Keterlibatan Belajar Siswa dan Berpikir Kreatif pada Siswa Introver dan Ekstrover
Downloads
Student learning engagement and creative thinking are important in education. Based on the preliminary study result, it is known that students have a moderate to low level of student learning engagement and creative thinking. This study aims to determine the differences in student learning engagement and creative thinking in introverted and extroverted students. The study was conducted on vocational high school students in Kudus with 96 total research participants consisting of 48 introverted students and 48 extroverted students. The measuring instrument used to obtain data is using the DISC test tool, student learning engagement scale, and creative thinking scale. The results of data analysis show that there are differences in student learning engagement in introverted and extroverted students (p=0.012), where introverted students have higher levels of students learning engagement (M=90.48) than extroverted students (M=84.21). However, in the creative thinking variable, there are no differences between introverted and extroverted students (p=0.870).
A'yun, Q. Q. (2023). Peningkatan self development pada siswa introvert kelas ix di smp ma'arif nu 1 Purwokerto. [Skripsi, UIN Prof. K.H. Saifuddin Zuhri].
Abdullah, I., Omar, R., & Panatik, S. A. (2016). A literature review on personality , creativity and innovative behavior. International Review of Management and Marketing, 6(1), 177–182.
Afsoh, D. N. (2012). Perbandingan Kreativitas Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Kepribadian Tipe Ekstrovert dan Introvert (Studi Kasus di SMPN 2 Kedungadem Bojonegoro). [Skripsi, Institut Islam Negeri Sunan Ampel Surabaya].
Alacapinar, F. G. (2013). Grade level and creativity. Egitim Arastirmalari-Eurasian Journal of Educational Research, 50, 247–266.
Ali, M. M., & Hassan, N. (2018). Defining concepts of student engagement and factors contributing to their engagement in schools. Creative Education, 9(14), 2161–2170. https://doi.org/10.4236/ce.2018.914157
Amabile, T. M. (2012). Componential theory of creativity. Harvard Business School.
Amerstorfer, C. M., & Münster-kistner, C. F. Von. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning academic engagement in tertiary. Original Research, 12(October), 1–18. https://doi.org/10.3389/fpsyg.2021.713057
Bramantyo, R. (2021). Teknik berpikir kreatif. Uwais Inspirasi Indonesia.
Branchingminds.com. (2021). Student Engagement : Why It ' s Important and How To Promote It What Is Student Engagement ? Why Is Student Engagement Important ? What Factors Contribute to Student Engagement ?
Caspi, A., Chajut, E., Saporta, K., & Beyth-marom, R. (2006). The influence of personality on social participation in learning environments. Learning and Individual Differences, 16, 129–144. https://doi.org/10.1016/j.lindif.2005.07.003
Davis, C. D., Kaufman, J. C., & Clure, F. H. M. (2011). Non-cognitive constructs and self-reported creativity by domain. Journal of Creative Behavior, 45(3), 188–202. https://doi.org/10.1002/j.2162-6057.2011.tb01426.x
Deveci, T. (2021). Students' self-perceptions of creativity: the case of Emirati students in a first-year English program. Learning and Teaching in Higher Education: Gulf Perspective, 17(1), 29–40. https://doi.org/10.1108/LTHE-08-2020-0004
DeVito, M. (2016). Factors influencing student engagement. [Tesis, Sacred Heart University].
Diamond, M. (2007). Interpersonal vocational students' engagement and career objectives: Assessment of engagement processes In new vocational students. [Disertasi, University of Pittsburgh].
Diastama, C., & Dewi, D. K. (2021). Hubungan antara student engagement dengan motivasi belajar selama pembelajaran jarak jauh siswa sma x. Character : Jurnal Penelitian Psikologi, 8(6).
Dinata, D. K. W. (2019). Mendeportasi aksi radikalisme dan separatisme dalam dunia pendidikan. In D. G. S. Mangku, N. P. R. Yuliartini, K. F. Dantes, I. G. A. A. Hadi, & M. J. Setianto (Ed.), Bunga rampai: Isu-isu krusial tentang radikalisme dan separatism. Penerbit Lakeisha.
Dirlanudin. (2006). Pengembangan bakat kreativitas anak. Jurnal Teknodik, 10(19), 174–187. https://doi.org/10.32550/teknodik.v10i19.399
Dominika, & Virlia, S. (2018). Hubungan tipe kepribadian ekstrovert-introvert dengan penerimaan sosial pada siswa. Konselor, 7(1), 31–39. https://doi.org/10.24036/02018718735-0-00
Ekayana, S. D., Hermanto, D., & Affaf, M. (2020). Profil berpikir kreatif siswa smp dalam menyelesaikan masalah matematika kontekstual berdasarkan perbedaan tipe kepribadian introvert dan ekstrovert. JEMS (Jurnal Edukasi Matematika dan Sains), 8(2), 165–171. https://doi.org/10.25273/jems.v8i2.7605
Emzir. (2008). Metodologi Penelitian Pendidikan: Kuantitatif & Kualitatif (Edisi Revisi). RajaGrafindo Persada.
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality abd Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5
Fikrie, F., & Ariani, L. (2021). Keterlibatan siswa student engagement) di sekolah sebagai. Prosiding Seminar Nasional & Call Paper Psikologi Pendidikan 2019, April 2019.
Fillon, A. A., Girandola, F., Bonnardel, N., Kenworthy, J. B., & Souchet, L. (2021). Personal factors and group creative outcomes: A correlational meta-analysis [Preprint]. https://doi.org/10.31234/osf.io/4br6a
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In A Christenson, S. L., Reschly, A. L., & Wylie, C. (Ed.), Handbook of Research on Student Engagement (hal. 92–132). Springer US. https://doi.org/10.1007/978-1-4614-2018-7
Florida, R., Mellander, C., & King, K. (2015). The Global Creativity Index 2015.
Gallagher, S. (2017). The physical space of the classroom and its impact on creativity [Tesis, Western Oregon University].
Ginting, D. (2021). Student engagement and factors affecting active learning in english language teaching. VELES: Voices of English Language Education Society, 5(2), 215–228. https://doi.org/ 10.29408/veles.v5i2.3968
Gray, J. A., & Diloreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. NCPEA International Journal of Educational Leadership Preparation, 11(1)
Jayanti, G. (2020). Relevansi program keahlian lulusan smk dengan dunia kerja. Khatulistiwa: Jurnal Pendidikan dan Pembelajaran, 9(10), 1–9.
Jayanto, I. F., & Noer, S. H. (2017). Kemampuan berpikir kreatif dengan pembelajaran guided discovery. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, 1(1), 253-263.
Jones, C., & Nillas, L. (2022). Fostering a respectful and engaging classroom environment running head : Respectful classroom environment. John Wisley Powell Student Research Conference, 0–25.
Kao, C. (2015). Analogy's straddling of analytical and creative thinking and relationships to big five factors of personality. Thinking Skills and Creativity, 19, 26-37. https://doi.org/10.1016/j.tsc.2015.08.001
Kaspi-Baruch, O. (2017). Big five personality and creativity: The moderating effect of motivational goal orientation. JCB: The Journal of Creative Behavior, 53(3), 325–338. https://doi.org/10.1002/jocb.183
Keijzer, R., Van Schooten, E., Van Der Rijst, R., & Admiraal, W. (2022). Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity. European Journal of Psychology of Education, 37(4), 1255–1283. https://doi.org/10.1007/s10212-021-00580-y
Khany, R., & Ghoreyshi, M. (2013). The nexus between iranian efl students' big five personality traits and foreign language speaking confidence. European Online Journal of Natural and Social Science, 2(2), 601–611.
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. https://doi.org/10.1353/csd.0.0099
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
Mahfud. (2017). Berpikir dalam belajar: membentuk karakter kreatif peserta didik. Jurnal Al Tarbawi Al Haditsah, 1(1), 1–26.
Mandernach, B. J., Donnelli-sallee, E., & Dailey-hebert, A. (2006). Assessing Course Student Engagement. In Promoting Student Engagement: Techniques and Opportunities (hal. 277–281) in R. L. Miller, E. Amsel, B, Kowalewski, B. Beins, K., Keith, & B. Peden (Eds.). Society for the Teaching of Psychology.
Marashi, H., & Amin-Ranjbar, A. (2018). Creativity vis-í -vis speaking among extrovert and introvert efl learners. Indonesian EFL Journal, 4(1), 11–22. https://doi.org/10.25134/ieflj.v4i1.794
Mofield, E., & Phelps, V. (2021). Collaboration, Coteaching, and Coaching in Gifted Education: Sharing Strategies to Support Gifted Learners. Routledge.
Monteiro, V., Carvalho, C., & Santos, N. N. (2021). Creating a supportive classroom environment through effective feedback : Effects on students' school identification and behavioral engagement. Educational Psychology, 6, 1–14. https://doi.org/10.3389/feduc.2021.661736
Moreira, P. A. S., Inman, R. A., Cloninger, K., & Cloninger, C. R. (2020). Student engagement with school and personality: a biopsychososial and person-centred approach. British Journal of Education Psychology, 91(2), 691–713. https://doi.org/10.1111/bjep.12388
Murberg, T. A. (2010). The role of personal attributes and social support factors on passive behaviour in classroom among secondary school students : a prospective study. Social Psychology Education, 13(4), 511–522. https://doi.org/10.1007/s11218-010-9123-1
Niittylahti, S., Annala, J., & Mäkinen, M. (2019). Student engagement at the beginning of vocational studies. Nordic Journal of Vocational Education and Training, 9(1), 21–42. https://doi.org/10.3384/njvet.2242-458X.199121
Niittylahti, S., Annala, J., Mäkinen, M., & Mäkinen, M. (2023). Student engagement profiles in vocational education and training : a longitudinal study. Journal of Vocational Education & Training, 75(2), 372–390. https://doi.org/10.1080/13636820.2021.1879902
Novferma, Sabil, H., & Romundza, F. (2021). Analysis of creative thinking skills and student learning motivation in solving problems. Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS, January 2020. https://doi.org/10.4108/eai.30-9-2019.2291215
Nussbaum, E. M. (2002). How introverts versus extroverts approach argumentative discussions. The Elementary School Journal, 102(3), 183–197. https://doi.org/10.1086/499699
OECD. (2018). Programme for international student assesment (PISA) result from PISA 2018.
Priadana, H. M. S., & Sunarsi, D. (2021). Metode penelitian kuantitatif. Pascal Books.
Purnomo, E., Marheni, E., & Cahyani, F. I. (2018). Kepribadian mahasiswa kepelatihan: perspektif psikologi olahraga. Jurnal Perfoma Olahraga, 3(2), 26–34.
Purwati, N. A. E., Tahmir, S., & Side, S. (2018). Description of creative thinking in mathematics problem solving based on students personality type in smpn 3 kepulauan selayar. Jurnal Ilmiah Mandala Education, 1–9
Ranggawuni, I. R., Mamesah, M., & Marjo, H. K. (2007). Kemampuan berpikir kreatif siswa berdasarkan pola asuh orangtua (siswa kelas vii di smp negeri 8 Jakarta Pusat). INSIGHT: JURNAL BIMBINGAN KONSELING, 3(2), 38–44. https://doi.org/10.21009/INSIGHT.032.07
Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Handbook of Research on Student Engagement (hal. 149–172). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_7
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary Educational Psychology, 19(10), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Rozi, M. F., Tridianti, A., Husna, B. Al, & Rahma, N. (2023). Pengaruh kepribadian introvert terhadap perubahan lingkup sosial mahasiswa prodi pengembangan masyarakat islam angkatan tahun 2021. Jurnal Empati, 12(5), 337–349. https://doi.org/10.14710/empati.2023.37351
Rus'an, & Syaryanto. (2018). Pembelajaran yang berorientasi pada pakem (pembelajaran aktif, kreatif, efektif, dan menyenangkan). Scolae: Journal of Pedagogy, 1(1), 65–76. https://doi.org/10.56488/scolae.v1i1.13
Sa'adah, U., & Ariati, J. (2020). Hubungan antara student engagement (keterlibatan siswa) dengan prestasi akademik mata pelajaran matematika pada siswa kelas XI SMA Negeri 9 Semarang. Jurnal Empati, 7(1), 1–14. https://doi.org /10.14710/empati.2018.20148
Salgueira, A., Costa, P., Gonçalves, M., Magalhí£es, E., & Costa, M. J. (2012). Individual characteristics and student ' s engagement in scientific research : a cross-sectional study. BMC Medical Education, 12(95). https://doi.org/10.1186/1472-6920-12-95
Sembiring, A. A. (2020). Meningkatkan sosial interest pada siswa introvert melalui konseling individual pada siswa kelas x sma ypk Medan tahun pembelajaran 2019/2020 [Skripsi, Universitas Muhammadiyah Sumatera Utara]
Shiddiq, S. M., & Oktaviani, L. (2012). Extrovert vs introvert: Investigating student's characteristics in relation to student's English proficiency. Proceedings of The 2nd International Conference on Literacy and Education, 42–53.
Supardi, U. S. (2015). Peran berpikir kreatif dalam proses pembelajaran matematika. Jurnal Formatif, 2(3), 248–262.
Tuovinen, S., Tang, X., & Salmela-aro, K. (2020). Introversion and social engagement: scale validation their interaction, and positive association with self esteem. Frontiers in Psychology, 11(November), 1–11. https://doi.org/10.3389/fpsyg.2020.590748
Türkmen, H., & Sertkahya, M. (2019). Creative thinking skills analyzes of vocational students. Journal of Educational and Instructional Studies in the World, 5(1), 74–84
Ulwiyah, W. Z., & Djuhan, M. W. (2021). Kepribadian ekstrovert dan introvert pada siswa kelas vii smp negeri 2 ponorogo pada proses pembelajaran dalam prespektif psikologi sosial. JIPSI: Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia Nomor, 1(2), 117–140. https://doi.org/10.21154/jiipsi.v1i2.253
Utami, A. K. D., & Kuneni, E. (2016). Analisis tingkat kemampuan berpikir kreatif pada materi geometri ditinjau dari kemampuan awal (Pada siswa kelas VII SMP Negeri 2 Kedu Kabupaten Temanggung tahun pelajaran 2014-2015). Prosiding Seminar Matematika dan Pendidikan Matematika, November, 351–361.
Wang, L. (2022). Student intrinsic motivation for online creative idea generation: mediating effects of student online learning engagement and moderating effects of teacher emotional support student intrinsic motivation and online. Front Psychol, 13(July), 1–8. https://doi.org/10.3389/fpsyg.2022.954216
Weiser, O., Blau, I., & Eshet-alkalai, Y. (2018). How do medium naturalness, teaching-learning interactions and students' personality traits affect participation in synchronous e-learning? The Internet and Higher Education, 37, 40-51. https://doi.org/10.1016/j.iheduc.2018.01.001
Williamson, J. M. (2018). Personality Frameworks. In Teaching to Individual Differences in Science and Engineering Librarianship: Adapting Library Instruction to Learning Styles and Personality Characteristics (hal. 25–39). Elsevier. https://doi.org/10.1016/B978-0-08-101881-1.00003-0
Yang, J., & Zhao, X. (2023). The effect of creative thinking on academic performance: Mechanisms, heterogeneity, and implication. Thinking Skills and Creativity, 40(4), 100831. https://doi.org/10.1016/j.tsc.2021.100831
Copyright (c) 2023 Fauziah Noor Khalifah, Ridwan Budi Pramono
This work is licensed under a Creative Commons Attribution 4.0 International License.
BRPKM is a periodical publication with open access to the Creative Commons Attribution 4.0 International (CC-BY 4.0). Therfore, the copyright remains with the author.
With this license, anyone has the right to use the information and to re-distribute the content contained in this journal for any purpose, including commercial purposes. It can be done as long as it fulfills two conditions, namely; (1) you shall provide attribution by citing the original link source, and state if any changes have been made; and (2) you may not use any legal provisions or technological means of control that can legally restrict others from doing the things that are permitted by this license.
Journal editors will not ask the author to approve the transfer of copyright on all published manuscripts.
