Applying Digital Literacy Strategies to Enhance Creative English Reading Skills in Inclusive Classrooms for Young Learners at Islamic School

The present study aimed to investigate the effectiveness of using short stories for developing creative reading skills for Jazan University students. The current study used the quasi-experimental research design. The researchers divided the participants into two groups. The experimental group used short stories, while the control group did not receive any training except for the traditional approach. The main question raised in this research is ‘what is the effectiveness of using short stories on developing some creative reading skills among Jazan University students?’ To this end, the researcher collected data through a creative reading skills test. Furthermore, a model of the teaching program, based on using short stories, was improved and tested with a group of students in Jazan University in Kingdom of Saudi Arabia. The results of the present research showed that there are statistically significant differences between the mean scores of the experimental group students and those of the control group students in both creative reading skills and overall creative reading in favor of the experimental group. The results revealed that using short stories helped the experimental group students develop their creative reading skills and overall creative reading more effectively than those of the control group who were taught using the traditional way. The conclusion of the current research showed that the traditional way used in teaching reading skills in EFL classrooms should be developed to help students improve their reading skills.

Current learning developments are adapted to society's needs, which have developed and entered the 21st century. Creative thinking abilities and digital literacy are 21st-century competencies that students need to develop. This study investigates the impact of an e-book STEM-PjBL on seventh-grade students' creative thinking skills and digital literacy. The research employs a quantitative approach using a one-group pretest-posttest design involving a sample of 32 students selected through random sampling at one of Sleman's public junior high schools. The study utilizes a creative thinking test and a digital literacy questionnaire to assess students' skills before and after the intervention. This research highlights the importance of innovative teaching materials in enhancing students' learning experiences and outcomes. The findings reveal that the STEM-PjBL e-book enhances students' creative thinking abilities, with gain scores categorized as moderate across the aspects of Fluency (0.45), flexibility (0.38), and novelty (0.60). Additionally, students' digital literacy is positively impacted, with the aspect of using skills rated as "very good" (85.1%), while collaboration skills (81.3%) and communication skills (83.5%) are categorized as "good." The results indicate that integrating technology through STEM-PjBL e-books fosters creative thinking and improves students' digital literacy, thereby addressing the educational needs of the 21st century.

This study aimed to determine how the analysis of assessment instruments is based on creative thinking skills. The objects in this study were 6 educators and 20 students of grade V elementary school at MI Muhammadiyah Banjarsari Metro. A qualitative method was applied, with research instruments such as observation and structured interviews. The data analysis method employed was descriptive qualitative. According to the findings of this preliminary study, the creative thinking ability of fifth-grade elementary school students at MI Muhammadiyah Banjarsari Metro is still relatively low, particularly in creative thinking skills, because students do not know how to give diverse interpretations by developing the opinions of other students, students' inability to come up with ideas because they are worried and afraid of being wrong on the answers given by the teacher, and even fear of being scolded by the teacher for the wrong answer. Thus, it can be concluded that the development of assessment instruments that can improve students' creative thinking skills, allowing them to maximize their understanding in providing diverse interpretations, is to develop opinions and express ideas or thoughts that spur their creative thinking skills.

The purpose of this study was to investigate the effectiveness of task performance (TP) based on self-regulation (SR) in developing English creative reading skills for the linguistically talented student teachers. To do so, 18 EFL third year linguistically talented student teachers were selected according to their grades in language proficiency from Arish Faculty of Education in North Sinai. They constituted a one group pre-posttest design. They were taught a program of TP based on SR which included fourteen sessions prepared and taught by the researcher. The TPBSR comprises three main categories: Environment, Personal and Behavioral. Data were obtained from administering a creative reading test which contained items measuring how much students learned these skills. To analyze the data statistically, Chronbach’s Alpha Test and Wilcoxon Singed Ranks Test were used. The results of the students’ creative reading test were fairly high. This revealed that TPBSR had a significantly positive effect on developing the creative reading skills in English for the linguistically talented student teachers

The effects of the 21st century skills curriculum on the development of students’ creative thinking skills

There are still many digital literacy gaps among pesantren in Indonesia due to maintaining the pesantren culture itself. Pesantren must be able to adapt to the times in the digital era, so they can compete with other educational institutions by utilizing digital literacy. The purpose of this article is to analyze pesantren digital literacy skills as an effort to realize the progress of pesantren education. The method used is library research with descriptive analysis study. The data is analyzed using content analysis and descriptive studies related to digital literacy in pesantren by using data sources from previous studies. The results explain that digital literacy is an opportunity and potential for pesantren education to be developed so that the role of pesantren in society is more advanced and superior. So, pesantren remains adaptive to the developments and demands of the times as needed. The digital literacy can be in the form of critical, creativity, imagination, and creative thinking skills in understanding technological developments so that they can use them well. Pesantren digital literacy is optimized as a form of effort in realizing the progress of pesantren education in Indonesia.

This study aims to investigate the effect of Resource Based Learning Design Thinking (RBLDT) model to improve student's creative thinking skills, concept gaining, and digital literacy. It is a quasi-experimental study using pre-test and post-test nonequivalent control group design. Furthermore, it was conducted at several senior high schools in Ambon, such as Senior High School 1, 2, 12, and Senior High School Siwalima Ambon in the odd semester of the 2019/2020 academic year. From each school, three classes were selected, and 36 students were used as the study samples to obtain a total of 432 students. The data were analyzed using ANCOVA, and post hoc LSD test was performed for every significant result obtained. The results showed that the RBLDT learning model has an effect on creative thinking skills, concept gaining, and digital literacy of students in the class XI senior high school on the subject matter of animal tissue (p<0.05). The combination of the RBLDT learning model syntax can improve students' creative thinking skills, concept gaining, and digital literacy better than RBL or DT when implemented separately. Keywords: Resource-based learning (RBL), design thinking (DT), RBLDT learning model, creative thinking, concept gaining, digital literacy

This study aims to determine the effect of the overall size of Project-based Learning research on students' creative thinking ability in English language learning. The study analyzed 9 effect measures accessed through Google Scholar, ScienceDirect, Wiley and ERIC from 2015 to 2023. The meta-analysis involved 340 students. Analyze data with the help of JSAP applications. The calculation of the effect size of each study used a 95% confidence level. The results showed that the effect size obtained through the random effects model was 1,287 (High). This finding explains that the application of model project-based learning is effective in improving students' creative thinking skills in learning English. This meta-analysis illustrates how much influence the project-based learning model has on students' creative thinking skills in English learning.

High Order Thinking Skills (HOTS) creative thinking, science process skills and digital literacy of students are important components in learning, especially learning physics. The purpose of this study was to find out how High Order Thinking Skills creative thinking, science process skills and digital literacy of students at SMAN 8 Muaro Jambi. The data collection instrument used a question sheet for HOTS creative thinking, an observation sheet for science process skills and a questionnaire for digital literacy. The data analysis in this study was quantitative using descriptive statistics and qualitative using Miles & Huberman. The results of the data obtained are then grouped using a Likert scale. The flow of this research is to prepare instruments and interview sheets, conduct interviews with teachers and students, distribute instruments, analyze data and obtain data results. The results of this study are HOTS, KPS and digital literacy in class X MIPA 5 are greater than X MIPA 3 with successive values ​​in class X MIPA 5 are 80.25, 83.20 and 72.87 while class X MIPA 3 is 80.69, 85.40 and 74.81. So from these data it can be seen that the ability of students to think creatively increases in line with science process skills and digital literacy and vice versa. Science process skills help improve students' creative thinking skills by using practicum-based learning. Digital literacy helps students to get various kinds of physics learning resources, materials, modules, questions and exercises. Digital literacy also helps students to do online practicum by utilizing digital media and the web. So that the creative thinking skills, science process skills and digital literacy skills of students influence each other.

Every age has its own unique phenomena forming its social life. In today's information age, this phenomenon is expressed as “producing knowledge”. The secret of success in the age of information is to produce new, practical and useful information. In this regard, the human profile that is planned to be trained in the age of information is also required to have these three characteristics. As creativity is the first condition of producing new and beneficial information, reading which has an important place in acquiring information needs to be based on creativity. In this study, it was tried to determine the effect of creative reading on creative thinking. The present study employs an experimental research methodology using pre-test and post-test control group design. The sampling of the study is composed of two classes of fourth-grade students attending a school affiliated to the Ministry of National Education (MoNE). Experimental and control groups consist of 19 students. As the data collection tools, "How creative are you?" scale was used which developed by Whetton and Cameron (2002) and adapted to Turkish by Aksoy (2004). In the 14 weeks of application, the experimental group was applied creative reading process and creative reading techniques, the control group was applied 2015 Turkish curriculum. The findings can be summarized as follows: Reading studies conducted with the Turkish teaching program resulted in a significant decrease in the students 'ability to think creatively and reading studies with creative reading significantly increased the students' creative thinking skills. Furthermore, when examined final tests of experimental and control groups, the creative thinking skills of the experimental group with creative reading are significantly higher than the control group.

The study aimed at identifying the effectiveness of using flipped classroom strategy in learning creative English reading skills by third grade intermediate school female students in Tabouk city. To achieve the objectives of the study, the researcher used the experimental method of semi-experimental design. The sample of the study consisted of (67) third grade students, divided into experimental group (32 students) and control group (35 students). The study found significant differences in developing creative reading skills between the Pre- and post-test with a total average of (13.44), compared to control group with average (11.51). In addition, the experimental group obtained in creative reading the following averages: reading fluency (3.59), reading flexibility (6.13), reading originality (3.72), while the control group obtained the averages (3.03),(5.7), and (3.20), respectively, and the difference is was in favor of the experimental group. In the light of the results, a number of recommendations and proposals were presented to activate the strategy which benefits in developing creative reading skills in teaching English and various courses.

This case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom.

Enrichment programs aim to develop thinking and creativity skills among gifted individuals across various fields, including the linguistic domain. This study focuses on enhancing creative reading skills in verbally gifted students through self-questioning strategies and enrichment activities. It emphasizes the importance of gradual linguistic development—from words to sentences, paragraphs, and full texts—in a way similar to language instruction for typical learners, but tailored to gifted needs. The study is significant due to the scarcity of research dedicated to the linguistic gifted and the urgent need for specialized programs that address their characteristics and support their creative potential in Arabic language development. Adopting a descriptive-analytical methodology, the research discusses key concepts such as linguistic giftedness, creative reading, and self-questioning, while also distinguishing between related terms like intelligence, talent, genius, and skill. It highlights the linguistic, cognitive, social, emotional, and cultural characteristics of verbally gifted individuals and reviews methods for nurturing them, pointing out both the strengths and limitations of each approach based on previous research. The study concludes by underscoring the effectiveness of integrating self-questioning strategies within enrichment programs to foster creative reading among this unique group of learners.

This research attempts to determine whether digital reading has the same effect as traditional reading on students’ reading skill and to explain the lecturers and the students’ perceptions of digital reading. The writer applied mixed-method research. Sixty students participated as a research sample. Ten lecturers were also involved in this research. The instruments of this research were reading tests, questionnaires, and structured interviews. Reading tests were analyzed by using SPSS 22.0. The questionnaires were analyzed quantitatively using Microsoft Excel, and the structured interview was analyzed qualitatively. The writer found that digital and traditional reading does not affect students’ reading skills. It was evidenced by the t-test value being higher than the alpha (0.40 > 0.05). In contrast to many lecturers’ opinions, students do not prefer digital reading because they need more explanations from their lecturer. Meanwhile, the lecturers revealed that digital reading is useful for ongoing virtual learning. They also were confident in their ability to employ these digital readings. Both lecturers and students agree that the availability of technological tools is the key constraint they must deal with. This research hoped to give meaningful information to the government so that online readers can be facilitated with high-quality online reading materials based on their needs, interests, and behavior.

21st-century skills, especially creative thinking skills, are one of the skills that need to be developed starting from elementary school. Through creative thinking, you can create new ideas or ideas that are very useful as a provision for the world of work. This study aimed to diagnose creative thinking skills on indicators of fluency, flexibility, originality, and elaboration. The sample used by all populations was 53 class IV MI Muhammadiyah Gonilan students in October 2022. The exploration results showed an average of 42.45% of students at the creative level, as many as 25% at the moderately creative level, 21.70% at the non-creative level, at the less creative level as much as 9.91%, and very creative as much as 0.94%. Most students show at the creative level, and educators are expected to continue to innovate to optimize students' creative thinking skills until they can be at a very creative level