Developing a Brain Jogging-Based Physical Education Learning Model to Enhance Creative Thinking and Fundamental Movement Skills among Students with Intellectual Disabilities

Facts in the field show the low creative thinking skills of students. Students' difficulties in understanding the material lead to low creative thinking skills. The background of this research in the era of the Industrial Revolution 4.0, students are expected to have creative and solution-oriented thinking skills, so they are able to solve various everyday problems intelligently and productively. The purpose of this research is to develop an electronic module based on Science, Technology, Engineering, and Mathematics (STEM) to improve students' creative thinking skills in motorcycle electrical systems in State Vocational High Schools. The research method used is development research with the ADDIE model. The research subjects were grade XI students in State Vocational High Schools. Data analysis techniques in this study used qualitative and quantitative methods. The results of the creative thinking skills improvement test showed an N-Gain score of 0.45, which is included in the moderate category. Media expert validation results 86.25%, material expert validation 87.50%. The conclusion of this study is that the STEM-based motorcycle electric E-module is feasible to use and can improve creative thinking skills in State Vocational High Schools. This research provides implications that the development of an electronic module based on Science, Technology, Engineering, and Mathematics (STEM) in motorcycle electrical systems can be a reference for teachers in improving creative thinking skills in terms of content, strategies, methods, and teaching approaches.

Developing students' creative mathematical thinking skills is essential for problem-solving and innovation in mathematics education. GeoGebra, as a dynamic geometry software, has been widely used to support conceptual understanding and visualization. However, limited studies have explored its impact on creative mathematical thinking in schools with different characteristics. This study aims to analyze and provide an overview of the improvement in students’ creative mathematical thinking skills using GeoGebra software in schools with different characteristics. This research uses a quasi-experimental method with a pre-test and post-test design without a control group. The sample consists of 90 eleventh-grade students from three high schools in Padang City. Data were collected through tests of creative mathematical thinking skills and classroom observations. Statistical analyses, including Wilcoxon and t-tests, were conducted to measure the significance of changes in students' creative thinking skills. The results indicate that most aspects of creative thinking skills showed significant improvement, particularly in originality and flexibility, although there was a decline in some aspects, namely fluency and elaboration, in these schools. The Wilcoxon and t-test analyses showed a significant difference (p < 0.05) between students' pre-test and post-test creative mathematical thinking scores. Therefore, there is an improvement in students’ creative mathematical thinking skills after learning using GeoGebra. This study demonstrates that integrating GeoGebra into mathematics instruction enhances students’ creative mathematical thinking. The results suggest that GeoGebra can be an effective tool for fostering creativity in mathematics education. Future research should focus on addressing the decline in fluency and elaboration to optimize its implementation.

Creative thinking is the ability to analyze something based on data or information to generate new ideas in understanding something. One of the learning methods that is often used to improve creative thinking skills is the discussion method. The objective of this article is to describe the implementation of discussion method to enhance creative thinking skills in learning English at Madrasah Aliyah Singo Walisongo Magetan. This study applies a qualitative-descriptive approach. The data were collected using three data collection techniques covering observation, interviews, and documentation. The data obtained then analyzed using the theory from Moleong, which includes the processes of organizing data, summarizing data, and checking data validity. From the data analysis, it was found that the discussion method in learning English is effective to enhance creative thinking skills including preparing learning tools, understanding core competencies, basic competencies, learning objectives, mastering the material, active interaction between teacher and students, simplification of the material, making assessment benchmarks, and preparing class conditions. It is supported by students' interest in learning, facilities and infrastructure, teachers' sincerity and devotion, and discussion rules, while inhibiting factors include different characters, misuse of smartphones, and lack of support from parents. Overall, students are able to fulfill the characteristics of creative thinking skills such as flexibility, fluency, original thinking, elaboration, and evaluation skills.

The proposed study “Enhancing Creative Thinking Skill in The Higher Secondary Students" aims to evaluate the creative thinking abilities of higher secondary students. Study investigates impact of various interventions and strategies for enhancing creative thinking including creative thinking workshops, problem-solving exercises and collaborative projects on enhancing creative thinking skills. A random sample of 100 higher Secondary students from two school of Vadodara district were selected. Data was collected through pre and post intervention task and creative thinking test. Data was analysed by mean, SD and two tailed t-test, the finding shows that after the intervention the creative thinking skill scores of students show a significant improvement. The data analysis and interpretation can provide valuable insights into the creative thinking ability of higher secondary students. Appropriate steps can then be taken to enhance this important 21st century skill.

The purposes of this research were 1) to develop the project-based learning on web, 2) to assess creative thinking skills of Grade 10 students and 3) to investigate the students' opinions on the project-based learning on web. The target groups were 48 Grade 10 students studying at Khon Kaen Wittayayon School, who were selected by a simple random sampling method. One shot case study was employed to conduct the study. Also, waterfall development model was used to develop the web-based learning material. The research results were as follows. 1. Learning management consisted of the project-based learning and the promotion of creative thinking skills in the classroom using learning management plans and web-based learning material passing the evaluation by the experts with the highest level of appropriateness. Furthermore, the students' project mean scores were 18.00 points with the standard deviation (SD) of 1.651, accounted for 90.00% from the total score of 20 points. 2. The results of assessment of the students' creative thinking skills revealed that the mean score of creative thinking skills was 38.98 points with the standard deviation (SD) of 4.412. The total mean score was 77.96%. The majority of students (48 students, accounting for 45.83%) got the scores of 80% and over. The results of the investigation of the students' opinions pointed out that 48 students strongly agreed with the project-based learning on web to enhance creative thinking skills for Design and Technology Subject of Grade 10 students. The total mean score was 4.10, and the standard deviation (S.D.) was 0.821.

Using Project-Based Learning to Foster Mathematics Creative Thinking and Problem-Solving Skills of Elementary School Students . Objectives: This research aims to describe creative thinking skills and mathematical problem-solving abilities by implementing the Project-Based Learning model. Methods: This research used a quasi-experimental approach with a posttest-only control group design. The research was conducted at the Mano I of Catholic Elementary School during the odd semester of the 2023/2024 academic year. The research sample involved 53 fifth-grade students selected using random sampling techniques. The data collection instrument employs a descriptive test consisting of five questions each to assess creative thinking skills and problem-solving abilities. These instruments have undergone testing and have demonstrated reliability coefficients of 0.84 and 0.81, within the high category. The data collection method used in this research uses a test technique on fraction material, which consists of 10 questions with details of 5 creative thinking skills test items and 5 problem-solving ability test items. The instruments in this research are test questions, divided into creative thinking skills tests and problem-solving ability tests, each of which uses high-level thinking indicators, classified into C4 and C5 questions. The rubric for assessing creative thinking skills and problem-solving abilities is used in this research as a basis for consideration when assigning grades. The data analysis employed the Multivariate Analysis of Variance (MANOVA) test technique using the Statistical Package for Social Sciences (SPSS) version 23.0 program for Windows. Before this, several assumption tests were conducted, including tests for normality of data distribution, homogeneity of variances, and multicollinearity. Findings: Simultaneously, students taught utilizing project-based learning demonstrate higher creative thinking and problem-solving skills than those taught using conventional methods. The PjBL model significantly impacts elementary school students' creative thinking and mathematics problem-solving skills. Conclusion: The PjBL approach is an acceptable choice for educators to foster creativity. Keywords: creative thinking skills, problem solving mathematics, project-based learning. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202453

Creative thinking skills are an essential 21st-century competency that needs to be developed from the elementary school level. This study aims to analyze the effect of implementing the Project Based Learning (PjBL) model on the creative thinking skills of fourth-grade elementary school students. The research employed a quantitative method with a one-group pre-test-post-test design. The participants consisted of 25 students from one elementary school in Lamongan. The instrument used was an essay test to measure creative thinking skills, which had met the validity and reliability tests. The results of the Shapiro-Wilk normality test indicated that the data were normally distributed (pre-test = 0.061; post-test = 0.189). Data analysis using a Paired Sample t-test in SPSS version 25 yielded a significance value of 0.000 (p < 0.05), indicating that H₀ was rejected and Hₐ was accepted. This finding proves a significant effect of the PjBL model on improving students' creative thinking skills, as reflected in the increase in the average score from 43.4 (pre-test) to 80.24 (post-test). These results imply that PjBL can be relied upon as an effective learning model to foster students' creative thinking skills in science learning contexts, particularly on the topic of energy transformation.

IntroductIonLearning is essential in supporting the development of the quality of education (Santyasa, Santyadiputra, & Juniantari, 2019).Research from Chusni et al. (2022)discovery-based learning and student-centered activities may be beneficial.This study aims at investigating: (1 explains that optimal learning occurs when students can build their knowledge concepts through activities around them.The development of education has entered a new phase since the COVID-19 pandemic.During the pandemic, lessons can be learned using technology, learning methods, and strategies to maintain student learning activities (Djudin, 2020;Ekayana, 2022)the independent <em>t</em>-test, and the extent of readiness was interpreted according to the interval of the overall average score.Based on data analysis, it is found that the total profile of "never and seldom" teachers' responses is 9.2%, the "often and always" is 20.0%, and "sometimes" is 70.8%.There is no total means score difference between experienced and novice teachers' performance (<em>t</ em> = 0.887, p &gt; 0.05.Learning innovation needs to be prepared to face the new post-pandemic era, which plays a role in building the quality of students to develop century skills 21 (Simanjuntak, Hutahaean, Marpaung, & Ramadhani, 2021).Furthermore, the challenge for educators in the 21st Century is that learning is no longer content-based or understanding facts but has changed to skill development, knowledge management, and character building (Suryaningsih & Ainun Nisa, 2021).Computer Architecture (next: CA) is a crucial lecture material for students to understand to support competency development in the 21st Century (Nayak, Hiremath, Umadevi, & Garagad, 2021).CA is part of the exact sciences that explore the concept of planning, how to work, and the primary operating structure of components in computer systems.The AbstrActStudents are required to be able to think creatively to support optimal student achievement.However, empirical evidence suggests that creative thinking skills and student achievement still need improvement and must be addressed.This study compares the project learning model STEAM to direct learning STEAM as a learning step and academic self-efficacy to encourage creative thinking skills and learning achievement.A quasi-experimental pretest-post-test non-equivalent control group design was used in the research's approach.One hundred fifty students from Bali's higher-degree Informatics Engineering study program attended the study.MANCOVA was used to analyze the data.The outcomes demonstrated that 1) There is a significant difference between the students who learn using the project STEAM and Direct-STEAM, where the group of students who learn with the project STEAM is superior.2) Differences in academic self-efficacy affect students' creative thinking skills and learning accomplishment, with students with high academic self-efficacy having higher learning achievement and creative thinking skills than students with low academic self-efficacy.3) the model's interaction with academic self-efficacy and project STEAM does not influence students' creative thinking skills and learning achievement.Regarding the research findings, the project-STEAM learning model can be applied to increase learning outcomes and abilities in computer architecture materials.

During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate students. A total number of 50 subjects, 25 in an experimental group and 25 in a control group were selected and a design of pre and post-test with an experimental and a control group was employed in this study. Torrance Test for creative thinking (TTCT) form (A) was applied on both groups. The experimental group was taught to design electronic instructional slides using Microsoft PowerPoint. After six weeks, both groups were given the TTCT form (A) again. Using Analysis of Covariance (ANCOVA), the findings revealed significant differences between the two groups favoring the experimental group over the control in the total creative thinking scores. Designing electronic slides can enhance the creative thinking skills for students, and the expansion of using computer applications in promoting thinking and learning skills is recommended.

This study investigates the effectiveness of Canva-based digital teaching media in improving students' creative thinking skills in history learning at SMK Pertanian Pembangunan Lembang. The research aims to assess whether digital tools can enhance students' fluency, flexibility, originality, and elaboration in creative thinking. A Classroom Action Research (CAR) design with a mixed-method approach was implemented over three learning cycles. The study involved 64 students, divided into an experimental group (n = 32) and a control group (n = 32). Data collection instruments included the Creative Thinking Ability Test, Visual Work Assessment Rubric, and Student Response Questionnaire, validated with Cronbach’s Alpha = 0.87. Findings demonstrated a significant improvement in students’ creative thinking skills across four dimensions: fluency (M = 72.3, SD = 8.2), flexibility (M = 68.9, SD = 7.8), originality (M = 65.4, SD = 9.1), and elaboration (M = 70.2, SD = 8.5). The effect size (d = 0.82) indicated the Canva-based method’s superiority over traditional learning. Additionally, qualitative analysis showed an increase in learning motivation (85.3%) and improved quality of students’ visual works. The study provides empirical evidence that integrating digital technology in history learning enhances students’ creative thinking skills. The findings highlight the necessity of teacher professional development, adequate technological infrastructure, and contextual learning strategies for effective digital learning implementation. Canva-based digital media significantly improves creative thinking skills in vocational history education. These results suggest its potential for broader application in digital-based learning strategies within vocational education contexts.

This study aims to enhance creative thinking skills through Project-Based Learning (PjBL) assisted Game Open Online Physics Instructional (GOOPI). GOOPI is an online game-based physics learning media and contains physics concepts found on the page: https://goopi.id/ (use UC browser). The research method used is a quasi-experimental design with two experimental groups and one control group. The sample of this study was 75 eighth grade students from a province in Indonesia. GOOPI technology as software developed to support PjBL activities in the classroom. The results of the research show that project-based learning assisted GOOPI can enhance creative thinking skills. Based on statistical calculations there is an increase in the gain value, an increase of 0.72 in the high category for the PjBl experimental group 1 with GOOPI, the PjBl experimental group 2 alone experienced an increase in the gain value of 0.55 in the medium category, and the group with the teacher based instructional method experienced an increase in the gain value of 0, 45 medium categories. It is suggested that GOOPI technology can be an interesting and effective tool to activate students' positive interest in the PJBL process. In addition, the implications of applying GOOPI for physics learning and recommendations for further study are discussed in this study.

Purpose of the study: This study aims to describe the influence of the Realistic Mathematics learning approach on Students' Creative Thinking Ability in Mathematics in terms of students' mathematics learning achievement, describe the influence of expository learning on students' creative thinking ability and describe the better influence of the 2 learning models applied by looking at the achievements achieved by students. Methodology: This research is a quantitative research and the method used in this research is quasi experiment. The research was conducted at Madrasah Tsanawiyah Al-Ittihadiyah (Mamiyai). The population was all students of class VIII and sampling using cluster random sampling where class VIII-5 as the experimental class and class VIII-1 as the control class. Main Findings: The realistic mathematics learning approach has a good effect on students' creative thinking skills. Expository learning has less effect on students' creative thinking skills. The effect of realistic mathematics learning is better than expository learning. Novelty/Originality of this study: This study provides a new contribution in understanding how a contextual approach can enhance students' creative thinking skills through the exploration of geometric concepts relevant to everyday life.

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This study addresses the gap in research on interactive scrapbook media, despite its demonstrated potential to enhance creative thinking in primary school science education. The objective is to develop and evaluate the ScrapBook Basic Pop-Up media to improve the creative thinking skills of fourth-grade students at SDN 1 Rumbuk within the IPAS curriculum. Employing a Research and Development (R&amp;D) methodology based on the ADDIE model, the study involved 47 purposively selected students, divided into experimental and control groups. Data collection methods included structured observation sheets, expert validation questionnaires, teacher and student practicality questionnaires, and creative thinking tests focusing on fluency, flexibility, originality, and elaboration. Data were analyzed through quantitative techniques, such as N-Gain and t-tests as well as qualitative descriptive analysis. The findings indicate that the ScrapBook Basic Pop-Up media is valid, practical, and effective in enhancing creative thinking. Significant improvements were observed in post-test scores for all assessed indicators (N-Gain = 0.70, high category), alongside high levels of student participation, motivation, and engagement (87–92%). Expert validation affirmed the accuracy of content and quality of design, while teacher and student feedback emphasized the media’s usability, appeal, and ability to support concrete understanding. These results are consistent with existing literature on the role of scrapbook and pop-up media in fostering active learning and creativity. The study concludes that ScrapBook Basic Pop-Up media effectively promotes creative thinking and active engagement in IPAS learning, offering practical insights for educators and a foundation for future research on digital media integration and long-term educational impacts.

Higher education in the 21st Century must equip students with various skills, including creative thinking skills.This study was intended to investigate the effect of Brain-Based Learning-Reading, Mind Mapping, and Sharing (BBLRMS) on the creative thinking skills of pre-service Biology teachers at Universitas Islam Negeri Raden Fatah in Palembang, Indonesia.A non-equivalent pretest-posttest control group design was employed in this study.The study participants were all students enrolled in the Animal Physiology course in the odd semester of 2021/2022.The sample was chosen at random.Seventy-five students were assigned into an experimental group, a positive control group, and a negative control group.The experimental class was instructed using the BBLRMS model, the positive control class was instructed using the Brain-Based Learning (BBL) model, and the negative control class was instructed using the conventional learning model.An essay test was used to obtain research data on the participants' creative thinking skills.The test answers of participants were graded using a rubric and then analyzed using ANCOVA.The analysis revealed that (1) there were disparities in the creative thinking skills of students whose learning was facilitated by the BBLRMS, BBL, and conventional models; (2) the creative thinking skills of students taught by BBLRMS were superior to those taught by BBL and conventional models.Based on the findings of this study, it can be stated the BBLRMS model can enhance the creative thinking skills of pre-service Biology teachers at Universitas Islam Negeri Raden Fatah in Palembang, Indonesia.The BBLRMS model can also be used as an alternative learning model that helps improve the quality of learning.