Open AccessEFFECT OF CREATIVE INDEPENDENCE PROBLEM SOLVING (CIPS)-BASED TRAINING MODULE ON PROFESSIONALISM OF RURAL INDONESIAN ELEMENTARY SCHOOL TEACHERS
Author(s) -
Erni Munastiwi,
Jailani Md Yunos,
Maizam Alias,
Aini Nazura Paimin
Publication year - 2021
Publication title -
al-bidayah
Language(s) - English
Resource type - Journals
ISSN - 2549-3388
DOI - 10.14421/al-bidayah.v13i1.616
Subject(s) - indonesian , test (biology) , mathematics education , creativity , training (meteorology) , control (management) , sample (material) , school teachers , independence (probability theory) , plan (archaeology) , psychology , computer science , mathematics , artificial intelligence , paleontology , social psychology , philosophy , linguistics , physics , chemistry , statistics , chromatography , meteorology , biology , archaeology , history
Training is needed to ensure that teachers acquire the knowledge necessary to teach problem-solving skills. Furthermore, a specifically designed training material such as a module is especially needed when teachers work in remote areas with fewer resources. Meanwhile, six educational problem-solving skills development needs among teachers in rural Indonesian elementary schools were identified: teacher mentoring, self-actualization, competency, creativity, problem-solving, and independence. A training module was designed based on the needs which were assessed using the CIPS model. The study aimed to investigate the effects of the CIPS-based Training Module on the professionalism of elementary school teachers. In addition, the training module consists of five (5) stages, which include pre-entering, plan, setting, action, and evaluation. The quasi-experimental research was conducted on 63 elementary teachers from Nunukan and Sebatik Island, North Kalimantan, Indonesia, assigned randomly to either an experiment or a control group. Before the training, a pre-test was conducted, followed by training using the module for the experiment groups, and no training for the control group. Furthermore, a post-test was conducted in both groups to identify the effectiveness of the training module. The independent sample t-test showed that the experimental group obtained a higher mean score than the control group. In conclusion, the CIPS-based Training Module effectively develops professionalism in teaching problem-solving skills among the experimental group's elementary teachers. Meanwhile, the study implies that rural elementary teachers need to be prepared to teach problem-solving skills.