The Effectiveness of the TASC, CPS, and DI on Divergent Thinking Skill at Elementary School in Indonesia

Abstract

This study aims to determine the effectiveness of using the TASC, CPS, and DI models on divergent thinking skill in thematic learning for fifth-grade public elementary schools in Laweyan District, Surakarta. This research is mixed-method research. The fifth-grade students at a public elementary school in Laweyan District, Surakarta, Indonesia, are the research subjects. The subjects of this study were 271 elementary school students. The techniques used were tests, questionnaires, observations, and interviews. The TASC and CPS models were used as experimental models (treatment classes), while the DI models were used as models applied in the control class. The data validity technique of this research used three ways, namely content validity; construct validity; and data triangulation (methods and sources). Data analysis was carried out in two ways. First, the quantitative analysis was done through the analysis prerequisite test, hypothesis testing, and multiple comparison tests. Second, qualitative analysis utilized interactive analysis (data reduction, data presentation, and drawing conclusions). The results revealed that the TASC learning model is more effective in applying thematic learning than the CPS and DI models when viewed from the adversity quotient. The TASC model helps students maximize divergent thinking skills compared to other models, student activity in the CPS model has not been maximized, especially in divergent thinking skill, meanwhile student activity in applying the DI model is very boring and students are very passive. In short, the results of this study can be used as a reference for academics (teachers, lecturers, or future researchers) to determine innovative learning models that can maximize students' higher order thinking skills.