Syamsiara Nur, Siti Zubaidah, Susriyati Mahanal, Fatchur Rohman
It is a challenge for higher education in the 21st century to prepare the students with various skills to master, including creative-thinking skills. The present study aims to test the effect of Eliciting, Restructuring, Confirming, Reflecting (ERCoRe) learning model in improving the creative-thinking skills of preservice biology teachers. This quasi-experimental research employed a pretest-posttest control-group design. The samples came from a university in West Sulawesi Province, which was located in Indonesia. They were enrolled in the even semester of the 2018/2019 academic year with the Animal Structure course. The subjects of this research were 84 preservice teachers in 4 classes, which were divided into two experimental classes and two control classes. The number of preservice teachers in the experimental class was 44 and in the control class 40. The experimental class was taught with the ERCoRe learning model and the control class with the lecture and question and answer methods. The instrument of the research consisted of an essay test of creative-thinking skills totaling 13 items. The research data were analyzed using one-way ANCOVA. It was found that the creative-thinking skills of the preservice teachers generated by the ERCoRe learning model were higher than those generated by the conventional model. The use of the ERCoRe learning model influences and can improve the creative-thinking skills of preservice biology teachers at the university in West Sulawesi. The authors recommend that the ERCoRe learning model be used for other subjects as considered to have the potential in developing 21st century skills, especially creative thinking. © 2020, Journal for the Education of Gifted Young Scientists.
Biology Education Program, Universitas Negeri Malang, Biology Education Program, Universitas Sulawesi Barat, Indonesia; Biology Education Program, Universitas Negeri Malang, Indonesia
