Group, London, ISBN 978-1-138-05419-6
F.I. Sari
Universitas Negeri Surabaya, Surabaya, Indonesia
S. Dwiyanti
Cosmetology Education, Universitas Negeri Surabaya, Surabaya, Indonesia
ABSTRACT: Creativity is a process that produces something new. The student needs to produce a port-
folio of work creativity by integrating their enjoyment of the lecture subject, which compels the student to
practice the computer. The synectics learning model leads to learning that can develop the creativity of
students. Synectics learning management consists of a six-phase study: (1) a phase of real conditions at
the time, (2) a phase of direct analogy, (3) a stage of direct analogy, (4) a stage of compressed conflict, (5)
direct analogy to the stage, (6) stage trials of the original task. Classroom action research deals with
several stages that are interrelated and continuous, namely: (1) planning, (2) the implementation (of act-
ing), (3) observation (observing), and (4) reflection (reflecting), carried out in two cycles. In our study, the
average data yield of Cycle 1 was 77.08%, which included good progress to 79.16% in Cycle 2. Synectics
learning can enrich the creativity of students. The average percentage of a cycle starts at around 67.9% in
Cycle 1 and increases to 70.6% in Cycle 2. In Cycle 1, practice photography techniques scored 78.1%, and
the technique of pre-wedding photography with the concept of beauty increased to 89.6% in Cycle
2. The percentage of completeness of cognitive learning outcomes increased from Cycle 1 to Cycle 2. In
cycle one, the completeness is 82.45% while in cycle 2 it is 88.3%. In terms of classroom action research, it can
be concluded that synectics learning can enhance student creativity and improve a student’s learning
outcomes (both cognitive and psychomotor).
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Figure 1. Synectics process: climate, thinking and action (adapted by Nolan & Williams, 2010).
thinking is a key differentiating feature compared and evaluation, and reflection within each Cycle 1
to brainstorming and other creative problem- as follows:
solving techniques. Finally, there is a set of action
1. Planning—this step is done through an obser-
steps which move the process along with an empha-
vation sheet discussing all the learning activities
sis on creative problem-solving to get to actionable
to carry out.
execution.
2. Phase action and observation—implementation
Unfortunately, sometimes the ideas are not
of teaching and learning activities carried out by
interesting. It takes a learning model to generate a
researchers who created the teaching plan (RPP).
portfolio of creative works of students to combine
At this stage the application is similar to learning
their enjoyment with the lecture material, so that
synectics. Observations were carried out simul-
they practice applied computer task subjects with
taneously with the implementation of teaching
pleasure and attempt to generate good work.
and learning activities. In this case, the observer
It can be concluded that a characteristic of the
used guidelines to fill out the observation sheet
learning acquired under the synectics teaching
in accordance with established practice.
model is student creativity.
3. Phase reflection—based on observation of the
As one learning model, synectics has several
learning process. Students’ learning outcomes
advantages, such as, 1) increasing the ability to live
are the necessary information that relates the
in an atmosphere which appreciates differences,
advantages and disadvantages for the imple-
2) to be able to stimulate creative thinking abili-
mentation of learning in one week.
ties, 3) to be able to activate both hemispheres, and
4) to be able to create new ideas. The basis of the
synectics model is to enrich the creativity of learn- 2.2 Data collection technique
ing outcomes. This study uses data collection methods as follows:
1. Observation method—the student uses obser-
2 METHOD vation to measure creativity and learning out-
comes of the students on the computer subject.
2.1 Procedures 2. Achievement test—the test carried out after
the teaching and learning activities to deter-
Data was obtained from the observation of 32 stu- mine student mastery and understanding of
dents studying the bachelor degree Educational the material, and the extent of creative think-
Makeup in 2013. A synectics strategy was applied ing of students after receiving a referral from a
in this study. The first strategy is that teachers cre- teacher/lecturer as to the purpose of the synec-
ate something new. The experiment is conducted in tics learning model.
two cycles. The actions in the procedure for Cycle 3. Rating for work—rating for psychomotor
1 are planning, implementing action, observation assessment work. It performs students’ learning
2
Figure 2. The cycle of classroom action (source: Kemmis & McTaggart, 1982).
outcomes in the forms of their creativity and students from the observation sheets in terms of
class participation. Assessment is carried out by creative attitude and creative thinking.
observing the students in expressing the results 2. Learning outcomes—student results will be
of their creative thinking, in order to improve measured by tests. Tests will be performed on
the quality of the photos that are expected the final results of each action. There is an
by doing something different like laboratory indication of success if 85% or more of the stu-
processing or outdoor shooting. dents are categorized by an evaluation value of
78 or more in the first and second cycles, when
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percentage of student creativity is the indicator flicts was 87.5% (very good category); Stage 5
of curiosity. It is shown by the high percentage direct analogy with 75% (great category); Stage
of the indicator (63.% and 74.3%). 6 tests on the original task of 87.5% (highest
3. Data on student results in Cycle 1 – 28 students category). It was concluded that the learning
completed Cycle 1 with the remaining six stu- process that was carried out already reflects the
dents not finishing. The percentage mastery learning activities with synectics models.
of learning outcomes in Cycle 1 was 82.45%, 2. Data observations of student creativity in Cycle
which shows that the minimum score require- 2 (theory) – the development of student creativ-
ment was reached because it is greater than that ity is reflected in cycle 1 and 2. In Cycle 1, the
of the KKM secondary school at 78%. average percentage of creativity was 67.9%, and
4. Observations of student creativity at Cycle in Cycle 2 it rose to 70.6%. This indicates that
1 (practice) – the average of student creativ- success of the action has been achieved because
ity obtained through observation is shown in the percentage of Cycles 1 and 2 ≥ 65%.
cycle 1. This indicates that the success of the first 3. Data student results Cycle 2 – 30 students com-
cycle action on a given theory has been achieved pleted Cycle 2 while two students did not. The
because the percentage of student creativity is percentage of completeness is 88.3%, which
more than 65%. The highest percentage of indicates that classical completeness has been
student creativity (87.5%) was the indicator of reached for more than 78%.
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curiosity about the teaching method, followed 4. Observations of student creativity in Cycle 2
by having original ideas and problem-solving, (practice) – the average of student creativity
and asking good questions. in cycle 2 was 79.7% for both categories. The
5. Data learning outcomes practice Cycle 1 – successful teaching is in two cycles that provide
81.25% of students practiced thoroughly. The
data shows that the minimum requirement
standard is reached (KKM 78). Table 2. Percentage of student creativity Cycle 2
(practice).
3.2 Cycle 2 No. Creativity indicators Percentage
Data obtained in Cycle 2 were as follows:
1. Curiosity about the theme being 75.7
1. Data observations of synectics learning man- taught
agement in Cycle 2 – in the results of the obser- 2. Often ask good questions 75.7
vation of the learning management synectics, 3. Offer plenty of ideas to a problem 72.1
two cycles can be seen that the teacher has man- 4. Freedom of opinion 68.4
aged the teaching and learning processes well in 5. Look at the problem from different 69.1
every stage in cycle 2. This can be seen from the angles
percentages of each stage as follows. Stage 1: 6. Power of imagination 68.4
62.5 % (good), stage 2: 87.5% (very good), stage 7. Having original ideas & problem- 68.4
3: 75% (very good), stage 4 compression con- solving
8. Having a sense of “beauty” to 66.9
appreciate things around them
Average 70.6
Table 1. Percentage of student creativity Cycle 2
(theory).
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ACKNOWLEDGMENTS
REFERENCES
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