DEVELOPMENT OF STUDENT ACTIVITY SHEETS (SAS) ORIENTED ON PROJECT BASED LEARNING (PJBL) TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS ON GREEN CHEMISTRY MATERIAL

This study aims to produce Student Activity Sheets (SAS) based on project based learning to improve creative thinking skills on electrolyte and nonelectrolyte solutions material that are feasible to use as learning media. The research method employed in this study was the 4-D model (Define, Design, Develop, and Disseminate), but it was limited to the Develop stage. A limited trial was conducted with 35 students from one of the senior high schools in Surabaya. Regarding validity, the SAS was found to be valid, showing content and construct validity with a mode of 4 each in the good category. Regarding practicality, the SAS was confirmed to be very practical, with the result of students’ responses indicating a percentage of 95.89% the very good category, supported by student activities with a mode of 5 in the very good category and an implementation learning percentage of 95.56% in the very good category. Regarding effectiveness, SAS was deemed to be effective as indicated by the improved students’ creative thinking skills and learning outcomes through pretest and posttest results, where 60% of students achieved an N-gain in the high category and 40% achieved an N-gain in the medium category. The N-gain results for each indicator of creative thinking skills were as follows: fluency at 0.67, flexibility at 0.77, originality at 0.53, and elaboration at 0.74. Based on their validity, practicality, and effectiveness, SAS based on project based learning to improve creative thinking skills on electrolyte and nonelectrolyte solution material is feasible to use as a learning media.

The study aims to implement learning media guided inquiry-based to improve students’ creativity thinking skill of grade X on Pteridophyte material. The type of research was pre-experimental study which used one class without a control class. The study was conducted on March 2019. The research subject was 22 senior high school students of grade X on Pteridophyte sub material. The research design was One Group Pretest-Posttest Design. The learning media used was lesson plans, student activity sheets, and creative thinking test instruments. The research instrument used was the observation sheet of learning model implementation, the activities of students and the instruments test of creative thinking skills. The data result of creative thinking skills’ pre-test and post-test was analyzed by N-Gain analysis which was the result of the students’ progress of creative thinking skill after learning conducted. The conclusion was the implementation of guided inquiry-based learning model on Pteridophyte material to improve students’ creativity thinking skill. This can be seen from the results of students' thinking skills tests that improved after posttests. Keywords: guided inquiry-based learning, Pteridophyta, creative thinking skills.

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

This research is motivated by the low creative thinking skills of students and there are still many teachers who have difficulty in developing learning tools that are in accordance with the demands of the 2013 curriculum learning. The purpose of this research is to develop open ended based mathematics learning tools to improve the creative thinking skills of grade VIII students on SPLDV material that is practical, valid and effective. The device development model chosen in this research is the Thiagarajan, Semmel & Semmel (4-D) model. This model consists of four stages, namely defining, designing, developing and disseminating. The learning tools developed in this research are in the form of lesson plans, student activity sheets and creative thinking skills tests. The research instruments used are in the form of device validation sheets, learning implementation observation sheets, student activity observation sheets and student response questionnaires. From the results of the validation test data analysis, the average percentage score for: (1) lesson plas which is 4.60 with a valid category, (2) Student Activity Sheet which is 4.57 with a valid category, (3) Creative Thinking Ability Test which is 4.74 with a valid category. The observation results of the implementation of learning devices showed an average result of 83.63% in the good category. The overall average of student activity is 83% which is classified as an active category. The results of the creative thinking ability test showed that the percentage of classical completeness was 80%. And students' response to the developed learning tools is positive. Thus, the open ended based learning tools developed are valid, practical and effective to improve the creative thinking ability of students in grade VIII.

One of the special skills needed in the 21st century is creative thinking skills. Creative thinking skills is a thinking process that leads to new ways of understanding. One of the approaches that can improve creative thinking skills is open-ended approach. Another factor that influences the improvement of creative thinking skills is to conduct a learning activity using one of the learning models, namely TPS (Think Pair Share). In this research, we use open-ended approach with TPS to improve students’ creative thinking skills. The subjects of this research are students of class VII-B of SMP Negeri 9 Malang consisting of 33 students. This research uses classroom action research which consists of 2 cycles based on Kemmis and Mc Taggart models. The teacher’s actions that can improve students’ creative thinking skills are asking students to work on open-ended problems individually (Think), asking students to discuss in pairs (Pair), and appointing group representatives to present the results of the discussion in front of the class (Share). The result shows that the learning process by applying the open-ended approach with TPS can improve students’ creative thinking skills with evidence in the first cycle there are 33.3% of students in good category and in the second cycle there are 84.5% of students in good category.

This research aims to describe the validity and practicality of a teaching module, as well as to determine the effectiveness of a differentiated teaching module. The study was conducted in Class VII of SMP State 11 Gorontalo Junior High School, Gorontalo City, involving 32 students. The developed module refers to the Research and Development (R&D) method, with the ADDIE model employed as the development framework. The resulting products include a teaching module, student worksheets (LKPD), and a learning outcome test. Data collection was carried out using validation sheets, lesson implementation sheets, student activity sheets, creative thinking tests, and student response questionnaires. The collected data were analyzed by calculating the percentage of each obtained score. The validators assigned a validity score of 95.7 for the teaching module, 95.3 for the LKPD, and 96 for the learning outcome tests. The results showed that the average score for implementing teacher activities was 95.15, categorized as very good. Student activities were also categorized as "very good," with an average score of 94.07. Student response results indicated a very good category, with 69.82% strongly agreeing and 30.18% agreeing. Students' creative thinking skills were measured using the normalized gain (n-gain), which fell into the "moderate" category with a score of 0.42. The analysis of the creative thinking test also showed improvement across all indicators of creative thinking. Keywords: creative thinking skills, differentiation, teaching module.

This aim of this research application of STEM learning with the 6th-semester student object of physics education study program STKIP Taman Siswa Bima. The research subject is creative thinking skills. This study uses a One Group Pretest - Posttest Design with Pretest design; to measure students’ creative thinking at the beginning of learning (Y_1), Implement STEM (X), and Posttest based learning; to measure students’ creative thinking at the end of learning (Y_2). The instruments in this study were student activity sheets, student response questionnaires, and instruments for assessing students’ creative thinking skills using open-ended questions via Google Form and assessing creative products produced by students. Student responses and activities were analyzed in terms of percentages, while for creative thinking skills students were analyzed descriptively qualitatively using N-Gain. The instruments in this study used open-ended and prototype tests. The test is used to see the level of creative thinking of students, while the prototype is used as an assessment of students’ creative products. Analysis of creative thinking skills with an average value of 78 is at the creative level, while creative products (prototype) with an average value of 84 are at a very creative level. So it can be concluded that the application of STEM-based online learning can train students’ creative thinking skills during the COVID-19 pandemic.

Creative thinking skills are one of the skills that are very necessary in the 21st century, so it is important to train students. This research aims to develop a guided inquiry-based physics learning tool that is suitable for practicing creative thinking skills on static fluid material in SMA/MA. This research is development research using a 4-D model with an experimental type of research with a one-group pretest-posttest design. The learning tools developed include; (1) Learning Implementation Plan; (2) Student textbooks; and (3) Student Activity Sheet. Data collection techniques use tests, observation, and documentation using creative thinking skills test instruments, student activity observation sheets, and student response questionnaires. This research was conducted on 22 class XI students. Data analysis techniques use quantitative and qualitative descriptive to test the validity, practicality, and effectiveness of the data. The research findings are: 1) The learning tools developed are categorized as valid; 2) The practicality of learning tools can be seen from the implementation of the learning implementation plan and student activities carried out in accordance with the planned stages; 3) The effectiveness of learning tools is seen from (a) Students' creative thinking skills before being given treatment and after being given treatment, (b) Students' responses to the tools and implementation of learning. So it can be concluded that the guided inquiry-based physics learning tool developed is suitable for training students' creative thinking skills.

Learning media an important role in supporting the learning process as a tool for students to gain mastery of the material. This study aims to produce valid fluidmistar media and analyze the increase in students' creative thinking skill after using fluidmistar learning media. Research and development is a method specifically using the ADDIE development model. The data collection technique used was a test of creative thinking skills and a student response questionnaire. The results of the expert's assessment stated that fluidmistar media was feasible to use improve creative thinking skills through inquiry learning. The implementation of fluidmistar media in inquiry learning was applied to students of senior high school in Sragen, Central Java with a total sample of 58 students. Student responses to the Fluidmistar learning media obtained good category. The results of students' positive responses indicate that the developed media to improve students' creative thinking skill and positive responses. The increase in creative thinking skill can be seen based on the pretest and posttest score tested through the N-gain test obtained at 0.74 in the high category. Fluidmistar learning media is suitable for use in inquiry learning to improve students' creative thinking skills on dynamic fluid material.

This study aims to (1) determine the differences in students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the effect of implementing project based learning (PjBL) models with conventional learning, (2) determine the improvement of students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the application of the project based learning (PjBL) model. The type of research used in this research is quasi-experimental. The population in this study were all students of class XI MIA MAN Tapanuli Selatan T.P 2020/2021. The sampling was done by cluster random sampling by taking 2 sample classes. The instruments used in this research are test instruments in the form of descriptions for critical thinking skills and creative thinking and non-test instruments in the form of observations for validated communication and collaboration skills. The data analysis used was the Manova test for critical thinking skills and creative thinking skills, whereas the N-gain analysis was used for communication and collaboration skills. Based on the results of data analysis, it was found that the 4C skills of students taught by the PjBL model were better than the 4C skills of students taught by conventional learning. The N-gain percentage in students^ critical thinking skills are increased by 75.40% (high category), students^ creative thinking skills are increased by 90.78% (high category), students^ collaboration skills are increased by 15.37% (low category), and students^ communication skills are increased by 80% (high category).

One of the existing learning approaches is challenge-based learning (CBL) which modified to Meguru, that encourages students to think critically and creatively in solving real problems. The STEM integrated CBL physics learning model based on local wisdom is present as an alternative to overcome these challenges. The main aim of this research is to develop a STEM-integrated physics challenge based learning model oriented to local wisdom towards quality students' creative thinking skills with valid, practical and effective criteria. This research is the Borg and Gall development model that was carried out through expert validation via FGD to obtain suggestions and input in order to revise the model, so that the valid Meguru model was obtained. The experts provide recommendations that the Meguru learning model was suitable for use with improvements (LDP). Validation of learning tools, obtained model implementation sheet with a score of 1.00 (very valid), teaching module with a score of 3.78 (very valid), student activity sheet (LKPD) with a score of 3.94 (very valid), student activity observation sheet with a score of 1 .00 (very valid), and the student response questionnaire was 98.66 (very valid). In the testing phase of the model's effectiveness, students' creative thinking skills were obtained with an average score of 97.50. The score obtained in the very good category shows that the learner's goals were achieved. where the Meguru learning model is effectively used in Physics learning. The type of research is development research or Research and Development (R&D)

This research aims to develop android-based interactive learning media with STEM nuances to improve students' creative thinking skills that are feasible and effective. The learning media was developed using iSpring software. This software is integrated with Microsoft Powerpoint which can make the learning media more interactive. The final form of learning media is an android application. The learning media is given STEM nuances and activities to facilitate students' creative thinking skills. STEM is a learning approach that connects science, technology, engineering, and mathematics. The indicators of creative thinking skills used are fluency, flexibility, originality, and elaboration. The development model used in this research is 4D (Define, Design, Development, Disseminate), but only up to the development stage. This research produces android-based interactive learning media with STEM nuances to improve the creative thinking skills of junior high school students in grade VIII that are feasible and effective. Media and material validation respectively obtained a score of 91.5% and 91.2% which included a very feasible category. The effectiveness of the media is shown in the improvement of students' creative thinking skills. The N-Gain test obtained shows that the increase in students' abilities has increased which is classified as moderate.

This study aims to determine the improvement of creative thinking skills and collaboration skills by using the Connecting, Organizing, Reflecting, and Extending learning model in class XI IPA SMAN 1 Sukoharjo students. This research is quasi-experimental research using a pretest-posttest control group design. Collecting data using creative thinking and collaboration skills tests for students of class XI IPA SMAN 1 Sukoharjo. Samples were taken using the Cluster Random Sampling technique consisting of class XI IPA 2 and XI IPA 3. This study was tested using the MANOVA test. Data analysis shows significant results which means that there is an increase in creative thinking skills and collaboration using the Connecting, Organizing, Reflecting, and Extending learning model I in biology subjects

One of the skills that must be possessed in the 21st century is the ability to think creatively. This study aims to apply student worksheets (LKPD) to improve creative thinking skills through guided inquiry learning models. The research method used a quantitative descriptive method where only one class was used without a comparison class with a one-group pretest-posttest research design. The instruments used were observation sheets of guided inquiry implementation, student activities, knowledge test sheets, creative thinking skills test sheets, and student response questionnaires. The research results obtained data: (1) The implementation of guided inquiry learning models at the first and second meetings went well with a percentage of 97.72% and 98.71%. (2) The percentage of relevant activities is higher than in irrelevant activities. (3) The learning outcomes of the knowledge test and the creative thinking skills test increased as evidenced by the N-gain value on the knowledge test of 0.79 with the high category and the creative thinking skills test of 0.77 with high criteria (4) The results of the response of students showed a response positive as evidenced by the results of the classical questionnaire percentage of 87.3% with the very good category. This shows that learning by applying guided inquiry-based LKPD is effective for improving students' creative thinking skills on the sub-material factors that affect the rate of reaction.

The research aims to develop e-modules based on socio-scientific issues that are feasible to use, determine the response of grade X students to the use of e-modules based on socio-scientific issues and determine the increase in creative thinking of grade X students. This development research is based on the 4-D model which includes four steps namely Define, Design, Develop, Disseminate. This research was conducted until the Develop stage due to the limited time of researchers in conducting research. The subjects of this study were 33 grade X students. The instruments used were expert validation assessment sheets, student response questionnaires and creative thinking skills test questions. The results of this study indicate that e-modules based on socio-scientific issues are very feasible to use because the use of e-modules can improve students' creative thinking skills with an average percentage of 91%. Students' creative thinking skills obtained an N-Gain value of 0.76 (high category). Students' response to the e-module based on socio-scientific issues is included in the very good category because this e-module presents subject matter and explanatory videos on each topic and improves students' creative thinking skills with an average percentage of 87%. Based on these results, it can be concluded that the e-module based on socio-scientific issues developed is very feasible to use.