ABSTRACT
Creativity is a process that produces something new. The student needs to produce a portfolio of work creativity by integrating their enjoyment of the lecture subject, which compels the student to practice the computer. The synectics learning model leads to learning that can develop the creativity of students. Synectics learning management consists of a six-phase study: (1) a phase of real conditions at the time, (2) a phase of direct analogy, (3) a stage of direct analogy, (4) a stage of compressed conflict, (5) direct analogy to the stage, (6) stage trials of the original task. Classroom action research deals with several stages that are interrelated and continuous, namely: (1) planning, (2) the implementation (of acting), (3) observation (observing), and (4) reflection (reflecting), carried out in two cycles. In our study, the average data yield of Cycle 1 was 77.08%, which included good progress to 79.16%in Cycle 2. Synectics learning can enrich the creativity of students. The average percentage of a cycle starts at around 67.9%in Cycle 1 and increases to 70.6%in Cycle 2. In Cycle 1, practice photography techniques scored 78.1%, and the technique of pre-wedding photography with the concept of beauty increased to 89.6%in Cycle 2. The percentage of completeness of cognitive learning outcomes increased from Cycle 1 to Cycle 2. In cycle one, the completeness is 82.45%while in cycle 2 it is 88.3%. In terms of classroom action research, it can be concluded that synectics learning can enhance student creativity and improve a student’s learning outcomes (both cognitive and psychomotor).
