文章基本信息

标题：The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient
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作者：Muna Fauziah* ; Sri Marmoah ; Tri Murwaningsih 等
期刊名称：European Journal of Educational Research
电子版ISSN：2165-8714
出版年度：2020
卷号：9
期号：2
页码：537-568
DOI：10.12973/eu-jer.9.2.537
语种：English
出版社：Eurasian Society of Educational Research Association
摘要：This research aims to find out: (1) the more effective learning model on students#39; divergent-thinking skills; (2) the better adversity quotient on students#39; divergent-thinking skills; (3) the better adversity quotient to improve students#39; divergent-thinking skills in each learning model; and (4) the better learning model to improve students#39; divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergent-thinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.