The relationship between extra-curricular activities and learning creativity of junior high school students
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
Extra-curricular activities are one way to achieve institutional goals. These activities are carried out outside of school hours and are generally in the form of assignments, completed through experiments or in the form of exercises as practice and theory received at school. When students carry out extra-curricular activities, it means that they are practicing their learning creativity. With the habit of students practicing their lessons from school, the more creative potential they have will develop. So extra-curricular activities in addition to achieving institutional goals, students are also highly expected to be independent after graduating from school. However, there are still many teachers who do not realize the great benefits of extra-curricular activities so that they are not serious about implementing them. In this study, the authors determined the population of class VII of Gajah Mada Binjai Private Junior High School for the 2023/2024 Learning Year, which randomly took 82 students as respondents. The method used is descriptive method, to obtain data the researcher uses a closed questionnaire and this questionnaire is divided into two, namely the first part to obtain data about extra-curricular activities and the second part to obtain data about student learning creativity. Respondents' answers were given a value with the following weights: option a value 4, option b value 3, option c value 2, option d value 1. The data is quantitative and the analysis technique is statistical analysis of correlation using the Product Moment Statistical formula developed by Pearson, namely: = . Hypothesis testing is based on a 5% significance level or using a 95% confidence level using the r table (correlation table) with a sample size of 82. Then from the calculation results obtained r = 0.9977 and r correlation table = 0.217, which means high correlation. Thus it can be concluded that extra-curricular activities have a positive and convincing relationship with the learning creativity of seventh grade students at Gajah Mada Binjai Private Junior High School for the 2023/2024.
##plugins.themes.bootstrap3.article.details##
Adams, J., & Owens, A. (2015). Creativity and democracy in education: Practices and politics of learning through the arts. Routledge.
Al-Mahasneh, R. (2018). The Role of Teachers in Establishing an Attractive Environment to Develop the Creative Thinking among Basic Stage Students in the Schools of Tafilah Governorate According to Their Own Perspective. Journal of Curriculum and Teaching, 7(1), 206–221.
Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133–1148.
Arikunto, S. (2021a). Dasar-dasar evaluasi pendidikan edisi 3. Bumi Aksara.
Arikunto, S. (2021b). Penelitian tindakan kelas: Edisi revisi. Bumi Aksara.
Asterhan, C. S. C., & Rosenberg, H. (2015). The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective. Computers & Education, 85, 134–148.
Asún, R. A., Rdz-Navarro, K., & Alvarado, J. M. (2016). Developing multidimensional Likert scales using item factor analysis: The case of four-point items. Sociological Methods & Research, 45(1), 109–133.
Bekomson, A. N., Amalu, M. N., Mgban, A. N., & Kinsley, A. B. (2020). Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria. International Education Studies, 13(8), 79–87.
Botetzagias, I., Dima, A.-F., & Malesios, C. (2015). Extending the theory of planned behavior in the context of recycling: The role of moral norms and of demographic predictors. Resources, Conservation and Recycling, 95, 58–67.
Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 2333393617742282.
Buckley, P., & Lee, P. (2021). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education, 22(1), 37–48.
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
Colorafi, K. J., & Evans, B. (2016). Qualitative descriptive methods in health science research. HERD: Health Environments Research & Design Journal, 9(4), 16–25.
Cropley, D. H. (2015). Creativity in engineering: Novel solutions to complex problems. Academic Press.
Fitria, H. (2018). The influence of organizational culture and trust through the teacher performance in the private secondary school in Palembang. International Journal of Scientific & Technology Research, 7(7), 82–86.
Gao, C., Zuzul, T., Jones, G., & Khanna, T. (2017). Overcoming institutional voids: A reputation‐based view of long‐run survival. Strategic Management Journal, 38(11), 2147–2167.
Gralewski, J. (2016). Teachers’ beliefs about creativity and possibilities for its development in Polish high schools: A qualitative study. Creativity. Theories–Research-Applications, 3(2), 292–329.
Hadi, S. (2020). An Analysis on the Effect of Entrepreneurial Motivation on Business Performance of Plasma Broiler Breeders at the Riau Province. 5th International Conference on Food, Agriculture and Natural Resources (FANRes 2019), 351–354.
Harris, A., & De Bruin, L. R. (2018). Secondary school creativity, teacher practice and STEAM education: An international study. Journal of Educational Change, 19, 153–179.
Hattie, J., & Zierer, K. (2017). 10 mindframes for visible learning: Teaching for success. Routledge.
Henley, D. R. (2017). Creative response activities for children on the spectrum: A therapeutic and educational memoir. Routledge.
Husen, A., & Abdillah, F. (2020). Memorable Character Education: An Experience from Lab School Jakarta Co-Curricular Learning Strategy. 2nd Annual Civic Education Conference (ACEC 2019), 415–419.
Jickling, B., & Wals, A. E. J. (2019). Globalization and environmental education: Looking beyond sustainable development. In Curriculum and environmental education (pp. 221–241). Routledge.
Kurniati, K., Nurdin, N., & Nurasmawati, N. (2020). Improving Students’ Cognitive and Affective Domains Students through Fostering Teacher Development. International Journal of Contemporary Islamic Education, 2(2), 56–70.
Lánczky, A., & Győrffy, B. (2021). Web-based survival analysis tool tailored for medical research (KMplot): development and implementation. Journal of Medical Internet Research, 23(7), e27633.
Lay, C., & Eng, N. (2020). State regulations and elitisation: A study of civil society elites in Indonesia and Cambodia. Politics and Governance, 8(3), 97–108.
Mamabolo, M. A., & Myres, K. (2019). A detailed guide on converting qualitative data into quantitative entrepreneurial skills survey instrument.
Mbada, N. A. (2022). Students’ perceptions of the influence of extracurricular activities on academic performance: a case study of the Tshwane University of Technology, South Africa. North-West University (South Africa).
McGuire, S., McGuire, S. Y., & Angelo, T. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge.
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education, 15(1), 1–10.
Niu, W., & Sternberg, R. J. (2001). Cultural influences on artistic creativity and its evaluation. International Journal of Psychology, 36(4), 225–241.
Nurdin, E. S. (2015). The Policies on Civic Education in Developing National Character in Indonesia. International Education Studies, 8(8), 199–209.
O’Neill, T. A. (2017). An overview of interrater agreement on Likert scales for researchers and practitioners. Frontiers in Psychology, 8, 777.
Plucker, J., Giancola, J., Healey, G., Arndt, D., & Wang, C. (2015). Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students. Jack Kent Cooke Foundation.
Rahawarin, C., & Arikunto, S. (2015). Pengaruh komunikasi, iklim organisasi dan gaya kepemimpinan transformasional kepala sekolah terhadap kinerja guru SMA. Jurnal Akuntabilitas Manajemen Pendidikan, 3(2), 173–188.
Rahman, A., Wasliman, I., Hanafiah, H., & Iriantara, Y. (2021). The Implementation of Strengthening Character Education Program through Scouts Extracurricular Activities in Islamic Senior High School. Journal of Education Research and Evaluation, 5(4), 633–644.
Schulz, H. W., & FitzPatrick, B. (2016). Teachers’ understandings of critical and higher order thinking and what this means for their teaching and assessments. Alberta Journal of Educational Research, 62(1), 61–86.
Simonton, D. K. (2018). Defining creativity: Don’t we also need to define what is not creative? The Journal of Creative Behavior, 52(1), 80–90.
Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity, 23, 58–66.
Solutions, S. (2019). Correlation. Pearson, Kendall, Spearman). Retrieved April, 16, 2018.
Sprenger, M. (2018). How to teach so students remember. ASCD.
Uher, J. (2018). Quantitative data from rating scales: An epistemological and methodological enquiry. Frontiers in Psychology, 9, 2599.
Widiastuti, I. A. M. S., & Press, U. (n.d.). LESSON PLANNING AND MATERIAL DEVELOPMENT.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.