International Journal of Instruction January 2022 ● Vol.15, No.1 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 547-564 Article submission code: Received: 05/10/2020 Accepted: 09/08/2021 20201005080743 Revision: 14/07/2021 OnlineFirst: 08/11/2021 MURRDERR Strategy: Developing Creative Characters of Elementary School Prospective Teachers M. Maulana Universitas Pendidikan Indonesia, Indonesia, [email protected]. Aam Ali Rahman Universitas Pendidikan Indonesia, Indonesia, [email protected] Mimih Aminah Sekolah Tinggi Keguruan dan Ilmu Pendidikan Sebelas April, Indonesia, [email protected] Learning or lecturing, which are an essential part of the education process, are often presented only by cramming the teaching materials' contents to students but defying values. Allowing this to continue to happen will unquestionably lead to the next generation's increasingly tense situation, who are already in a messy condition and may lose their creative character. Along with character education that is always echoed, the presence of the MURRDERR strategy (Metaphor, Understand, Recall, Recognize, Detect, Elaborate, Review, and Respect) in classroom learning is expected to be one of the excellent and attractive choices for instilling lively characters in students. This paper provides a brief overview of the results of five semesters in total, including two semesters of applying the MURRDERR strategy in lectures at the Elementary Teacher Education Program, especially in mathematics lectures. Two research phases: first, didactic design research to produce teaching materials that can optimize the emergence of creative characters and followed by a quasi-experimental method. As a result, (1) the MURRDERR strategy provided a better contribution than conventional (expository/lecturing) learning in developing the creative character of students of the Elementary School Teacher Program, (2) teaching material developed through didactic design research was beneficial in achieving optimal learning outcomes, (3) students of the Elementary School Teacher Program with a background in science education tended to equip and prepare themselves to deal with issues related to creativity. Keywords: character building, creative character, MURRDERR strategy, education, teaching, teacher Citation: Maulana, M., Rahman, A. A., & Aminah, M. (2022). MURRDERR strategy: Developing creative characters of elementary school prospective teachers. International Journal of Instruction, 15(1), 547-564. https://doi.org/10.29333/iji.2022.15131a 548 MURRDERR Strategy: Developing Creative Characters of … INTRODUCTION Education in Indonesia is currently in a feeble condition. The reality reported in many mass media shows the Indonesian character's weakening, which used to be very sturdy and firm. There has been an increase in cases of corruption, collusion, and nepotism. Shockingly, students are part of them: They defy the culture of shame and do immoral behavior. Not a few students who want to pass the "easy" way during the test try to find answers in an unethical way. The creative character of the youth generation seems to fade and eventually disappear. This generation's behavior, which is expected to be the next generation and agent of change, grows chaotic. Brawling, vandalizing, bullying, and doing other malfeasance things are happening among this generation. These critical characters lead to the disappearance of the title of a well-educated person. Efforts that can be done to restore this generation are through proper education. The role of education is essential and central to develop all human potentials. It fosters lively characters and changes them gradually to a better generation, as it is affirmed in Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 (the law) concerning the National Education System. National Education aims to develop capabilities and shapes the noble character and civilization of the nation to educate the life of the nation by developing the potential of students to become human beings of faith, to be devoted to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen. Some research results on character education (e.g., Revell & Arthur, 2007) state that every citizen needs to develop their creative character. For this reason, all education practitioners should share the responsibility to fulfill the mandate. Teachers are expected to provide space for the growth and development of students' creativity. It also requires efforts to create prospective teachers who have creative characters. In turn, the prospective teachers will develop the creative characters for all students they teach later. As a further effort, developing teachers who have creative characters is assuredly the duty of lecturers, especially in the Elementary School Teacher Program, to roll out lessons that can provoke the emergence of lively characters. Various research concerning delivering lessons in Elementary School Teacher Program shows lecturers' predominance giving a lecture direct to the point without bridging or drill and practice. This way of lecturing results very teacher-centered, especially on explicit material as mathematics. Students with different educational backgrounds, roles passively and are unable to avoid the given lesson without having the opportunity to learn values that might be more important (Maulana et al., 2018, 2019; Ramdass & Zimmerman, 2008; Reza, 2017). Another effort is during the lesson itself. One alternative presentation to deliver is to use learning strategies, reiterating more on cognitive and affective. The learning strategy develops intellectual processes, along with a more qualified personality. The intended strategy is Metaphor-Understand-Recall-Recognize-Detect-Elaborate-Review-Respect or abbreviated in the acronym MURRDERR (Maulana et al., 2018, 2019). This strategy was adapted from another one, namely MURDER (Mood, Understand, Recall, International Journal of Instruction, January 2022 ● Vol.15, No.1 Maulana, Rahman & Aminah 549 Recognize, Detect, Elaborate, and Review) (Hythecker et al., 1988). This modification adds its strategic steps. It also aims to eliminate the impression of lofty because "murder" can be interpreted negatively. Creative Character Developing creative character as part of national education goals is of the many values regarding character education. By having creative character, students are expected to be able to complete their learning tasks creatively. They can analyze problems, become objective and fluent in investigating and expressing ideas, and develop flexibility in solving problems. Further, they can be motivated to grow collaborative thinking, to learn to question and not only to give answers but also to think multiperspective (Akgul & Kahveci, 2016; Damayanti et al., 2018; Fatah et al., 2016; I. Isrokatun et al., 2018; Setyana et al., 2019; Sriwongchai et al., 2015; Supianti et al., 2019). In mathematics education, the creative character, as referred to previously, is often referred to as a creative mathematical disposition, which is defined as a tendency to think and behave in creative ways (Saomi & Sumarmo, 2018; Sumarmo & NISHITANI, 2010; Wardani et al., 2011). The creative character indicators measured for this study were adopted from several experts and researchers (McClain & Cobb, 2001; Saomi & Sumarmo, 2018; Wardani et al., 2011; Yackel & Cobb, 1996). It consists of: (a) sensing the problems and opportunities and willingly taking risks; (b) becoming sensitive to environmental situations and respecting the creativity of others; (c) more oriented toward the present and future than the past; (d) having self-confidence and independence; (e) having a great curiosity; (f) expressing and responding to feelings and managing emotions; (g) making various considerations; (h) respecting fantasy, rich in the initiative, having original ideas; (i) persevering and not quickly get bored, always having solution to solve problems. MURRDERR Strategy As discussed previously, the MURRDERR strategy (Metaphor, Understand, Recall, Recognize, Detect, Elaborate, Review, and Respect) (Maulana et al., 2018, 2019) is a modification of the MURDER strategy (Mood, Understand, Recall, Recognize, Detect, Elaborate, and Review) (Hythecker et al., 1988). The phases carried out in the MURRDERR strategy will be described below. The first step is a Metaphor. It can be done at the beginning, middle, or the end of a lecture. The aim is to gain interest, maintain motivation, and develop students' character through a set of values in a relevant manner. In the learning process, metaphors act as triggers for creating students' interests, motivation, and positive thinking. They bring students into an atmosphere full of excitement, novelty, solemn appreciation that creates a meaningful context in the next learning process (DePorter et al., 1999). This intent understanding process of the values is eminently influential in instilling the strong nation's character to students. This Metaphor is not defined as language style or figurative language, but rather toward the presentation of self-development concepts and success figures. They can also describe a life that students will experience, a simulation, or the stories of various successful figures as in biography and other legends (Maulana International Journal of Instruction, January 2022 ● Vol.15, No.1 550 MURRDERR Strategy: Developing Creative Characters of … et al., 2018, 2019). Giving a Metaphor during the learning session will impact each student to have more insight into their real-life. Students are expected to recognize their potential better and attach a positive character. It may raise their motivation to focus more on learning. The next step is Understand —knowing the problem by reading parts of the material from the text without memorizing it. It continues to Recall - remembering/recounting; Recognize - sorting out, one group member gave an oral presentation of the material he had learned; Detect — checks, carried out by other members for the errors or omissions of the material, or perhaps differences in views that occur among members. Further, the sixth step is Elaborate — detailing, all steps from 2 to 5 are repeated for the next part of the material by a fellow partner; followed by Review — considering, or interpreting the results of their work, and transmitting it to other pairs in the group before presenting it in the class discussion. The final step is Respect - respecting; in this case, each student appreciates each other during the presentation. The simple phases of the "MURRDERR" strategy, which are a further development from the ideas of previous experts (DePorter et al., 1999; Hythecker et al., 1988), are presented as follow: 1. Metaphor Phase. Learning is more directed to set the right mood by giving relaxation and focusing on learning tasks. 2. Understand Phase. Learners are allowed to understand particular material from the text without memorizing it. 3. Recall and Recognize Phases. One group member gives an oral presentation by restating the material that has been read and understood. 4. Detect Phase. Members pay close attention to and criticize the errors, the omission of notes, or differences of opinion. 5. Elaborate Phase. Partners elaborate steps 2, 3, and 4, repeat for the next part of the material. 6. Review Phase. Learners review the results of their work and transmit them to other pairs in the group. 7. Respect Phase. Learners respect each other contribution. Based on the previous description, it is decisive to conduct a study on using MURRDERR strategies and developed teaching materials through Didactic Design Research (DDR) in lecturing, especially in mathematics lecturing in Elementary School Teacher Program. It researches the impact of both strategies in creating higher quality learning, a character without defying values. METHOD This research was conducted through two stages: 1) the Preparation phase; 2) the Implementation phase. Teaching materials based on MURRDERR problem-based International Journal of Instruction, January 2022 ● Vol.15, No.1 Maulana, Rahman & Aminah 551 learning using Didactical Design Research (DDR) were developed in the preparation stage. DDR is a research methodology developed from tacit didactical and pedagogical knowledge (Artigue, 2009; Hudson, 2008; Prediger & Zwetzschler, 2013; Suryadi, 2013). This DDR has three stages (Suryadi, 2013): 1. Lecturers carry out didactic Situation Analysis (DSA) to develop teaching materials before being tested in lessons. It synthesizes lecturers' thoughts about the various possibilities of student responses predicted to occur during lessons and anticipatory steps. 2. Methapedadidactic Analysis (MA) is conducted by lecturers before, during, and after the trial of teaching. Lecturers can observe lessons comprehensively, identify and analyze essential things occurring, and take quick and appropriate actions (scaffolding) to overcome learning obstacles so that the learning stages can run smoothly for optimal learning outcomes. 3. Lecturers conduct retrospective Analysis (RA) after the trial of teaching materials. The result of RA is utilized to do revisions of teaching materials that have been developed previously so that an ideal teaching material can be produced: teaching materials that fit the needs of students, that can predict and anticipate any learning obstacles so that the learning stages can run smoothly for optimal learning outcomes. This preparation stage is the revised teaching materials of the MURRDERR strategy that is ideal for the lessons. After the optimal MURRDERR strategy was obtained, the research conducted research using a quasi-experimental method to design a non- equivalent control group design. Since samples were not randomly taken, and complete control of samples could not be done, the quasi-experimental method was used (Fraenkel et al., 1993). This research population is the Elementary School Teacher Program students at State Universities in West Java and Banten Provinces, Indonesia. Six Universities participated in this research. From this population, 119 samples were taken distributed into three groups. The first group was given the MURRDERR strategy with DDR teaching materials (M-DDR), the second group was given the MURRDERR strategy (M), and the third group received conventional learning activities (C). FINDINGS AND DISCUSSION Table 1 illustrates that at first, the creative character in the three groups was not too much different, even though the control group applying conventional learning was slightly superior to the other two groups. Generally, it can be seen that there are differences in the achievement of students' creative characters between them. In this case, the achievement of creative character in the M-DDR group is higher than the M group, and the M group's achievement is higher than the C group. The significant increase in creative character, which was 0.24, followed by the M class by 0.17. However, the lowest was achieved in the C group, with an average increase of 0.04. The International Journal of Instruction, January 2022 ● Vol.15, No.1 552 MURRDERR Strategy: Developing Creative Characters of … science group's initial creative character is higher than the non-science group from the educational background, from all groups: M-DDR, M, and C. Table 1 Creative character data M-DDR M C Factor Group Statistic Pre Post <g> Pre Post <g> Pre Post <g> n 22 21 18 Science 64,57 72,58 0,23 65,50 71,02 0,16 65,92 68,29 0,07 d s 7,00 6,19 0,09 4,56 5,42 0,11 5,83 5,22 0,07 ation groun Non- n 18 19 21 ck 60,24 70,47 0,26 59,10 66,64 0,19 61,61 62,54 0,02 uc Science da EB s 4,25 8,49 0,18 5,94 7,22 0,10 5,77 6,05 0,08 n 40 40 39 Total 62,62 71,63 0,24 62,46 68,94 0,17 63,60 65,19 0,04 s 6,25 7,29 0,14 6,12 6,64 0,10 6,13 6,31 0,08 Note: Ideal Score = 100 Post: Final Score Pre: Initial Score <g> : Normalized gain Based on their educational background, the students' creative character achievement of the science group is still higher than the non-science group after the lessons. Further, DDR's use as teaching material tends to increase students' achievement compared to the conventional, especially in the non-science group. It can be seen on the average achievement of non-science background in the M-DDR group that is higher than M groups. The average increase in the creative character of M-DDR groups of science and non-science backgrounds was 22.50% and 25.91%. The M science and non-science groups got an average increase of 16.05% and 18.80%. While in the C groups for the science and non-science background, an average increase of 6.56% and 2.29% was obtained. The C group's science background had higher average scores than the non- science background by analyzing the result. Besides, teaching materials using DDR contributed better than conventional teaching materials. As proven, the average increase in the science background's creative character in the M-DDR group is higher than the M class and non-science background. The Creative Character Test Result in Pre-test for M-DDR, M, and C groups Because the normality and homogeneity of the variance have been fulfilled, the mean difference test will be carried out with one-way ANOVA to determine the differences of creative character for all groups. The result can be seen in Table 2. International Journal of Instruction, January 2022 ● Vol.15, No.1 Maulana, Rahman & Aminah 553 Table 2 One-way ANOVA for pre-test Prescale Sum of Squares df Mean Square F Sig. Between Groups 29.928 2 14.964 .394 .675 Within Groups 4408.594 116 38.005 Total 4438.523 118 From this test, the value of F = 0.394 and Sig = 0.675 > α = 0.05 were obtained. Thus, the hypothesis stating that no difference (H ) was accepted at the 0.05 significance level. 0 It implies no difference in the three classes' initial creative character (M-DDR, M, C). In other words, before learning with a different approach was implemented, samples in all three groups had the same initial creative character. So, improvement after learning is identified as the impact of the different approaches implemented in those groups. The Creative Character Test Result in Pre-test for Science and Non-science Background The 119 samples were divided into 61 people with a scientific background; 58 others with a non-scientific background. Table 3 describes the pre-test score of creative characters based on these two groups of backgrounds. The results of the normality test through the Kolmogorov-Smirnov test (because the number of students in both groups is more than 50 people), obtained p-value = 0.179 > α = 0.05 for the science background, and p-value = 0.200 > α = 0.05 for non-science background. It indicates that the samples were normally distributed. While the Levene test results to determine the variance's similarity, obtained the value of F = 0.496, and the probability value sig. = 0.483 > 0.05, it can be said that the samples' initial creative character data is homogeny. Table 3 Independent samples test: Samples' initial creative character based on background Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Sig. Difference (2- Mean Std. Error F Sig. t df tailed) Difference Difference Lower Upper Prescale Equal variances .496 .483 4.771 117 .000 4.93122 1.03351 2.88442 6.97803 assumed Equal variances 4.780 116.9 .000 4.93122 1.03155 2.88829 6.97416 not assumed By using the t-test of two independent samples, the results obtained were sig. = 0,000 < 0.05. Thus, H that states there is no difference in the initial creative character, is 0 International Journal of Instruction, January 2022 ● Vol.15, No.1 554 MURRDERR Strategy: Developing Creative Characters of … rejected. It means that there are significant differences in the average creative character of students in the science and non-science background, where the average of the samples' creative character of science background (65.29) is higher than the non-science (60.36). The Creative Character Test Result in Post-Test for M-DDR, M, and C groups The final scale data's test results using the Shapiro-Wilk test concluded that the final creative character scale data in the three groups (M-DDR, M, and C) are normally distributed. Furthermore, the homogeneity test shows the final achievement of creative characters in the M-DDR, M, and C groups are homogenous at the significance level α = 0.05. Henceforth, One-way ANOVA was conducted to obtain information on whether the differences occurred. If the test results show differences, finding out where the difference lies can be analyzed with the Scheffe test. Table 4 ANOVA test result: The creative character post-test data based on groups Sum of Squares df Mean Square F Sig. Between Groups 825.264 2 412.632 9.022 .000 Within Groups 5305.298 116 45.735 Total 6130.562 118 ANOVA test results presented in Table 4 give the value F = 9.022 with a probability value sig. = 0,000 < α = 0.05. Consequently, the hypothesis stating that there is no difference in means between the three groups (H ) is rejected. There are significant 0 differences in the creative character between M-DDR, M, and C groups. Further, the Scheffe test was employed to determine the differences in the achievement of creative character. The data presented in Table 5 for Multiple Comparisons in Scheffe shows that the average of the three groups' creative character is different. The M-DDR group is better than the M group; the M group is better than the C group. Table 5 Multiple comparisons Post scale: Scheffe 95% Confidence Interval (I) Research (J) Research Mean Lower Upper Class Class Difference (I-J) Std. Error Sig. Bound Bound PM-DDR PM 2.69675 1.51221 .208 -1.0531 6.4466 Conventional 6.44041* 1.52187 .000 2.6666 10.2142 PM PM-DDR -2.69675 1.51221 .208 -6.4466 1.0531 Conventional 3.74366 1.52187 .052 -.0301 7.5174 Conventional PM-DDR -6.44041* 1.52187 .000 -10.2142 -2.6666 PM -3.74366 1.52187 .052 -7.5174 .0301 *. The mean difference is significant at the 0.05 level. International Journal of Instruction, January 2022 ● Vol.15, No.1 Maulana, Rahman & Aminah 555 The results show that samples with problem-based learning using the MURRDERR strategy with DDR teaching material have significantly improved compared to samples with the conventional lesson. It provides information that the approach accompanied by teaching materials can reduce students' learning obstacles. To some extent, the strategy can make a considerable contribution to improving students' creative character. The Creative Character Test Result in Post-Test for Science and Non-science Background After all assumptions of normality and homogeneity of variance were met, the average difference test was carried out by (1) two-independent sample t-test for both science and non-science backgrounds, (2) One-way ANOVA test for science backgrounds in the class M-DDR, M, and C, and (3) One-way ANOVA test for non-science background in the M-DDR, M, and C groups. If the ANOVA test results show differences, then a posthoc test with the Scheffe test to see where the differences are applied. The complete test results are presented in Table 6. Based on Table 6 the test results were obtained in the form of t value = 3.509 with p- value = 0.001 < α = 0.05. This test concluded that the achievement of the two groups' creative character is significantly different. As for looking at the average value of the two groups, it can be said that the achievement of creative character in the science background (70.78) is better than the achievement of the non-science background (66.35). The average mean difference is 4.43. Through the One-way ANOVA test, the value of F is 2.888, and sig is obtained through the One-way ANOVA test. = 0.064 > α = 0.05. It understands that there is no difference in the achievement of creative character between students with science backgrounds in the M-DDR, M, and C groups. Table 6 The mean differences of post-test result based on background Independent Samples Levene's Test: Test t-test for Equality of Means Science dan Non- 95% Confidence Science Interval of the Sig. Diff. (2- Mean Std. Error F Sig. t df tailed) Difference Difference Lower Upper Post Equal scale variances 2.917 .090 3.509 117 .001 4.4312 1.26276 1.93038 6.93205 assumed Equal variances 3.484 105.08 .001 4.4312 1.27205 1.90900 6.95343 not assumed ANOVA: df F Sig Postscale (between science groups in every 2.888 .064 class) 60 Postscale (between non-science groups in every 5.812 .005 class) 57 International Journal of Instruction, January 2022 ● Vol.15, No.1 556 MURRDERR Strategy: Developing Creative Characters of … In contrast, H in non-science background was rejected: the value of F = 5.812 and sig. 0 = 0.005 < α = 0.05. Thus, in non-science background samples, the achievement of creative character between M-DDR, M, and C groups was significantly different. Then, to see which group has different achievements, a Scheffe test was performed. As the results: (1) At the significance level α = 0.05, there was no difference in the achievement of students' creative character with non-science backgrounds in the M-DDR and M groups. The mean difference was only 3.83. (2) At the significance level α = 0.05, there was a significant difference in the achievement of samples' creative character with a non-science background between M-DDR and C groups with a mean difference of 7.93. It was proven that the achievement of the non-scientific group in the PM-DDR group was better than in the C group. (3) At the significance level α = 0.05, there was no difference in the achievement of the creative character of samples with non-science backgrounds in the M and C groups. Also, the mean difference is only 4.10. The above analysis results can be elaborated that the achievement of science and non- science background samples' creative character has a significant difference. The science background is higher than the non-science background. Furthermore, science background samples in the M-DDR, M, and C groups obtained no different achievements. Meanwhile, in the non-science background, problem-based learning with a MURRDERR strategy (especially with DDR teaching materials) impacted better achievement than the conventional approach. The Creative Character Test Result for Different Gain between M-DDR, M, and C Group The normality test results using Shapiro-Wilk obtained p-values for the M-DDR, M, and C were less than the significance level α = 0.05. It can be stated that the data gain of creative characters was not normally distributed. Therefore, to see the difference in the three groups' average gain, the Kruskal-Wallis test was used, followed by the Multiple Comparisons Between Treatments test. Table 7 Kruskal-Wallis Test: Creative Character Gain Class Research N Mean Rank Normalized Gain M-DDR 40 82.78 M 40 69.25 C 39 27.15 Total 119 Test Statistics, a Normalized Gain of Creative Character Chi-Square 55.674 df 2 Asymp. Sig. .000 a. Grouping Variable: Samples International Journal of Instruction, January 2022 ● Vol.15, No.1