Strengthening Islamic Psychosocial and Self-conﬁdence in Develophing

Student Thinking Creative

Desi Sukenti

and Syahraini Tambak

Fakultas Keguruan dan Ilmu Pendidikan, Unviersitas Islam Riau, Pekanbaru, Indonesia

Fakultas Agama Islam, Universitas Islam Riau Pekanbaru, Indonesia

Keywords:

Self-Conﬁdence, Islamic Psychosocial and Creative Thinking

Abstract:

The purpose of this study was to study self-motivation and psychosocial Islam towards the creative thinking

of the Indonesian Language and Literature Education Study Program. The research problem encountered in

this study is the low creative thinking of students in learning in special classes on learning media courses.

The population is all students of the Indonesian language and literature education program who collected 183

people. The sample used was 132 people as the research data. The data collection technique used was a ques-

tionnaire. The data were analyzed using Statistical Version 20. Analysis of the results of Islamic psychosocial

self-conﬁdence and conﬁdence in the creativity of students of Indonesian language and literary education study

programs. The results of the study prove the proposed hypothesis received regarding self- motivation and psy-

chosocial Islam towards creative thinking of students in the Indonesian Language and Literature Education

study program. Stages of students’ self-conﬁdence, high category, obtained mean (99.55). The psychosocial

stages of Islam are categorized as moderate with Mean (143.11) and Creative Thinking with Mean (96.36),

with a value of F=49.273 and a value of Sig.=0.000 (P¡0.05).This conﬁrms that conﬁdence has an inﬂuence on

the creative thinking of students of the Indonesian Language and Literature Education Study Program Faculty

of Teacher Training and Education, Riau Islamic University. There is a value (F = 31.238) and a Sig value =

0.000 (P ¡0.05). This conﬁrms that Islamic psychosocial has an inﬂuence on the creative thinking of students

of the Indonesian Language and Literature Education Study Program Faculty of Teacher Training and Educa-

tion, Riau Islamic University, there is a value (F = 45,221) and a Sig value = 0,000 (P ¡0.05). This conﬁrms that

Islamic psychosocial inﬂuence has 0.194%; Self-Conﬁdence has an inﬂuence of 27.5%; while the inﬂuence

of Islamic social psychology and self-conﬁdence have an inﬂuence on the creative thinking of students of the

Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education,

Riau Islamic University 42.2% of this shows that psychosocial Islam and self-conﬁdence can shape students’

creative thinking.

1 INTRODUCTION

The learning process in Higher Education wants and

brings students to have the ability to be able to cre-

ate, explore and be innovative to bring up ideas or

ideas in solving problems. Students’ creative think-

ing has been encountered in various studies which are

still in the low category. For example, in a study con-

ducted (Huludu et al., 2013) the element of creative

thinking seen from the element of ﬂuent thinking was

very low (9.09%) and the element of ﬂexible thinking

was also very low (27.27%). Another study also con-

ducted (Sari et al., 2013) conﬁrmed that the students’

creative thinking elements were also low in terms of

elaborating elements in the low category (15.38%).

Low creative thinking, also happened to students

of Indonesian Language and Literature Education

Study Program FKIP Riau Islamic University. This

can be seen from the lecture routine activities in the

class which shows that some students are still less

able to think creatively when attending learning in the

Learning Media course. This should not be the case,

the students’ creative thinking ability is actually in a

good category. Because, lecturers have provided high

motivation so that students are able to contribute when

lectures take place. In addition, the lecturer has also

formed a discussion group to discuss issues that are to

be discussed in class.

Self-conﬁdence is a concept of science that directs

human attitudes or behaviors to believe in their own

446

Sukenti, D. and Tambak, S.

Strengthening Islamic Psychosocial and Self-conﬁdence in Developing Student Thinking Creative.

DOI: 10.5220/0009370404460453

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 446-453

ISBN: 978-989-758-464-0

ability to act or act. Without self- conﬁdence, humans

will not be able to develop themselves and their po-

tential to be better, because high self-conﬁdence is an

aspect that greatly affects someone in the process of

creative thinking. Therefore, creative thinking is im-

portant to be given to students through the lecture pro-

cess. Besides self- conﬁdence is important, it turns

out there is another aspect that says that psychoso-

cial Islam can also contribute well to students to de-

velop creative thinking processes in accordance with

the theory put forward by Khodijah (2006) that the

factors that inﬂuence creative thinking are Psychoso-

cial Islam. This is the reason for the researchers to

discuss this research related to the inﬂuence of Is-

lamic self- conﬁdence and psychosocial on creative

thinking of Indonesian language and literary educa-

tion students. But the reality is not the case, there are

some students of the Indonesian Language and Litera-

ture Education study program who have not been able

to think creatively as expected. This can be seen based

on observations during lectures in the class in the even

semester of 2016/2017 that when students are told to

ask questions about the material being discussed, they

are unable to build good and quality questions. When

students are asked to answer questions, they are less

able to elaborate constructive answers. On the other

hand, when students give comments on the issues dis-

cussed, they are not smooth enough to provide argu-

ments so that it is difﬁcult for other students to un-

derstand and are less ﬂexible in describing examples

relating to questions. The low creative thinking of stu-

dents is assumed to be overcome by Psychosocial Is-

lam and Conﬁdence. Among the factors that inﬂuence

creative thinking are self-conﬁdence and psychoso-

cial Islam (Munandar, 1999). According to Khodijah

(2006) that the factors that inﬂuence creative thinking

are Psychosocial Islam. Creative thinking is an ex-

pression (expression) of the uniqueness of individuals

in interaction with their environment. The creative

expression reﬂects the originality of the individual.

From unique personal expressions, new ideas and in-

novative products can be expected and characteristics

such as: being able to direct oneself to a particular ob-

ject, being able to detail an idea, being able to analyze

ideas and the quality of personal work, able to cre-

ate a new ideas in problem solving (Munandar, 1999).

Creative thinking means breaking away from the gen-

eral pattern that has been embedded in the memory

and able to observe something that escapes the obser-

vations of others. Humans who think creatively will

produce creativity, it can be said that creativity is the

ability of individuals to use imagination and various

possibilities obtained from interaction with ideas or

ideas, other people and the environment to make con-

nections and new and meaningful results (Ministry of

National Education, 2008). Creative thinking teaches

students to think high and deeply with a smart, bal-

anced and accountable approach (Johnson, 2007). If

children are given the opportunity to use higher levels

of thought at each level of the class, they can ﬁnally

distinguish between truth and lies; appearance and re-

ality; facts and opinions; knowledge and conﬁdence.

Naturally they can build arguments using reliable ev-

idence and logical logic.

Johnson (Siswono, 2004), creative thinking that

implies perseverance, personal discipline, and atten-

tion involves mental activities such as asking ques-

tions, considering new information and ideas that are

not usually with an open mind, making relationships

, especially between something similar, freely associ-

ating with each other, applying imagination to every

situation that evokes new and different ideas, and pay-

ing attention to intuition. Creative thinking means try-

ing to solve a problem by involving a view and facts

of data management in the brain (Uno Hamzah and

Muhammad, 2014). Whereas creative thinking is a

mental activity that solves problems, proposes meth-

ods, ideas or gives new views to an old problem or

idea (Husamah & Setyaningrum, 2013). In line with

that creative thinking is a mental activity that fos-

ters original ideas and new understandings (Johnson,

2007).

Creative thinking is a mental activity to ﬁnd a

combination that has not been known before (Hu-

ludu et al., 2013). In line with that, creative think-

ing or creativity is a person’s ability to generate new

and useful ideas that are a combination of previously

existing elements to be able to solve the problem at

hand (Samsiyah et al., 2015). Meanwhile, different

thoughts about the deﬁnition of creative thinking that

creative thinking is the ability to ﬁnd different ways

(Sudarma, 2013). People are called creative because

they are able to ﬁnd ways that are different from oth-

ers, thus giving birth to different products. Creative

means different. Real creativity is the potential of all

people, but not everyone can take advantage of this

potential. Creativity is not someone’s natural talent

but must be guided and fostered because it depends

on the ability to think and use the division of labor of

the brain. According to the Ministry of National Edu-

cation (2008), the characteristics of creative thinking

are:

a Tend to see a problem as a challenge to show self-

ability

b Tends to think of alternative solutions / actions

that are not carried out by people in general

c Not afraid to try new things

Strengthening Islamic Psychosocial and Self-conﬁdence in Developing Student Thinking Creative

447

d Not afraid of being ridiculed by others because it

is different from habits

e Not satisﬁed with the results obtained

f Tolerant to failure and frustration

Think about what might be done or done from

a condition, condition or object. Creativity involves

the disclosure or expression of ideas and feelings and

the use of various ways to do it (Beetlestone, 2011).

Creative thinking involves the selection of known el-

ements from various ﬁelds and integrating them into

new formats, using information in new situations; de-

scribe aspects of experience, patterns and analogies

and unconnected fundamental principles. This aspect

allows people who are solving problems to come up

with different solutions and which were previously

not obvious, creative problem solving can be devel-

oped extensively in various ﬁelds. Creative thinking

does not show that the creative mind is qualitatively

different; but the reﬂective process is an integral part

of the creative process. Problem solving allows us

to adopt creative behavior or a very strong drive to

change (Beetlestone, 2011).

There are four stages in creative thinking, namely;

(1) Exploring, identifying what things you want to do

in the current conditions; (2) Inventing, seeing or re-

viewing various tools, techniques, and methods that

have been owned that might help in eliminating tra-

ditional ways of thinking; (3) Choosing, identifying

and choosing the ideas that are most likely to be im-

plemented; (4) Implementing, how to make an idea

implemented (Istianah, 2013).

Self-conﬁdence is a very important factor for stu-

dents, because the attitude of conﬁdence will make

individuals feel optimistic and able to adjust to their

social environment. Self-conﬁdence is deﬁned differ-

ently in psychology literature. According to Maslow,

self-conﬁdence begins with self-concept. Accord-

ing to Centi, the concept of self is a person’s idea

of himself, which gives an image to someone about

himself. Sulivan said that there are two kinds of

self-concept, positive self-concept and negative self-

concept. A positive self concept is formed because

someone has continuously received positive feedback

in the form of praise and appreciation. While negative

self concepts such as ridicule and humiliation (Basta-

man, 1995).

According to Lauster (1978) in (Andayani and

Aﬁatin, 1996) that self-conﬁdence is an attitude or be-

lief in one’s own abilities so that in his actions not too

anxious, feel free to do things that are in accordance

with the wishes and responsibilities of his actions, po-

lite in interaction with others , has an encouragement

of achievement and can recognize the strengths and

weaknesses of yourself. Lauster illustrates that peo-

ple who have self-conﬁdence have their own charac-

teristics, do not need encouragement from others, are

optimistic and happy, not excessive, able to work ef-

fectively, be responsible for work and have fun.

Formulated several aspects of self-conﬁdence

which are the indicators as follows; a. individuals feel

conﬁdent about the actions taken (Aﬁatin and Marta-

niah, 1998). This is based on the belief in the strength,

ability, and skills possessed. He feels optimistic, quite

ambitious, does not always need the help of others, is

able to work hard, is able to face tasks well and work

effectively and is responsible for his decisions and ac-

tions. b. Individuals feel accepted by the group. This

is based on the belief in their ability to relate socially.

He feels that his group or other people like him, ac-

tively confronts his environment, dares to express his

wishes or ideas responsibly and unselﬁshly. c. In-

dividuals have a calm attitude. This is based on the

belief in their strength and ability. He is calm, not

easily nervous, quite tolerant of various situations.

There are several aspects of self-conﬁdence as ex-

pressed by Lauster (2002), which are as follows:

a Personal abilities, namely the ability to have

someone to develop themselves where the individ-

ual concerned is not too intelligent in action, not

dependent on others and knows his own abilities.

b Social interaction, namely how individuals in

dealing with their environment and recognize in-

dividual attitudes in adjusting to the environment,

tolerate and can accept and respect others.

c Self-concept, namely how individuals perceive

and assess themselves positively or negatively,

recognize their strengths and weaknesses.

d Not afraid of being ridiculed by others because it

is different from habits

e Not satisﬁed with the results obtained

f Tolerant to failure and frustration

The term psychosocial Islam stems from a psy-

chosocial term that has colored the world of psychol-

ogy. In the context of psychology, psychosocial refers

to aspects of affection, such as emotions. Accord-

ing to Pandu Pramudita Sakalasastra and Ike Herdiana

that humans are born as social beings, where one in-

dividual needs other individuals to survive and inter-

act and socialize. Starting from the earliest lives we

already have needs. Basic human needs can be ful-

ﬁlled with the willingness and ability (Sakalasastra

and Herdiana, 2012).

In general, psychosocial consists of two syllables,

namely psychological and social. Psychic is referring

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

448

to the circumstances of one’s personality, while so-

cial is an arena of human life that is interconnected

between individuals and individuals and individuals

with a certain structure. Awareness and social inﬂu-

ence are mutual. This means that social quality will

be inﬂuenced by the individual’s psyche and at the

same time the individual’s psychological qualities are

affected by social conditions.

Psychosocial is a term used to describe the rela-

tionship between a person’s social condition and his

mental or emotional health. From his words, the

term psychosocial involves psychological and social

aspects. For example, the relationship between a per-

son’s fear (psychological) of how he interacts with

others in his social environment. A person who is

mentally healthy will react in a positive way in many

situations. Unlike people who are mentally unsta-

ble, they will react negatively to everything that hap-

pens in life (Bintaranny, 2013). Irrational (irrational)

thinking is one sign of a person’s psychosocial condi-

tion. Often the emergence of bad prejudice or nega-

tive thoughts (negative thinking) on many things that

exist in life is one of the concrete manifestations of

a bad psychosocial condition, which can lead to poor

social relations.

Erikson’s psychosocial theory of human develop-

ment is more geared towards the development of iden-

tity. Erikson insists that human development goes

on continuously throughout his life (Arikson, 1963).

Erikson states in his theory of psychosocial develop-

ment that each individual through eight levels of de-

velopment is named as a psychosocial rating. Each

level is illustrated by the various psychological crises

that need to be resolved by individuals before the indi-

vidual will experience the difﬁculties in dealing with

the crisis at the time of its advent (Erikson, 1950).

Erikson sees the whole range of human life in the

order of psychosocial conﬂicts, where indentation is

one of the crises that occurred during adolescence un-

til the end of human life. Erikson further sees that the

development of a human being can not be relegated

from the social stimulus he experienced. Social stim-

ulus is a dynamic driver in one’s personality. Erik-

son’s emphasis on this social stimulus empowers him

with other psychoanalytic ﬁgures. In the psychosocial

crisis experienced, Erikson also described the devel-

opment of the radius of the social relations underlying

the crisis, along with the social elements and modali-

ties of each development task (Arikson, 1963).

Erikson accepted the perspective of Sigmund

Frued’s theory of infantile sexuality, but rejected

Frued’s attempt to describe the whole personality

based on sexuality. Erikson underlies the ﬁrst ﬁve

stages of psychosocial development in a direct corre-

lation with Frued, but includes more social factors re-

lated to human development. Erikson thinks that per-

sonality continues to develop after puberty, and adds

several stages between puberty and old age. He be-

lieves that children develop socially and that all social

crises affect personality development. Erikson said

that each stage must be fulﬁlled before individuals can

reach the next stage (Arikson, 1963).

Based on the opinion above illustrates that psy-

chosocial refers to the formation of human identity

closely related to the social stimulus that they experi-

ence. The existence of this social stimulus becomes a

dynamic and primary driver in one’s personality until

he ﬁnds his identity well. The process of forming an

identity is indeed not something that is easy (Hasan

and Aliah, 2008). One of the important tasks of so-

cial development is the formation of identity. Forma-

tion of identity can occur through debate or conﬂict in

the form of various questions that must be answered

one by one from social development. In order to look

for identity see that the Qur’an describes conﬂict in

human life as in QS. al-Shams, 91: 7-10 and QS. al-

Balad, 90: 10-11 (Ali, 2015).

Formation of identity is not easy but very impor-

tant. The formation of collective self-identity can be

the social identity that shapes the dynamics of the

community (Hasan and Aliah, 2008). In James Mar-

cia’s research (Hasan and Aliah, 2008) who classiﬁed

individuals into four identity statuses, namely; iden-

tity haziness, foreclosure, moratorium, and identity

achievement. People are classiﬁed as mortgaged if

they have a certain identity, but make a commitment

to that identity without experiencing a crisis to deter-

mine what is best for them. people with suspended

status experience problems of identity crisis. How-

ever, this can be seen from the history of Islam where

the Prophets sought a lot of identity from aspects of

events that occurred in the social environment.

Thus, the psychosocial meaning that has been

stated above, there are still very few ﬁgures who view

psychosocial aspects of Islam. So the psychosocial

meaning of Islam is still very minimal to be found

and there is only one psychology that constructs this

from the aspects of Islamic teachings, namely Khairil

Anwar. He explored the psychosocial meaning of Is-

lam which is very different from the deﬁnition put for-

ward by psychologist Erikson, although when starting

the excavation this meaning was also examined by the

general theories.

Islamic Psychosocial according to Khairil Anwar

is a view that involves perceptions, motivations, be-

liefs and social interactions based on Islam to see a

social problem that will affect individual behavior at-

tributes in society (Anwar, 2014). Islamic psychoso-

Strengthening Islamic Psychosocial and Self-conﬁdence in Developing Student Thinking Creative

449

cial here focuses on the views of someone who is

based on Islam that is used to see social problems and

that will affect the behavior of a person’s nature in so-

ciety. The psychocial emphasis of Islam is more on

sources based on Islamic teachings where one’s be-

havior and identity in the social life of the community

are based on the view of seeing a social problem.

This Islamic Psychosocial has important domains,

namely (Anwar, 2014): First, intrinsic to Islam which

is to recognize the concept of caliphate, recognize

the concept of excellence in self, recognize mission,

build mission, create insight, commitment, identity,

intelligence, ideals, luck, creativity, obsession and

worship. Second, attitudes and social perspectives,

namely prejudice, mutual trust, mutual support, co-

operation, open, defensive, closed, withholding infor-

mation (consisting of non-cooperative and downward

appearance), experience of life (consisting of mate-

rial capital and spiritual capital) experience (consists

of positive and negative), interests (consisting of pen-

deka term and long term), wisdom (wisdom) based on

the rules of Allah SWT and His Messenger, compar-

ison (high standard values, low standard values, ob-

jective and subjective), and literature (consists of re-

ligion, philosophy and science). Third; da’wah and

self- worth namely faith and conﬁdence that is true,

istikhlas, ihsan (tawajuh), ihtisab, sincere (pleased),

mujahabdah nafsi, sure in the sentence thayyibah,

special prayer ’, knowledge ma’a zikir, ikromul mus-

limin, tshihunniyat and da’wah wa al-tabligh.

2 METHODOLOGY

This research was conducted at the Teacher Train-

ing and Education Faculty in the Indonesian Lan-

guage and Literature Education Study Program. This

study belongs to the category of correlation research

which aims to examine whether there is an inﬂuence

of Islamic self-conﬁdence and Islamic psychosocial

on creative thinking of Indonesian Language and Lit-

erature Education Study Program students. The pop-

ulation in this study were all fourth semester students

who took instructional media courses in Indonesian

language and literary education study programs FKIP

Riau Islamic University, totaling 199 students. The

sample taken in this study is part of the total popula-

tion of 199 people. The data collection used in this

study is a questionnaire given to all students who take

courses in Learning Media. The data analysis tech-

nique used descriptive and Anova using a statistical

program/SPSS program (Statistical Product Service

Solution) Version 17.0 (George, 2011).

Table 1: Conﬁdence Level of Students

Variables N Mean Level

Self esteem 132 99.55 high

Islamic psychosocial 132 143.11 moderate

Creative thinking 132 9636 high

3 RESULT AND DISCUSSION

Teachers and education faculties of Islamic Univer-

sity of Riau 81 people (61.36%) answered in the min-

imum or low category. meanwhile, it was illustrated

that of the 132 students studied, they had maximum

conﬁdence of 117 students (88.63%) as shown in Ta-

ble 1.

It is generally illustrated that the average level

of conﬁdence of Indonesian language and literature

study program Teachers and Education Faculty of Is-

lamic University of Riau with a value (mean = 99.55)

with (SD = 7.324). the value (mean = 99.55) is seen

at the predetermined level to be between (83.33-99.9)

which is at the high category stage. thus, it can be

afﬁrmed that the level of conﬁdence of students in

the Indonesian language and literature study program

in the teacher training and education faculty of Riau

Islamic university is high. That the conﬁdence of

students in the Indonesian Language and Literature

Study Program at the Teacher Training and Education

Faculty of Riau Islamic University is at a high level.

This illustrates that respondents generally have high

self-esteem with a value (mean = 99.55) seen at a pre-

determined level in between (83.33-99.9), which is a

high level.

Islamic psychosocial stages of Indonesian Lan-

guage and Literature Study Program Teachers and Ed-

ucation Faculties of Islamic University of Riau 81

people (61.36%) answered in the minimum or low

category. Meanwhile, it was illustrated that of the

132 students studied, there were a maximum of Psy-

chosocial Islam as many as 117 students (88.63%).

Based on Table 1, it is generally illustrated that the

average psychosocial level of Islamic students in the

Indonesian Language and Literature Education Study

Program in the Teacher Training and Education Fac-

ulty of Riau Islamic University with a value (mean =

143.11) with (SD = 16.32). Values (mean = 143.11)

are seen at a predetermined level between (120-150),

that is, at the moderate category stage. Thus, it can

be afﬁrmed that the psychosocial level of Islamic

students of the Indonesian Language and Literature

Study Program in the Teacher Training and Education

Faculty of the Islamic University of Riau is moderate.

Psychosocial Islam students of Indonesian Language

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

450

and Literature Education Study Program Faculty of

Teacher Training and Education Islamic University of

Riau are at a moderate level. This illustrates that re-

spondents generally have moderate Islamic Psychoso-

cial with a value (mean = 143.11) seen at a predeter-

mined level between (120-150), which is a moderate

level.

Stages of creative thinking Indonesian Language

and Literature Education Study Program Teacher

Training and Education Faculty Riau Islamic Univer-

sity 80 people (60.60%) answered in the minimum or

low category. Meanwhile, it was illustrated that of

the 132 students studied, there were maximum cre-

ative thinking of 123 students (93.18%). Generally il-

lustrated that the average level of creative thinking of

Indonesian Language and Literature Education Study

Program Teachers and Education Faculty in Islamic

University of Riau with a value (mean = 96.36) with

(SD = 8,374). The value (mean = 96.36) is seen at

a predetermined level between (86.66-103.9) which

is at the high category stage. Thus, it can be af-

ﬁrmed that the level of creative thinking of students

in the Indonesian Language and Literature Education

Study Program at the Teacher Training and Educa-

tion Faculty of Riau Islamic University is high. This

illustrates that respondents generally have high self-

esteem with a value (mean = 96.36) seen at a prede-

termined level between (86.66-103.9), which is a high

level.

By using a simple linear regression test illustrated,

a value (F = 49,273) and Sig. = 0.000 (P ¡0.05). This

conﬁrms that self-conﬁdence has an inﬂuence on cre-

ative thinking students of Indonesian Language and

Literature Education Study Program Teacher Training

and Education Faculty of Islamic University of Riau.

Based on statistical analysis, the research hypothesis

which states that there is an effect of self-conﬁdence

in creative thinking, students of Indonesian Language

and Literature Education Study Program, Faculty of

Teacher Training and Education, Islamic University

of Riau is accepted.

Based on Table 2 above, it can be illustrated. To

see the magnitude of the Islamic psychosocial inﬂu-

ence on the creative thinking of students of the In-

donesian Language and Literature Education Study

Program Faculty of Teacher Training and Education,

Riau Islamic University, Table 2 can illustrate that,

where the value (R = 0.440a) and value (R Square

= 0.194). This conﬁrms that the psychosocial inﬂu-

ence of Islam is 0.194 which, if it is minimized, be-

comes 19.4%, towards the creative thinking of stu-

dents of the Indonesian Language and Literature Ed-

ucation Study Program, Faculty of Teacher Training

and Education, Riau Islamic University.

In Table 3 it shows that the magnitude of the ef-

fect of conﬁdence on the creative thinking of students

of the Indonesian Language and Literature Education

Study Program Faculty of Teacher Training and Ed-

ucation, Riau Islamic University. Value (R = 0.524a)

and value (R Square = 0.275). This explains that con-

ﬁdence gives the effect of conﬁdence of 0.275 which,

if it is minimized, becomes 27.5%, towards creative

thinking for students of Indonesian Language and Lit-

erature Education.

In Table 4 above it can be explained to see the

magnitude of the inﬂuence of Islamic Psychosocial

and student conﬁdence in student creative thinking is

0.412 which, if minimized, becomes 41.2%, towards

creative thinking of students of the Indonesian Lan-

guage and Literature Education Study Program Fac-

ulty of Teaching and Education of Islamic Universi-

ties Riau.

The ﬁndings of this study are supported by re-

search conducted (Fadillah, 2016) explaining that Is-

lamic psychosocial values and student conﬁdence are

able to elaborate or add ideas / ideas in develop-

ing creative thinking. The ﬁndings of this study are

supported by the results of research conducted (Aini

et al., 2018) stating that good participant’s conﬁdence

is able to shape the values of activeness as part of cre-

ative thinking in learning.

The ﬁndings made (Magdalena, 2018) explain-

ing that a good way of developing students’ creative

thinking is by giving freedom to explore in expressing

feelings / feelings that want to be expressed naturally

as in terms of expressing responses and suggestions

implemented in the teaching and learning process.

4 CONCLUSIONS

The concept stage of self-conﬁdence in accordance

with the research ﬁndings that have been put forward

shows at a high stage. this shows that giving students

the opportunity to explore and express opinions and

collaborate in lectures already owned. the results of

this study are in accordance with what was done (Tar-

lina and Afriansyah, 2016) showing that the creative

thinking ability of students is high-level through cre-

ative problem solving. shows that the Islamic psy-

chosocial level of Indonesian Language and Litera-

ture Education students is at a moderate stage. This

illustrates that students of Indonesian language and

literature education study programs in general are still

in the moderate category. This shows that Indonesian

language and literature study program students do not

have a view in terms of perceptions, motivations, be-

liefs and social interactions based on Islam to see a

Strengthening Islamic Psychosocial and Self-conﬁdence in Developing Student Thinking Creative

451

Table 2: Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate Durbin -Watson

1 .440

.194 .188 7.548 1.988

a. Predictors: (Constant), Islamic Psychosocial

b. Dependent Variable: Creative Thinking

Table 3: Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate Durbin -Watson

1 524a .275 .269 7.158 1.670

a. Predictors: (Constant), Self Conﬁdence

b. Dependent Variable: Creative Thinking

Table 4: Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate Durbin -Watson

1 .642

.412 .403 6.470 1.968

a. Predictors: (Constant), Islamic Psychosocial and Self Conﬁdence

b. Dependent Variable: Creative Thinking

social problem that will affect the behavior of individ-

uals in society as stated (Anwar, 2014). The ﬁndings

of this study also show that the psychosocial stages

of Indonesian language and literary education study

students are seen to be a minimum still psychosocial

in Islam while the maximum number of students is in

the middle stage.

REFERENCES

Aﬁatin, T. and Martaniah, S. (1998). Peningkatan

kepercayaan diri remaja melalui konseling kelom-

pok psikologika: Jurnal pemikiran dan penelitian

psikologi.

Aini, Z., Nirwana, H., and Marjohan, M. (2018). Kontribusi

penguatan guru mata pelajaran dan kepercayaan diri

siswa terhadap keaktifan siswa dalam belajar. Bib-

lio Couns: Jurnal Kajian Konseling dan Pendidikan,

1(1):1–11.

Ali, M. M. (2015). Holy Quran. Ahmadiyya Anjuman

Ishaat Islam Lahore USA.

Andayani, B. and Aﬁatin, T. (1996). Konsep diri, harga

diri, dan kepercayaan diri remaja. Jurnal Psikologi,

23(1996).

Anwar, K. (2014). Pengaruh mental-kognitif islam dan

amalan sunnah melalui pengantara psiko-sosial islam

dan estim kendiri terhadap kawalan diri dalam kalan-

gan pesalah laku remaja.

Beetlestone, F. (2011). Strategi pembelajaran untuk mele-

satkan kreatiﬁtas siswa. Diterjemahkan oleh: Narulita

Yusron. Bandung: Nusa Media.

Erikson, E. H. (1950). Childhood and society, new york

(ww norton) 1950.

Fadillah, A. (2016). Pengaruh pembelajaran problem solv-

ing terhadap kemampuan berpikir kreatif matematis

siswa. FIBONACCI: Jurnal Pendidikan Matematika

dan Matematika, 2(1):1–8.

George, D. (2011). SPSS for windows step by step: A simple

study guide and reference, 17.0 update, 10/e. Pearson

Education India.

Hasan, A. B. P. and Aliah, B. (2008). Psikologi Perkemban-

gan Islam: Menyingkap Rentang Kehidupan Manu-

sia dari Pra kelahiran hingga Pasca kematian. Raja-

graﬁndo.

Huludu, S., OROH, F. A., and BITO, N. (2013). Deskripsi

kemampuan berpikir kreatif matematika siswa kelas

xi pada materi peluang di sma negeri i suwawa. KIM

Fakultas Matematika dan IPA, 1(1).

Husamah & Setyaningrum, Y. (2013). Desain pembelajaran

berbasis pencapaian kompetensi: Panduan merancang

pembelajaran untuk mendukung implementasi kuriku-

lum 2013. Jakarta: Prestasi Pustaka Publisher.

Istianah, E. (2013). Meningkatkan kemampuan berpikir kri-

tis dan kreatif matematik dengan pendekatan model

eliciting activities (meas) pada siswa sma. Inﬁnity

Journal, 2(1):43–54.

Johnson, E. B. (2007). Contextual teaching and learning:

what it is and why it’s here to stay. contextual teaching

and learning: Menjadikan kegiatan belajar-mengajar

mengasyikkan dan bermakna.

Magdalena, M. (2018). Melatih kepercayaan diri siswa

dalam menyatakan tanggapan dan saran sederhana

melalui penguatan pujian pada pembelajaran bahasa

indonesia. Jurnal Kajian Bahasa, Sastra Dan Penga-

jaran (KIBASP), 1(2):237–245.

Munandar, U. (1999). Pengembangan kreativitas anak

berbakat. Departemen Pendidikan & Kebudayaan.

Sakalasastra, P. P. and Herdiana, I. (2012). Dampak

psikososial pada anak jalanan korban pelecehan sek-

sual yang tinggal di liponsos anak surabaya. Jurnal

Psikologi Kepribadian dan Sosial, 1(02):68–72.

Samsiyah, N., Rudyanto, H. E., et al. (2015). Kemampuan

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

452

berpikir kreatif dalam memecahkan masalah mate-

tatika open-ended ditinjau dari tingkat kemampuan

matematika siswa sekolah dasar. PEDAGOGIA: Ju-

rnal Pendidikan, 4(1):23–33.

Sari, I. M., Sumiati, E., and Siahaan, P. (2013). Analisis

kemampuan berpikir kreatif siswa smp dalam pembe-

lajaran pendidikan teknologi dasar (ptd). Jurnal Pen-

gajaran MIPA, 18(1):60–68.

Siswono, T. Y. E. (2004). Identiﬁkasi proses berpikir kre-

atif siswa dalam pengajuan masalah (problem pos-

ing) matematika berpandu dengan model wallas dan

creative problem solving (cps). Buletin Pendidikan

Matematika, 6(2):1–16.

Sudarma, M. (2013). Mengembangkan kemampuan

berpikir kreatif. Jakarta: PT Raja Graﬁndo Persada.

Tarlina, W. H. and Afriansyah, E. A. (2016). Kemampuan

berpikir kreatif siswa melalui creative problem solv-

ing. Eduma: Mathematics Education Learning and

Teaching, 5(2).

Uno Hamzah, B. and Muhammad, N. (2014). Belajar den-

gan pendekatan pailkem; pembelajaran aktif, inovatif,

lingkungan, kreatif, efektif, menarik.

Strengthening Islamic Psychosocial and Self-conﬁdence in Developing Student Thinking Creative

453