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Developing Students' Creative Response in Batik Craft Subject: Higher Order Thinking-Based Learning Implementation in Art Education

机译：在蜡染工艺主题中培养学生的创造性反应：艺术教育中高阶思维的学习实施

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Education destination under 21st century learning in Indonesia has been interpreted in Curriculum 2013 agenda with skills that are critical, creative, collaborative and communicative. To achieve these objectives, learning is directed to high level thinking skills that take place from analysis, evaluation, and creation that lead to problem solving. This paper presents the results of implementing higher order thinking in developing student's creative response. A case study was occupied in a class of Kriya Batik Course. The data were obtained by using three instruments, namely: classroom observation, interview with the students, and document analysis in the form of students' works. Classroom observations were conducted to determine the lecturer's strategies in implementing Higher Order Thinking to build the students creative responses in batik craft. Meanwhile, an interview was done to know the student's response to strategy applied by the lecturer. Moreover, the documentation analysis in the form of student's batik work was analyzed by rules of art aesthetics. To examine innovative and novelty aspects in batik crafts design of the work of students used Creative Response theory. The findings show that through implementing Higher Other Thinking strategy, the lecturer developed the students' creative responses through their innovative design and their ability to use batik tools and technology. In addition, it was also proved by the student's statement on working collaboratively with lots of problems and challenges trained them to be more critical, particularly related to making decisions and solving problems.
机译：在印度尼西亚21世纪学习下的教育目的地已被解释在2013年课程中，具有批评，创造性，协作和交际的技能。为实现这些目标，学习旨在从分析，评估和创建发生的高水平思维技能，导致解决问题。本文介绍了发展学生创造性反应的高阶思维的结果。案例研究被占据了一类Kriya Batik课程。通过使用三个仪器获得数据，即：课堂观察，与学生采访，以及学生作品形式的文档分析。进行了课堂观察，以确定讲师在实施高阶思维中的策略，以便在蜡染工艺中建立学生创造性反应。与此同时，采访是为了了解学生对讲师适用的策略的回应。此外，通过艺术美学规则分析了学生蜡染工作形式的文献分析。审查Batik工艺品的创新和新颖的方面，学生工作的设计使用创造性反应理论。调查结果表明，通过实施更高的其他思维战略，讲师通过创新的设计和他们使用蜡染工具和技术的能力开发了学生的创造性反应。此外，还通过学生对合作的陈述进行了证明，有很多问题，挑战训练他们更为关键，特别是与做出决定和解决问题有关。

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