The effect of problem-based learning assisted with concept mapping founded on cognitive style on the creativity of writing exposition text
Abstract
The aim of this research is to obtain another point of view with collaborative problem-based learning to increase writing creativity in the field of scientific work in the form of exposition text by investigating cognitive style as an individual character and using concept mapping media. This study uses descriptive research methods and multivariate analysis is used to provide a clear picture of writing creativity that considers the use of learning methods, concept mapping media, and students’ cognitive style backgrounds. The research subjects were students of the second-semester Islamic religious education study program from the Islamic Senior High School Diniyah Putri Pekanbaru, Indonesia. Sample selection was done by means of cluster random sampling. The sample was divided into two, the experimental class which collected 30 people, and the control class with a number of 30. The cognitive style must be considered in the application of the learning method. Students with field-dependent cognitive styles are more adaptable in collaborative learning. The use of media mapping to foster writing creativity was evident during the research. Concept mapping, which involves higher-order thinking skills, stimulates students to continue to involve the imagination in their creative process. Several educational implications are discussed and can be used as future research directions. The interpretation results are obtained by considering the relevant literature findings.
Keyword : cognitive style, concept mapping, creativity in writing, expository writing creativity, problem-based learning
How to Cite
Rubiah, R., Degeng, I. N. S., Setyosari, P., & Kuswandi, D. (2024). The effect of problem-based learning assisted with concept mapping founded on cognitive style on the creativity of writing exposition text. Creativity Studies, 17(2), 419–434. https://doi.org/10.3846/cs.2024.16302
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Dewey, J. (1999). Ervaring en opvoeding. Bohn Stafleu van Loghum Houten. https://doi.org/10.1007/978-90-313-7131-0
Dewey, J. (1997). Experience and education. Free Press.
Eliot, J. A. R., & Hirumi, A. (2019). Emotion theory in education research practice: An interdisciplinary critical literature review. Educational Technology Research and Development, 67, 1065–1084. https://doi.org/10.1007/s11423-018-09642-3
Finn, J. D. (2019). Academic and non-cognitive effects of small classes. International Journal of Educational Research, 96, 125–135. https://doi.org/10.1016/j.ijer.2019.05.006
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Forthmann, B., Wilken, A., Doebler, Ph., & Holling, H. (2019). Strategy induction enhances creativity in figural divergent thinking. Journal of Creative Behavior, 53(1), 18–29. https://doi.org/10.1002/jocb.159
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Gandolfi, E., Traverso, L., Zanobini, M., Usai, M. C., & Viterbori, P. (2021). The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children. Reading and Writing, 34, 1985–2009. https://doi.org/10.1007/s11145-021-10131-y
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Gwiaździński, E., Kaczorowska-Spychalska, D., & Moreira Pinto, L. (2020). Is it a smart city a creative place? Creativity Studies, 13(2), 460–476. https://doi.org/10.3846/cs.2020.12190
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Jász, B. (2018). Mental map of the city: Elements of visual argumentation and creativity in modern city planning. Creativity Studies, 11(2), 284–293. https://doi.org/10.3846/cs.2018.6901
Kahn, J. (2020). Learning at the intersection of self and society: The family geobiography as a context for data science education. Journal of the Learning Sciences, 29(1), 57–80. https://doi.org/10.1080/10508406.2019.1693377
Kulophas, Dh., Ruengtrakul, A., & Wongwanich, S. (2015). The relationships among authentic leadership, teachers’ work engagement, academic optimism and school size as moderator: A conceptual model. Procedia – Social and Behavioral Sciences, 191, 2554–2558. https://doi.org/10.1016/j.sbspro.2015.04.298
Laar, van E., Deursen, van A. J. A. M., Dijk, van J. A. G. M., & Haan, de J. (2019). Determinants of 21st-Century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017
Lavie, I., & Sfard, A. (2019). How children individualize numerical routines: Elements of a discursive theory in making. Journal of the Learning Sciences, 28(4–5), 419–461. https://doi.org/10.1080/10508406.2019.1646650
Leikin, M., Tovli, E., & Woldo, A. (2020). The interplay of bilingualism, executive functions and creativity in problem solving among male university students. Creativity Studies, 13(2), 308–324. https://doi.org/10.3846/cs.2020.10397
Morales-Martinez, G. E., Ángeles Castellanos, A. M., Ibarra Ramírez, V. H., Iveth, M., & Mancera Rangel, M. I. (2020). Cognitive e-tools for diagnosing the state of medical knowledge in students enrolled for a second time in an anatomy course. International Journal of Learning, Teaching and Educational Research, 19(9), 341–362. https://doi.org/10.26803/ijlter.19.9.18
Morales-Martinez, G. E., Lopez-Ramirez, E. O., & Lopez-Gonzalez, A. E. (2015). New approaches to e-cognitive assessment of e-learning. International Journal for E-Learning Security, 5(2), 449–453. https://doi.org/10.20533/ijels.2046.4568.2015.0057
Newland, L. A., Mourlam, D., Strouse, G., DeCino, D., & Hanson, C. (2019). A phenomenological exploration of children’s school life and well-being. Learning Environments Research, 22, 311–323. https://doi.org/10.1007/s10984-019-09285-y
Nicolaou, A. A., & Xistouri, X. (2011). Field dependence/independence cognitive style and problem posing: An investigation with sixth grade students. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(5), 611–627. https://doi.org/10.1080/01443410.2011.586126
Nurdiana, R., & Suryanto, H. (2021). Increase creativity and activity in the creative study of problem solving-based human resource management. Journal of Diversity in Learning, 1(4), 151–157.
Oliveira Sousa, de S. R., Vieira da Silva, W., Pereira da Veiga, C., & Ruviaro Zanini, R. (2020). Theoretical background of innovation in services in small and medium-sized enterprises: Literature mapping. Journal of Innovation and Entrepreneurship, 9. https://doi.org/10.1186/s13731-020-00135-3
Paek, K.-M. (2019). The transformative potential of creative art practices in the context of interdisciplinary research. Creativity Studies, 12(1), 183–197. https://doi.org/10.3846/cs.2019.9701
Potměšilová, P., & Potměšil, M. (2019). Cultural differences in creative reactions to an ambiguous stimulus. Creativity Studies, 12(1), 119–130. https://doi.org/10.3846/cs.2019.718
Reindl, M., Tulis, M., & Dresel, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with learning. Learning and Individual Differences, 77. https://doi.org/10.1016/j.lindif.2019.101806
Roeser, J., Maeyer, de S., Leijten, M., & Waes, van L. (2024). Modelling typing disfluencies as finite mixture process. Reading and Writing, 37, 359–384. https://doi.org/10.1007/s11145-021-10203-z
Schenkels, A., & Jacobs, G. (2018). “Designing the plane while flying it”: Concept co-construction in a collaborative action research project. Educational Action Research: Connecting Research and Practice for Professionals and Communities, 26(5), 697–715. https://doi.org/10.1080/09650792.2018.1429286
Sieck, W., & Yates, J. F. (1997). Exposition effects on decision making: Choice and confidence in choice. Organizational Behavior and Human Decision Processes, 70(3), 207–219. https://doi.org/10.1006/obhd.1997.2706
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Prentice Hall.
Stagg Peterson, Sh., McIntyre, L. J., & Glaés-Coutts, L. (2018). Collaborative action research in northern Canadian rural and indigenous schools: Learning about young children’s oral language in play contexts. Educational Action Research: Connecting Research and Practice for Professionals and Communities, 26(5), 787–802. https://doi.org/10.1080/09650792.2017.1402686
Suryanto, H., Degeng, I. N. S., Djatmika, E. T., & Kuswandi, D. (2021a). The effect of creative problem solving with the intervention social skills on the performance of creative tasks. Creativity Studies, 14(2), 323–335. https://doi.org/10.3846/cs.2021.12364
Suryanto, H., Warring, S., Sri Kartikowati, R. R., Rorimpandey, W. H. F., & Gunawan, W. (2021b). Study creativity with diverse social skills to support the learning process in future education. Journal of Diversity in Learning, 1(2), 85–89.
Thompson, J. J., Hagenah, S., McDonald, S., & Barchenger, Ch. (2019). Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling. Science Education, 103(6), 1423–1455. https://doi.org/10.1002/sce.21547
Wart, van S., Lanouette, K., & Parikh, T. S. (2020). Scripts and counterscripts in community-based data science: Participatory digital mapping and the pursuit of a third space. Journal of the Learning Sciences, 29(1), 127–153. https://doi.org/10.1080/10508406.2019.1693378
Williams, R., Runco, M. A., & Berlow, E. (2016). Mapping the themes, impact, and cohesion of creativity research over the last 25 years. Creativity Research Journal, 28(4), 385–394. https://doi.org/10.1080/10400419.2016.1230358
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review in Educational Research, 47(1), 1–64. https://doi.org/10.3102/00346543047001001
Yeonjoo Lee, J., Donkers, J., Jarodzka, H., & van Merriënboer, J. J. G. (2019). How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye-tracking. Computers in Human Behavior, 99, 268–277. https://doi.org/10.1016/j.chb.2019.05.035
Amorim Oliveira, A. M. C., Santos, dos S. C., & Cardoso Garcia, V. (2013). PBL in teaching computing: An overview of the last 15 years. In Proceedings of 2013 IEEE Frontiers in Education Conference (FIE). IEEE. https://doi.org/10.1109/FIE.2013.6684830
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Longman.
Arends, R. I. (2012). Learning to teach. McGraw-Hill.
Ausubel, D. P., & Fitzgerald, D. (1961). The Role of discriminability in meaningful learning and retention. Journal of Educational Psychology, 52(5), 266–274. https://doi.org/10.1037/h0045701
Bechara, A., Damasio, H., & Damasio, A. R. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex, 10(3), 295–307. https://doi.org/10.1093/cercor/10.3.295
Bråten, I., Latini, N., & Haverkamp, Y. E. (2022). Predictors and outcomes of behavioral engagement in the context of text comprehension: When quantity means quality. Reading and Writing, 35, 687–711. https://doi.org/10.1007/s11145-021-10205-x
Demetriou, A., Merrell, Ch., & Tymms, P. (2017). Mapping and predicting literacy and reasoning skills from early to later primary school. Learning and Individual Differences, 54, 217–225. https://doi.org/10.1016/j.lindif.2017.01.023
Dewey, J. (1944). Democracy and education: An introduction to the philosophy of education. The Free Press.
Dewey, J. (1999). Ervaring en opvoeding. Bohn Stafleu van Loghum Houten. https://doi.org/10.1007/978-90-313-7131-0
Dewey, J. (1997). Experience and education. Free Press.
Eliot, J. A. R., & Hirumi, A. (2019). Emotion theory in education research practice: An interdisciplinary critical literature review. Educational Technology Research and Development, 67, 1065–1084. https://doi.org/10.1007/s11423-018-09642-3
Finn, J. D. (2019). Academic and non-cognitive effects of small classes. International Journal of Educational Research, 96, 125–135. https://doi.org/10.1016/j.ijer.2019.05.006
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Forthmann, B., Wilken, A., Doebler, Ph., & Holling, H. (2019). Strategy induction enhances creativity in figural divergent thinking. Journal of Creative Behavior, 53(1), 18–29. https://doi.org/10.1002/jocb.159
Frenchs, P. (2012). Problem solving and critical thinking [unpublished source].
Gandolfi, E., Traverso, L., Zanobini, M., Usai, M. C., & Viterbori, P. (2021). The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children. Reading and Writing, 34, 1985–2009. https://doi.org/10.1007/s11145-021-10131-y
Giancola, M., Palmiero, M., & D’Amico, S. (2022). Exploring the interplay between fluid intelligence and creativity: The mediating role of the field-dependent-independent cognitive style. Thinking Skills and Creativity, 45. https://doi.org/10.1016/j.tsc.2022.101047
Giza, P. (2021). Creativity in computer science. Creativity Studies, 14(2), 444–460. https://doi.org/10.3846/cs.2021.14699
Glaveanu, V., Lubart, T., Bonnardel, N., Botella, M., Biaisi, de P.-M., Desainte-Catherine, M., Georgsdottir, A., Guillou, K., Kurtag, G., Mouchiroud, Ch., Storme, M., Wojtczuk, A., & Zenasni, F. (2013). Creativity as action: Findings from five creative domains. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00176
Glăveanu, V. P. (2018). Educating which creativity? Thinking Skills and Creativity, 27, 25–32. https://doi.org/10.1016/j.tsc.2017.11.006
Gwiaździński, E., Kaczorowska-Spychalska, D., & Moreira Pinto, L. (2020). Is it a smart city a creative place? Creativity Studies, 13(2), 460–476. https://doi.org/10.3846/cs.2020.12190
Hembrough, T. (2020). Integrating reading-to-write strategies and pairing composition and reading courses for first-year, at-risk college students. International Journal of Instruction, 13(4), 177–196. https://doi.org/10.29333/iji.2020.13412a
Jász, B. (2018). Mental map of the city: Elements of visual argumentation and creativity in modern city planning. Creativity Studies, 11(2), 284–293. https://doi.org/10.3846/cs.2018.6901
Kahn, J. (2020). Learning at the intersection of self and society: The family geobiography as a context for data science education. Journal of the Learning Sciences, 29(1), 57–80. https://doi.org/10.1080/10508406.2019.1693377
Kulophas, Dh., Ruengtrakul, A., & Wongwanich, S. (2015). The relationships among authentic leadership, teachers’ work engagement, academic optimism and school size as moderator: A conceptual model. Procedia – Social and Behavioral Sciences, 191, 2554–2558. https://doi.org/10.1016/j.sbspro.2015.04.298
Laar, van E., Deursen, van A. J. A. M., Dijk, van J. A. G. M., & Haan, de J. (2019). Determinants of 21st-Century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017
Lavie, I., & Sfard, A. (2019). How children individualize numerical routines: Elements of a discursive theory in making. Journal of the Learning Sciences, 28(4–5), 419–461. https://doi.org/10.1080/10508406.2019.1646650
Leikin, M., Tovli, E., & Woldo, A. (2020). The interplay of bilingualism, executive functions and creativity in problem solving among male university students. Creativity Studies, 13(2), 308–324. https://doi.org/10.3846/cs.2020.10397
Morales-Martinez, G. E., Ángeles Castellanos, A. M., Ibarra Ramírez, V. H., Iveth, M., & Mancera Rangel, M. I. (2020). Cognitive e-tools for diagnosing the state of medical knowledge in students enrolled for a second time in an anatomy course. International Journal of Learning, Teaching and Educational Research, 19(9), 341–362. https://doi.org/10.26803/ijlter.19.9.18
Morales-Martinez, G. E., Lopez-Ramirez, E. O., & Lopez-Gonzalez, A. E. (2015). New approaches to e-cognitive assessment of e-learning. International Journal for E-Learning Security, 5(2), 449–453. https://doi.org/10.20533/ijels.2046.4568.2015.0057
Newland, L. A., Mourlam, D., Strouse, G., DeCino, D., & Hanson, C. (2019). A phenomenological exploration of children’s school life and well-being. Learning Environments Research, 22, 311–323. https://doi.org/10.1007/s10984-019-09285-y
Nicolaou, A. A., & Xistouri, X. (2011). Field dependence/independence cognitive style and problem posing: An investigation with sixth grade students. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(5), 611–627. https://doi.org/10.1080/01443410.2011.586126
Nurdiana, R., & Suryanto, H. (2021). Increase creativity and activity in the creative study of problem solving-based human resource management. Journal of Diversity in Learning, 1(4), 151–157.
Oliveira Sousa, de S. R., Vieira da Silva, W., Pereira da Veiga, C., & Ruviaro Zanini, R. (2020). Theoretical background of innovation in services in small and medium-sized enterprises: Literature mapping. Journal of Innovation and Entrepreneurship, 9. https://doi.org/10.1186/s13731-020-00135-3
Paek, K.-M. (2019). The transformative potential of creative art practices in the context of interdisciplinary research. Creativity Studies, 12(1), 183–197. https://doi.org/10.3846/cs.2019.9701
Potměšilová, P., & Potměšil, M. (2019). Cultural differences in creative reactions to an ambiguous stimulus. Creativity Studies, 12(1), 119–130. https://doi.org/10.3846/cs.2019.718
Reindl, M., Tulis, M., & Dresel, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with learning. Learning and Individual Differences, 77. https://doi.org/10.1016/j.lindif.2019.101806
Roeser, J., Maeyer, de S., Leijten, M., & Waes, van L. (2024). Modelling typing disfluencies as finite mixture process. Reading and Writing, 37, 359–384. https://doi.org/10.1007/s11145-021-10203-z
Schenkels, A., & Jacobs, G. (2018). “Designing the plane while flying it”: Concept co-construction in a collaborative action research project. Educational Action Research: Connecting Research and Practice for Professionals and Communities, 26(5), 697–715. https://doi.org/10.1080/09650792.2018.1429286
Sieck, W., & Yates, J. F. (1997). Exposition effects on decision making: Choice and confidence in choice. Organizational Behavior and Human Decision Processes, 70(3), 207–219. https://doi.org/10.1006/obhd.1997.2706
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Prentice Hall.
Stagg Peterson, Sh., McIntyre, L. J., & Glaés-Coutts, L. (2018). Collaborative action research in northern Canadian rural and indigenous schools: Learning about young children’s oral language in play contexts. Educational Action Research: Connecting Research and Practice for Professionals and Communities, 26(5), 787–802. https://doi.org/10.1080/09650792.2017.1402686
Suryanto, H., Degeng, I. N. S., Djatmika, E. T., & Kuswandi, D. (2021a). The effect of creative problem solving with the intervention social skills on the performance of creative tasks. Creativity Studies, 14(2), 323–335. https://doi.org/10.3846/cs.2021.12364
Suryanto, H., Warring, S., Sri Kartikowati, R. R., Rorimpandey, W. H. F., & Gunawan, W. (2021b). Study creativity with diverse social skills to support the learning process in future education. Journal of Diversity in Learning, 1(2), 85–89.
Thompson, J. J., Hagenah, S., McDonald, S., & Barchenger, Ch. (2019). Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling. Science Education, 103(6), 1423–1455. https://doi.org/10.1002/sce.21547
Wart, van S., Lanouette, K., & Parikh, T. S. (2020). Scripts and counterscripts in community-based data science: Participatory digital mapping and the pursuit of a third space. Journal of the Learning Sciences, 29(1), 127–153. https://doi.org/10.1080/10508406.2019.1693378
Williams, R., Runco, M. A., & Berlow, E. (2016). Mapping the themes, impact, and cohesion of creativity research over the last 25 years. Creativity Research Journal, 28(4), 385–394. https://doi.org/10.1080/10400419.2016.1230358
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review in Educational Research, 47(1), 1–64. https://doi.org/10.3102/00346543047001001
Yeonjoo Lee, J., Donkers, J., Jarodzka, H., & van Merriënboer, J. J. G. (2019). How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye-tracking. Computers in Human Behavior, 99, 268–277. https://doi.org/10.1016/j.chb.2019.05.035