The role of parents and teachers in developing students' problem-solving creativity through scout activity
Bibliographic record
Abstract
This research aims to know parents' and teachers' role in developing problem-solving creativity by Scouting Activity in MIN Salatiga and MI Ma'arif Mangunsari. Besides that, it is to see the form of program to create the problem-solving creativity in the Scouting Activity in these Islamic School.This research is qualitative research, which results from the descriptive data. The technique of collecting the data include interview, documentation, and questionnaire. The data was analyzed using the Data Reduction Method, Data Presentation, and the Data Validity Test using triangulation.This research shows that: 1) Both MIN Salatiga and MI Ma'arif Mangunsari give immense support in developing problem-solving creativity. 2) The development of problem-solving creativity in the Scouting Activity in MIN Salatiga and MI Ma'arif Mangunsari principled on mastering five primary Scouting skills containing Spiritual, Emotional, Social Skill, Managerial Skill, and Physical Skill. From several techniques and material given by the Scouting, guidance can make the students capable of seeking problem-solving, which can be applied to themselves and the society around them.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".