The Development of Students’ Creativity in the Making of Scrapbook

Media in Learning the Properties of Colloids

E. P. Jasmine

, R. Aisyah

, F. S. Irwansyah

, C. Z. Subarkah

Department of Chemistry Education, Universitas Islam Negeri Sunan Gunung Djati Bandung, Jl. A.H Nasution No. 105,

Bandung 40614, Indonesia

Keyword: Creativity, Media Learning, Colloid.

Abstract: This study is conducted to analyze students' creativity in the making of scrapbook media in learning the

properties of colloids. The method used is a classroom research with one-shot case study design. Data is

obtained by measuring students' creativity in the making of scrapbook media as the learning product. The

measurement is based on the indicators of creativity or the four P's Creativity, namely person, process, press

and product. The results show that students had creativity included in the good category with the average

score of 83. This is because scrapbook media is an art of sticking pictures or photos containing related

important notes on paper media decorated into a creative work.

1 INTRODUCTION

Chemistry learning is full of simple to complex

concepts and concrete to abstract concepts

(Burhanudin, et al., 2018), so that a right

understanding of the basic concepts of chemistry is

required. Colloid is one of the abstract concepts with

concrete examples (Kamisah, 2007), mainly

discussing about theories. In learning colloid, the

concept of colloid has several objectives that will be

difficult to achieve if only relying on the teacher's

explanation. Therefore, in order to achieve optimal

learning outcomes, it is necessary to use media. The

media can make the learning process more

interesting, making learning objectives easily

achieved because the material taught by the teacher

will be clearer and easier to understand by students

(Abass, et al., 2014). One of the alternative media

that can be used by students is scrapbook. Scrapbook

aims at attracting students' attention in the learning

process and facilitating students in understanding the

concept of colloidal properties. Scrapbook is also a

book with moving parts or three-dimensional

elements (Arsyad, et al., 2011). Scrapbook gives

other benefits, namely it can make students more

creative, and can channel students’ interest (Klein,

2009). The final product of this research is made by

students during the learning process to measure their

creativity related to the concept of colloidal

properties.

Creativity can be defined as a cognitive activity

that generates a new view of the form of problems

(Solso & Maclin, 2008). Being creative is being able

to produce various alternatives and creative

processes supported by the environment, and to

create something imaginative (Çiğdem, 2015). A

research about the use of scrapbook has previously

done by Maita. Based on Maita's research results,

scrapbook is more effective to be used as learning

media because it can improve learning outcomes in

the learning of the diversity of traditional houses in

Indonesia (Maita, 2017). However, there is no

research about the use of scrapbook in chemistry

subjects, especially in the colloidal system material.

For this reason, it is necessary to develop students'

creativity in learning using scrapbook media. Based

on the description, in this paper will be reported an

analysis of the development of students' creativity in

learning colloidal properties.

2 METHODS

The method used is a classroom research with one-

shot case study. This study uses a project-based

learning model consisting of 6 stages, namely stage I

to identify problems, stage II to design and schedule

Jasmine, E., Aisyah, R., Irwansyah, F. and Subarkah, C.

The Development of Students’ Creativity in the Making of Scrapbook Media in Learning the Properties of Colloids.

DOI: 10.5220/0010024800002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 577-579

ISBN: 978-989-758-515-9

577

project implementation, stage III to carry out the

research, stage IV to draft a product, stage V to

measure, assess, and improve the product, and stage

VI to finalize and publish the product. The

assessment of students' creativity is carried out

during the learning process. The measurement of

students' creativity is based on the indicators of

creativity or the Four P's Creativity, namely person,

press, process and product (Munandar, 2009). The

person indicator is measured in stages I and II during

the project-based learning; the press indicator is

measured in stage III; the process indicator is

measured in stage IV and the product indicator is

measured in stages V and VI during the learning

process. At the end of the learning process, the final

product produced by students is in the form of

scrapbook. The subjects of this study include 22

students of class XI MIA from a private school in

Cileunyi, Bandung district, in the second semester of

the 2017/2018 school year.

3 RESULTS AND DISCUSSION

The product developed in this study is in the form of

hardware, namely scrapbook. Scrapbook can be

defined as an art of sticking images or photos on

paper media decorated into a creative work.

Scrapbook can also contain important notes relating

to the images/photos (Maita, 2017). The results of

the product assessment are presented in Table 1. The

product assessment is done during the learning

process. The assessment indicators are all based on

indicators of creativity. There are four indicators of

creativity known as the Four P's Creativity or 4P

(Munandar, 2009), namely: Person, the uniqueness

of individuals to think and express their thoughts;

Process, the smoothness, flexibility, and originality

in thinking; Press, a state of the environment that

gives encouragement to perform creative actions;

and Product, the ability to produce new, original and

meaningful works for individuals and the

environment. Therefore, creativity is not only about

producing the product or result, but also about

motivating a creative person to be involved in the

process of creative thinking so as to produce creative

products. During the learning process, students are

divided into 3 groups so that there are 3 scrapbooks

produced. One of the products resulted can be seen

in Figure 1.

Figure 1. Scrapbook

Figure 1 shows one of the scrapbooks made by

students, namely by group 1. This product has

attractive and good designs but contains some

materials unsuitable for colloidal properties. To

decorate their scrapbook, this group uses materials

available around them, namely cotton, leaves, and

leftover food coloring used for making ice cream.

Based on table 1, according to the first indicator

of creativity, namely person (creative person), the

highest average score is obtained by group 3 i.e. 100

icluded in the very good category while the lowest

score is obtained by group 2 i.e. 50 included in the

poor category. This indicator of creativity has a

description of confidence and diligence in working

on the product. Group 2 obtains the lowest score

because they are not diligent and not serious in

working on the product. Group 2 consists of 8

students, but only 3 work on the product while the

other 5 students do not for several reasons. Group 3

obtain a score of 100 because all of the group

members work on the product confidently and

diligently. Confidence and diligence are the

characteristics of creativity indicating strong

imagination, initiative, strong interest, freedom of

thoughts, desire to get new experiences, confidence

and courage to take risks (Ratih, 2013).

Table 1. Scores for the product of each group based on the

indicators of creativity

The second indicator of creativity is process. The

highest score is obtained by group 1 and group 3, i.e.

100 included in the good category. Group 2 gets the

lowest score, i.e. 50 included in the poor category.

This indicator of creativity has a description of the

ability of students to compile a product draft well

with clear and solid materials. Group 1 and group 3

compile the product draft very well. Related to this

process indicator, Wallas (Wallas, 1970) argues that

BINUS-JIC 2018 - BINUS Joint International Conference

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creativity will emerge if someone has a personal

factor and driving force for creativity in the creative

process. At this stage, someone will seek and find an

inspiration, then understand and bring new ideas.

The third indicator of creativity is press. The

highest score is obtained by group 1 and group 3,

i.e.100 included in the very good category. The

lowest score is obtained by group 2 i.e. 67 included

in the fair category. This indicator of creativity has a

description of students' ability to make scrapbook

with their own techniques. Group 1 makes a

scrapbook using materials available around them,

group 3 makes a scrapbook by making caricatures of

several group members and drawing some

decorative fugures in the scrapbook. This press

indicator or the driving creativity aspect according to

Csikszentmihalyi (Csikszentmihalyi, 1996)] can be

done through programmed and conditioned

activities. This driving factor is the one will foster a

person's interest and motivation to be involved in the

creative process.

The last indicator of creativity is product. The

highest score is obtained by group 3 i.e. 100

included in the very good category. Group 2 obtains

the lowest score, i.e. 60 included in the fair category.

This creativity indicator has a description of the

suitability of the material, the students' skills in

decorating the scrapbook and the readable writing in

the scrapbook. The scrapbook made by group 1

contains unsuitable materials about 'types of colloids

and their properties’. Group 1 writes several

characteristics, namely adsorption, physical, optical,

kinetic, conjugation and protective properties, which

are very unsuitable for the colloidal properties in

question, namely protective colloids. Meanwhile, the

scrapbook made by group 3 contains unsuitable

questions. The scrapbook made by group 2 does not

contain the colloidal properties in question, namely

the Tyndall effect. The scrapbook only contains

differences in colloids, suspensions, and solutions,

and tools, materials and procedures of the

experiment.

4 CONCLUSION

Based on the research results, data analysis and

discussion, it can be concluded that students'

creativity in the making of scrapbook media on the

properties of colloids obtains the average score of 83

and is included in the good category.

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