How to cite:
Erika Arifiana, Suratno, Dwi Wahyuni. (2022). The Analysis of
Communication Skills on Biology Learning Process with Creative
LearningiIn Senior High School. Journal Eduvest. Vol 2(3): 523-529
E-ISSN:
2775-3727
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Eduvest – Journal of Universal Studies
Volume 2 Number 3, March, 2022
p- ISSN 2775-3735- e-ISSN 2775-3727
THE ANALYSIS OF COMMUNICATION SKILLS ON
BIOLOGY LEARNING PROCESS WITH CREATIVE
LEARNING IN SENIOR HIGH SCHOOL
Erika Arifiana, Suratno, Dwi Wahyuni
Master of Education Science, Faculty of Teacher Training and Education,
University of Jember, Indonesia
ARTICLE INFO ABSTRACT
Received:
Ferbuary,
26
th
2022
Revised:
March, 15
th
2022
Approved:
March, 16
th
2022
This article discusses how high school students' creative
learning in Biology learning to improve Communication Skills.
Creative learning is learning that puts the teacher forward in
facilitating learning activities, so that the learning atmosphere
is conducive. Communication Skills is the extent of the use of
the mind in solving problems by using its thinking skills at a
higher cognitive level. This type of research is development
research (Research and Development), which is used as
concrete evidence in increasing Communication Skills with
creative learning involving 10 schools, both public and private
schools, and 10 Biology subject teachers as a needs analysis.
Retrieval of need assessment data using a questionnaire
technique through Google Form given to high school biology
teachers. The results of the need assessment show that
teachers who always improve students' creative learning by
70%, implementation of the Problem Solving learning model by
30%. Teachers still have difficulties in implementing Problem
Solving learning to improve creative learning by 80%.
Conclusion SCICR learning can be used to increase
Communication Skills and creative thinking in students.
Teachers still have difficulties in implementing Problem Solving
learning to improve creative learning by 80%. Conclusion SCICR
learning can be used to increase Communication Skills and
creative thinking in students. Teachers still have difficulties in
Erika Arifiana, Suratno, Dwi Wahyuni
The Analysis of Communication Skills on Biology Learning Process with Creative
LearningiIn Senior High School 524
implementing Problem Solving learning to improve creative
learning by 80%. Conclusion SCICR learning can be used to
increase Communication Skills and creative thinking in
students.
KEYWORDS
Communication Skills, Biology, Learning Process
This work is licensed under a Creative Commons Attribution-
ShareAlike 4.0 International
INTRODUCTION
The life of the 21st century is experiencing an accelerated flow of changing
times, which is related to the development of science and technology. This of course
requires superior and quality future generations to be able to compete in the current era of
globalization. Especially in the field of education, many countries have developed good
education systems to survive in the current era of globalization. Based on the results of
the 2016 PISA, Indonesia ranks 62 out of 70 countries. From these results it is said that
Indonesia still has problems in its education system, where Indonesian students still
experience an inability to face a problem that requires critical thinking skills, creative
skills, and high-level skills (Communication Skills) (Catal & Tekinerdogan, 2019).
Higher order thinking skills are determined by the extent of the use of the mind,
so that students in solving a problem can use their thinking skills at a higher cognitive
level. In Bloom's cognitive taxonomy, higher order thinking skills are in the C5-C6
domain (Sajnani, Mayor, & Tillberg-Webb, 2020). Communication Skills arise when a
person receives new information which is then linked with one information with other
information. The process of acquiring knowledge will run selectively and efficiently if a
teacher applies a learning model that can achieve learning goals.
Creative learning can stimulate students to easily think in solving a problem from
any point of view. Creative thinking skills are cognitive skills to generate and develop
new ideas, new ideas as a development of previously born ideas, and different problem-
solving skills (from various points of view). The ability to think creatively can be
measured by giving tests on several aspects, namely fluent thinking, flexible thinking,
originality thinking, and interpreting (Winata, Zaqiah, Supiana, & Helmawati, 2021). The
government has also formulated 21st century skills in the 2013 curriculum which are
contained in national education goals. The aim of National Education is how to create
generations to face life in the future.
The learning process in obtaining knowledge will run selectively and efficiently
if a teacher can apply a learning model that can achieve learning goals. The application of
creative learning must be supported by relevant learning models such as the Problem
Solving learning model. The application of the Problem Solving learning model can help
students play an active role in learning activities, and can provide opportunities for
students to increase their creativity (Albay, 2019). Based on the description above, the
writer developed the SCICR (Stimulation, Classification, Investigation, Communication,
and Reflection) learning model to increase Communication Skills and creative thinking in
students.
RESEARCH METHOD
This study aims to analyze Communication Skills in students with creative learning
in high school biology learning. This type of research is research development (Research
Eduvest – Journal of Universal Studies
Volume 2 Number 3, March 2022
525 http://eduvest.greenvest.co.id
and Development) which is used to produce products in the form of a SCICR
(Stimulation, Classification, Investigation, Communication, and Reflection) learning
model which is effective for increasing Communication Skills and creative thinking in
students in Biology learning. Need Assessment data was collected in the odd semester
2020-2021 using a questionnaire technique through Google Form which was given to
high school biology teachers. Need Assessment data is used to find out the problems and
needs that exist in schools. The results of the Need Assessment data are used to determine
problems and needs that exist in schools.
RESULT AND DISCUSSION
1. Need Assessment
The results of distributing observation sheets given to 10 high school biology
teachers showed the following results:
Table 1. Need Assessment
The results of the Need Assessment show that teachers can improve the creative
thinking skills of students in Biology learning by 70%. As many as 30% of the teachers
stated that they had implemented the Problem Solving learning model in high school
biology learning. Teachers experience difficulties when implementing the Problem
Solving learning model by 80%. As many as 70% of teachers stated that they had
difficulty improving students' creative thinking skills with a learning model.
Figure 1. Learning Model in Class
No.
Learning Activities
Teacher Response
(%)
1
Improve the creative thinking skills of students in Biolgi
learning
70%
2
Implementation of Problem Solving learning model
30%
3
Having difficulty implementing the Problem Solving
learning model
80%
4
Experiencing difficulties in improving students' creative
thinking skills with a learning model
70%
29%
36%
14%
14%
7%
Discovery Learning Problem Based Learning Inquiry
Cooperative Learning Problem Solving
Erika Arifiana, Suratno, Dwi Wahyuni
The Analysis of Communication Skills on Biology Learning Process with Creative
LearningiIn Senior High School 526
The results of the teacher's Need Assessment on the use of learning models in
high school Biology learning show that the most widely used Problem Based Learning
model is getting a percentage of 36%. Meanwhile, the application of the Problem Solving
learning model only gets a percentage of 7%.
1.1 Results of The Development of The Learning Model
This research is a development research that produces a new learning model,
namely SCICR (Stimulation, Classification, Investigation, Communication, and
Reflection). This research design uses 4D. This learning model was developed based on
the Problem Solving model and scientific approach. The syntax in the SCICR learning
model can be seen in Table 2.
Table 2. The Syntax of developing the SCICR learning model
2. Discussion
1 Need Assessment
The results of the Need Assessment show that teachers always improve students'
creative thinking skills in Biology learning by 70%. As many as 30% of teachers apply
the Problem Solving learning model. As many as 80% of teachers experience difficulties
when implementing the Problem Solving learning model. As many as 70% of teachers
have difficulty improving students' creative thinking skills using the learning model. In
this condition, full attention is needed to improve Communication Skills and creative
Syntax of Learning
Learning Activities
Teacher's Activity
Student's Activity
Stimulation
Teacher give authentic problems to
students and guide students in
solving problems
Students solve problems from the
teacher and students pour ideas, idea
and his opinion
Classification
The teacher provides a phenomenon
that contains problems according to
basic competency and indicators
Students identify the phenomena
displayed by the teacher to find
problems, and students clarify the
problems found
Investigation
Teachers assist participants and
organize learning tasks in solving
problems through collecting data
from various sources.
Students work together in groups to
solve problems and present the
results of the discussion
Communication
The teacher provides feedback,
evaluation, on the results of group
work of students.
Students submit the results of
discussion of answers to problems
from the teacher and receive
feedback, evaluations from the
teacher
Reflection
The teacher reflects on the
contribution of everyone in the
learning process and gives
appreciation to students
Students provide a review of the
learning carried out and receive
appreciation from the teacher.
Eduvest – Journal of Universal Studies
Volume 2 Number 3, March 2022
527 http://eduvest.greenvest.co.id
thinking of students in learning Biology in particular, because one of the skills demands
in the 21st century is creative thinking (Istiyono, Dwandaru, Setiawan, & Megawati,
2020).
Communication Skills is expected that students can achieve various
competencies, including critical thinking, creative and innovative thinking, the ability to
work together and be confident. These five things are the target of Indonesian Education,
namely 21st century skills because of the low rankings of the Program for International
Student Assessment (PISA) and Trends in International Mathematics And Science Study
(Listiani & Sulistyorini, 2020).
The results of the Need Assessment indicate that the application of the Problem
Based Learning model most often used when learning Biology is 36%. Meanwhile, the
application of the Problem Solving learning model is only 7%. The reason the teacher
rarely uses the Problem Solving learning model is having difficulty improving creative
learning in students. Based on the above problems, the researcher developed a new
learning model, namely the SCICR which was developed from the Problem Solving
learning model and the Scientific approach to increase Communication Skills and the
ability to think creatively in students (Wati, Lesmono, & Prastowo, 2019) (Jarvis &
Baloyi, 2020).
2. Learning Model System of SCICR
2.1 Syntaxmatic
Syntax is a pattern that describes the sequence of the overall stages which are
generally accompanied by a series of learning activities.
2.2 Social System
The social system is the interaction of students with other students and students
with their environment. Students are encouraged to cooperate and respect each other's
thoughts when other friends share their opinions. Learners are free to express opinions,
ideas, and questions in the discussion. This learning can help students to be able to work
together and rebuild the experiences they have with the new knowledge they have learned
and to be applied in everyday life (Hooshyar et al., 2020).
2.3 Reaction Principle
The principle of reaction in the SCICR Learning Model is that the teacher acts as
a facilitator of learning, such as helping students connect concepts, implementing
concepts, directing groups. Other teacher activities include coordinating students to
discuss the results of interaction exercises, observing students while presenting the results
of discussions in front of the class, and clarifying the information presented by the
community. Furthermore, the teacher provides feedback or evaluation. In the learning
process, teachers motivate students to learn by providing positive feedback, to develop
competencies (Johnson, 2017).
2.4 Supporting System
The support system for implementing the SCICR learning model must be owned
by teachers of specific or actual problems, resources and materials for item development.
The instructor also offers detailed workbooks and student discussion papers. Students
must actively seek and explore knowledge through various literatures (Aini & Ridwan,
2021).
2.5 Instructional Impact
The impact of the SCICR learning model is that students are actively involved in
the learning process to make learning more meaningful. Students are able to solve
Erika Arifiana, Suratno, Dwi Wahyuni
The Analysis of Communication Skills on Biology Learning Process with Creative
LearningiIn Senior High School 528
problems through discussion. Discussion activities will trigger a sense of cooperation and
mutual respect for one another. In addition to the practical work that will be carried out,
students will be more thorough and disciplined (Zulfiani, Suwarna, & Sumantri, 2020).
2.6 Indirect Impact
The impacts are other learning outcomes produced by a teaching-learning process
as a result of creating a natural learning atmosphere without guidance from the teacher.
CONCLUSION
Based on the research that has been done, it can be concluded that The SCICR
learning model was developed based on the Problem Solving model and the Scientific
Approach. The syntax of the SCICR model is Stimulation, Classfication, Investigation,
Communication, and Reflection. The SCICR model was developed to improve students'
creative thinking skills and HOTS. The elements of the SCICR learning model consist of
syntax, social systems, reaction principles, support systems, instructional impacts, and
accompaniment impacts.
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