P3 - Elemen Memiliki Keluwesan Berpikir dan Mencari Alternatif Solusi Permasalahan
Summary
TLDRThis educational video script focuses on cultivating creative problem-solving skills in students. It emphasizes the importance of adaptability and thinking outside the box to find alternative solutions. The script uses a Dayak music performance as a case study to illustrate how engaging with the audience and adapting to their interests can enhance creativity. Teachers are encouraged to provide a flexible learning environment that encourages exploration and experimentation, fostering a mindset of resilience and innovation in students across various educational levels.
Takeaways
- π **Encouraging Creativity**: Teachers are encouraged to stimulate students to produce original ideas and actions.
- π« **Challenges in Implementation**: Not all ideas can be realized due to impossible situations, highlighting the need for adaptable thinking.
- π **Adaptive Thinking**: The element of adaptive thinking is essential in completing the character of a creative student, who can solve problems in various situations.
- π± **Nurturing Adaptive Thinking**: Through learning, teachers can help students develop the ability to think adaptively by providing examples and discussions.
- π **Interactive Performances**: Students can enrich their performances by interacting with the audience, which can help capture interest.
- π **Adapting to Change**: Just like water finding a new path, students should be encouraged to find alternative solutions when their primary plans encounter obstacles.
- π **Listening to Students**: Teachers like Martha provide space for discussion and appreciate the students' thinking, which is crucial for developing adaptive thinking.
- π **Understanding Perspectives**: Students should be made aware that there are various perspectives and opinions on a problem, which can lead to more creative solutions.
- π **Development Across Levels**: The development of adaptive thinking should be nurtured at every educational level, starting from early childhood education.
- π¨βπ« **Teacher's Role**: Teachers play a significant role in guiding students to explore ideas and solutions, fostering a learning environment that encourages creativity and problem-solving.
- π **Creative Exploration**: Encourage students to explore and experiment with various solutions, even if it means taking risks for better outcomes.
Q & A
What is the main theme of the final creative dimension material discussed in the script?
-The main theme is the development of the element of 'Keluwasan berpikir' or 'flexibility in thinking' to find alternative solutions to problems.
How does the script suggest stimulating students to produce original ideas and actions?
-The script suggests stimulating students by providing them with opportunities to explore and experiment with various solutions, even when faced with impossible situations.
What is the role of 'Keluwasan berpikir' in enhancing a student's character as a creative learner?
-It plays a role in making students adaptive in solving problems in various situations, thus completing the character of a creative learner.
How does the script illustrate the importance of adapting to changing situations?
-The script uses the example of a music performance where the performer, Daya, adapts to a lack of audience interest by enriching the performance with interaction and storytelling.
What support does the script mention as crucial for nurturing a student's creative thinking?
-The script mentions the support of a teacher, such as Mrs. Martha, who provides space for discussion and appreciates the student's thinking, as crucial.
How does the script use the analogy of water flowing through a mountain to explain flexible thinking?
-The script uses the analogy to show that just like water finds a way to continue flowing despite obstacles, students with flexible thinking can experiment with various solutions and find alternatives when faced with challenges.
What are some indicators of flexible thinking mentioned in the script for a student's profile?
-High sensitivity to identify and seek alternative solutions to a problem, experimenting creatively with various choices, and understanding that there are diverse perspectives and opinions on an issue.
How can teachers help students who struggle with flexible thinking when facing changes?
-Teachers can provide examples, give understanding that conditions may differ from the usual, and offer alternatives for activities to help students adapt and explore cause-and-effect relationships.
What are some practical ways teachers can foster flexible thinking in students at different educational levels?
-At PAUD level, teachers can train students to choose from various alternatives and explore cause-and-effect in activities. At SD level, students can identify and compare creative ideas to solve problems. At SMP, students can work on group projects to adapt ideas and provide feedback. At SMA, students can experiment with modifying ideas according to situational changes.
How does the script suggest minimizing dictation and providing freedom for exploration in learning?
-The script suggests that teachers should minimize dictation, give students the freedom to explore ideas, and appreciate their efforts and ideas to foster creative thinking.
What are the three main ways the script recommends to promote flexible thinking in students?
-The three main ways are: 1) Minimizing dictation and allowing students to try on their own, 2) Providing freedom for idea exploration, and 3) Appreciating students' efforts and ideas.
Outlines
π Developing Creative Problem-Solving Skills
The first paragraph introduces the final topic in the creative dimension, which is fostering the element of adaptability in thinking to find alternative solutions to problems. It discusses how to nurture this element in students through learning, using the example of a village festival where a student named Daya faces disappointment due to a lack of audience interest. Daya then comes up with the idea of interacting with the audience by using a poster and incorporating a story into the performance, which is supported by Martha, who encourages creative thinking. The paragraph emphasizes the importance of adaptability in solving problems and the role of teachers in providing a conducive environment for students to explore diverse solutions.
π± Nurturing Adaptive Thinking in Education
The second paragraph delves into the practical application of nurturing adaptive thinking in students across different educational levels. It suggests allowing students to explore cause-and-effect relationships through free activities and providing them with alternatives when their usual approaches do not yield success. The paragraph also discusses how teachers can encourage this skill by offering open-ended questions, flexible classroom arrangements, and outdoor learning experiences. It provides examples of how students at different levels, from PAUD to SMA, can be trained to think creatively and adapt to changes, such as through group projects and problem-solving tasks that require them to gather information and collaborate on solutions.
π Emphasizing Creative Problem-Solving in Learning
The third paragraph concludes the script by highlighting the importance of instilling creative problem-solving skills in students as a crucial preparation for the challenges of the world. It suggests that teachers should minimize dictation, allow for exploration of ideas, and appreciate students' efforts and ideas. The paragraph reinforces the idea that the process of finding solutions is where students can learn the most, and it encourages teachers to work together with students to build a problem-solving oriented mindset from an early age.
Mindmap
Keywords
π‘Creative Dimension
π‘Adaptive Thinking
π‘Original Ideas
π‘Problem-Solving
π‘Situational Adaptability
π‘Interactive Performance
π‘Alternative Solutions
π‘Creative Exploration
π‘Risk-Taking
π‘High Sensitivity
π‘Frustrated by Change
Highlights
Introduction to the final material in the creative dimension, focusing on the element of adaptability in thinking to find alternative solutions to problems.
Discussing how to stimulate students to produce original ideas and actions, but acknowledging that not all ideas can be implemented due to impossible situations.
Emphasizing the importance of adaptability in thinking to complete the character of a creative student, who can adapt to solving problems in various situations.
Exploring ways to cultivate adaptability through learning, using the example of a coastal village festival and a music performance.
The performer 'Daya' initially feels sad due to few spectators, but is encouraged to interact more with the audience to increase engagement.
Suggestion for Daya to enrich the performance by interacting with the audience and explaining the story behind the musical instruments made from waste.
Highlighting the support from teacher Martha, who provides space for discussion and appreciates Daya's thinking.
Using the analogy of water flowing through a mountain to illustrate how students can experiment with various solutions when faced with obstacles.
Discussing indicators of adaptability in thinking within the Indonesian student profile, such as high sensitivity to identify and seek alternative solutions.
Mentioning the importance of understanding different perspectives and opinions on a problem.
Addressing the challenges faced by students who lack adaptability in thinking and become frustrated when their usual methods fail.
Providing examples of how to train students at different educational levels to develop adaptability in thinking.
Suggesting activities for early childhood education (PAUD) to teach children to choose from several alternatives and explore cause and effect.
For primary school (SD), guiding students to identify and compare creative ideas to face various problems and find alternative solutions.
At the junior high school (SMP) level, students are encouraged to adapt various ideas and feedback to create alternative solutions, such as making alternative foods for dietary restrictions.
At the senior high school (SMA) level, students can be trained to experiment with various choices creatively to modify ideas according to changing situations.
Proposing that the project of making alternative foods at the SMP level can be developed into a learning example in biology and economics at the SMA level.
Encouraging teachers to minimize dictation, give freedom in idea exploration, and appreciate students' efforts and ideas.
The importance of cultivating creative thinking habits in students from an early age to prepare them for the challenges of the world.
The process of learning should involve building a problem-solving oriented paradigm and recognizing the learning opportunities within the process of finding solutions.
Transcripts
hai
salam dan bahagia ibu dan bapak guru
Selamat datang di materi terakhir dalam
dimensi kreatif yaitu elemen memiliki
Keluwesan berpikir dalam mencari
alternatif solusi permasalahan
Sebelumnya kita telah mengulas cara
menstimulasi murid agar mampu
menghasilkan gagasan karya dan tindakan
yang orisinal namun Adakalanya tidak
semua ide tersebut dapat terlaksana
akibat situasi yang tak memungkinkan
elemen memiliki Keluwesan berfikir akan
melengkapi karakter pelajar kreatif
yaitu mampu bersikap adaptif dalam
memecahkan persoalan di berbagai situasi
Bagaimana menumbuhkan elemen tersebut
Melalui pembelajaran Mari kita simak
bersama-sama kelanjutan
Festival Kampung pesisir dari video
elemen sebelumnya
berguru
sore Dayak Bagaimana pertunjukan musik
hari pertama ini saya sedih Bu tadi pagi
hanya sedikit yang menonton
wow begitu ya kira-kira Kenapa
penyebabnya ya tapi Bu bangga daya Sudah
berani tampil dan tetap bersemangat Apa
karena penonton Bosan ya Bu
mungkin saja kalau menurut daya penonton
Bosan apa yang bisa dilakukan agar
mereka tertarik coba ingat-ingat lagi
penampilannya tadi
Hai daya naik ke panggung memainkan alat
musik
lalu turun panggung
eh ah iya iya Bu daya sama sekali tidak
berinteraksi dengan penonton
nah daya bisa memperkaya penampilan
berupa interaksi tersebut tapi apa yang
ingin disampaikan kepada mereka
eh daya jadi punya ide penonton pasti
ingin tahu mengapa daya membuat alat
musik dari barang bekas ya Bu kalau
begitu Sebelum tampil daya akan
berkeliling membawa poster dan
menyelipkan dongeng di tengah
pertunjukan
menarik sekali inisiatifnya Semoga
rencanamu hari ini lancar ya
painting tank
ibu dan bapak guru situasi dalam
ilustrasi sebelumnya terasa familiar
bukan
ada kalanya kita sudah membuat
perencanaan lalu situasi berubah
sehingga kita perlu menyesuaikan diri
kita menyaksikan daya awalnya kecewa
namun kemudian mampu mengemukakan ide
baru saat rencana utamanya menemui
hambatan hal ini didukung oleh ibu
Martha yang memberikan ruang berdiskusi
serta mengapresiasi pemikiran daya
Apakah pembelajaran saat ini sudah
memberikan kesempatan pada murid agar
mengeksplorasi ide untuk solusi yang
beragam Mari kita bayangkan aliran air
yang melewati lereng perbukitan
suatu ketika alirannya terhalang sebuah
besar apa yang terjadi Akankah alirannya
berhenti tentu tidak
Hai air akan mencari jalan agar dapat
terus mengalir Ya seperti itulah
Keluwesan berpikir murid dapat
bereksperimen dengan berbagai solusi
jika belum berhasil ia akan mencari
alternatif lain dan mempertimbangkan
risiko demi hasil yang lebih baik
terdapat beberapa indikator Keluwesan
berpikir dalam profil pelajar Indonesia
yaitu
memiliki sensitifitas tinggi sehingga
mampu mengidentifikasi dan mencari
solusi alternatif sebuah permasalahan
bereksperimen dengan berbagai pilihan
secara kreatif saat menghadapi perubahan
situasi
[Musik]
memahami bahwa ada beragam perspektif
dan pendapat berbeda terhadap sebuah
permasalahan
murid yang kurang mengembangkan elemen
kelosan berpikir dapat frustasi saat
hadapi perubahan situasi karena cara
yang biasa ia lakukan menjadi sia-sia
Lalu bagaimana alur perkembangan elemen
Keluwesan berpikir yang diharapkan
disetiap jenjang
Seperti apa contoh penerapannya
murid pada jenjang PAUD dapat dilatih
menentukan pilihan dari beberapa
alternatif yang diberikan mereka
dipenuhi rasa ingin tahu sehingga wajar
jika ingin mencoba segala hal dengan
memberikan pilihan murid mengeksplorasi
sebab-akibat dari aktivitas yang
dilakukan misalnya murid bebas memilih
alat dan bahan saat membuat prakarya
atau saat bermain bebas guru dapat
memberi alternatif aktivitas untuk
dilakukan bersama jika guru yang selalu
menentukan apa yang akan dilakukan murid
dikhawatirkan kemampuan nih kurang
berkembang beberapa murid awalnya
mungkin kesulitan
Berikan pemahaman bahwa Adakalanya
kondisi berbeda dari yang biasanya Ibu
dan Bapak juga dapat memberikan contoh
loh misalnya dengan menceritakan situasi
disaat guru harus memilih alternatif
dalam hal sehari-hari
pada jenjang SD alur perkembangan secara
bertahap dimulai dengan murid
mengidentifikasi dan membandingkan
gagasan kreatif untuk menghadapi
berbagai permasalahan di akhir fase
murid berupaya mencari solusi alternatif
saat pendekatan yang diambil tidak
berhasil
berkembangnya kemampuan ini dapat
dilihat dari beberapa hal sederhana yang
dilakukan murid misalnya guru dapat
memberi kebebasan murid dalam memilih
sumber bacaan
ketika mu tidak menemukan jawaban di
salah satu sumber maka ia dapat
menggunakan referensi dari sumber
alternatif lainnya untuk mendorong
Keluwesan berpikir guru dapat memberikan
stimulus dengan penugasan atau proyek
individu ini akan memberikan murid
kesempatan untuk berlatih mencari tahu
sendiri cara memecahkan persoalan
tertentu Selain itu biasakanlah memantik
diskusi atau tanya jawab di kelas dengan
menggunakan pertanyaan terbuka
[Musik]
untuk membiasakan murid terhadap
perubahan juga dapat kita lakukan
melalui hal-hal sederhana misalnya
memindah Mida posisi duduk penataan
ruang kelas yang fleksibel pengaturan
kelompok yang dinamis serta rutin
mengadakan pembelajaran di luar ruangan
pada jenjang SMP kemampuan murid
meningkat sehingga ia mampu mengadaptasi
berbagai gagasan dan umpan balik untuk
membuat solusi alternatif
misalnya melalui proyek kelompok di
pelajaran IPA murid diajak membuat
alternatif makanan untuk orang yang
memiliki alergi pencernaan seperti
alergi tepung atau susu murid akan
berlatih mengumpulkan informasi bersama
dari berbagai sumber lalu mendiskusikan
dan menyusun tulisan kolaboratif tentang
Solusi yang ditawarkan
Dengan diselingi diskusi murid dapat
saling memberi umpan balik dengan sesama
teman atau guru sehingga menemukan
alternatif saat solusinya belum berhasil
murid pada jenjang SMA dapat dilatih
untuk bereksperimen dengan berbagai
pilihan secara kreatif untuk
memodifikasi gagasan sesuai perubahan
situasi
Hai proyek membuat alternatif makanan di
jenjang SMP dapat dikembangkan sebagai
contoh penerapan pembelajaran biologi
dan ekonomi di jenjang SMA murid hanya
membuat makanan alternatif tetapi juga
menghasilkan contoh produk layak jual
sekaligus memperhitungkan harga dan cara
memasarkannya di kantin Atau ibu dan
bapak ingin melatih murid berani
menyampaikan opini dan berpikir kreatif
lewat cara yang berbeda Bagaimana jika
murid diajak menulis script dengan topik
tertentu untuk kompetensi Stand Up
Comedy dalam pelajaran bahasa Indonesia
pasti akan menjadi pengalaman baru ya
Nah Ibu dan Bapak Guru Pembelajaran
Seperti apakah yang dapat mendorong
murid untuk memiliki Keluwesan berpikir
dalam mencari alternatif solusi
permasalahan
Hai secara umum dalam pembelajaran
tersebut sebaiknya guru yang pertama
meminimalkan dikte dan memberi ruang
agar murid mencoba sendiri
yang kedua memberi kebebasan dalam
eksplorasi ide serta yang ketiga memberi
apresiasi atas usaha dan ide-ide murid
ibu dan bapak tentu ingin menanamkan
kebiasaan berpikir kreatif pada murid
sebagai bekal penting dalam menjawab
tantangan dunia bukan maka sejak dini
kita perlu membangun paradigma
berorientasi pada penyelesaian masalah
secara kreatif dan menyadari bahwa di
dalam proses pencarian solusi itulah
murid dapat belajar
mari berproses bersama ibu dan bapak
guru hebat
salam dan bahagia
hai hai
[Musik]
[Musik]
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