Pre-Lesson Reading Activities on Creative Thinking Skills: Implementation, Impact, and Constraints

Autor/inn/en	Sulistiyarini, Ambar; Sukarno; Triyanto
Titel	Pre-Lesson Reading Activities on Creative Thinking Skills: Implementation, Impact, and Constraints
Quelle	In: Pegem Journal of Education and Instruction, 12 (2022) 4, S.89-102 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Creative Thinking; Thinking Skills; Elementary School Students; Foreign Countries; Grade 5; Administrator Role; Teacher Role; Student Role; Reading Materials; Time Factors (Learning); Activities; Indonesia + Suchen Sie Ihr Suchwort? Kreatives Denken; Denkfähigkeit; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerrolle; Indonesien
Abstract	This study aims to analyze the implementation of pre-lesson reading activities, analyze the impact of pre-lesson reading activities on creative thinking skills, and analyze the constraints of pre-lesson reading activities on creative thinking skills. This research was conducted at State Elementary School 1 Karangduwur, Kebumen, Indonesia. Meanwhile, the subjects of this study were fifth-grade students. Sampling was done by purposive sampling technique. The researcher chose the school because the school became a reference school for Kebumen Regency which had implemented the school literacy movement. The researchers employed observation, interview, test, and documentation techniques to collect data. Then, data analysis was carried out by applying the interactive analysis steps from Miles and Huberman. The steps taken include data reduction, data presentation, and drawing conclusions. The results revealed that pre-lesson reading activities were implemented by maximizing the roles of principals, teachers, and students through monitoring, providing, mentoring, and evaluating programs. The impact of reading activities before class is to increase students' creative thinking skills with the highest order being originality, followed by fluency, elaboration, and finally flexibility. The obstacles encountered were the limited number of readings, limited time, lack of educational content, lack of student experience and low student understanding. These findings can be utilized as references and relevant studies for future researchers to conduct similar studies. Future researchers can analyze the implementation, impacts, and constraints in the classroom wall magazine, reading corner, or literacy tree program in elementary schools. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01