Innovation of the Adaptive Social Inquiry Learning Model in Strengthening Students' Creative Thinking Skills
DOI:
https://doi.org/10.58230/josse.v3i2.931Keywords:
Creative Thinking Skills; , Educational Innovation; , Inquiry Social Adaptive; , Social Studies Education; , Student-Centered Learning.Abstract
This study aims to develop the Adaptive Social Inquiry (ASI) learning model as an innovation in strengthening students' creative thinking skills in social studies. The type of research used is Research and Development with the Plomp development model which includes preliminary research, development, and assessment stages. The exploration stage is carried out through teacher and student needs analysis, literature review, and initial measurement of creative thinking skills. The results of the analysis indicate that students' creative thinking skills are still relatively low in the aspects of fluency, flexibility, originality, and elaboration. Next, the development stage is carried out by designing a prototype of the ASI model that integrates inquiry learning syntax with social adaptation, and compiling an assessment instrument validated by experts. The results of expert validation of the instrument, module, graphic design, and language show a very good category, with an instrument reliability of 0.836 (≥ 0.70). The ASI model has a systematic and logical learning syntax and is able to facilitate collaboration, communication, and strengthen creative thinking skills. The findings of this study confirm that the ASI model is suitable for use in social science learning and has the potential to be a solution to students' low creative thinking skills. Theoretically, this research contributes to the development of a student-centered learning model, while practically, ASI can support national education policies in realizing superior and globally competitive human resources.
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