Fostering Students' Process and Product Creativity Through Chemistry-Based STEM-PjBL in Vocational Context

Project based learning can organize students have sense-making in every learning process. In fact, it is also a support for a project or assignment from each learning unit completed by students and makes the project or task more focused. This study describes the best practices of project based learning and optimizing student creativity of islamic elementary School or elementary school teacher training program. This research applies experimental research with One-shot Case Study design. Students of Teacher Ttaining for Islamic elementary school State Islamic University of Sulthan Thaha Saifuddin Jambi are the subjects or samples studied in this study. The application of the project based learning method is done by making products from science learning materials. The results of student work in the form of menu presentations and reports. Product presentations by students are reviewed and used as a measure of students' creative thinking level in creating balanced menus. The instrument used is a product observation sheet. The data is analyzed based on the creative thinking scale which is used as a value in the creative design process of a project. The results of the study also found that the use of project based learning can optimize student creativity which is in the very high category. Even during presentations, students are able to develop their ideas in their own and simpler language so that they are clear and easy to understand. Another impact of the implication or application of the project-based learning model is that students become active and creative, both when looking for ideas and conveying those ideas.

Creativity is a highly complex concept, studied by different perspectives and evaluated by numerous instruments. Despite of its conceptual and methodological diversity, Rhodes continues to be one of the main references in the study of creativity. Based on his theory, this study intended to observe the impact of the creative environment on the creative person, process, and product, in a sample of 215 college students. Results suggest a significant influence of gender and age on the creative environment. Women from the Social Sciences are better in the creative process, in turn Arts women and men are better in the creative product. Younger participants from the Social Sciences are better in the creative process and worse in the creative product (plastic arts and visual arts). Lastly, older Social Sciences participants are better in the creative product (literature and crafts product). Practical and educative implications are discussed.

This research aims to describe the creativity and creative process of students with high, medium, and low levels of creativity. This qualitative research involved 6 Senior High School students in grade XI, 2 students at each level of creativity. The data collection technique uses assignments to make Geogebra applets that are analyzed with document analysis methods and interviews related to students' creative processes that are analyzed with interactive models. The research results show that the Geogebra applets produced by students are different at each level. The higher the level, the Geogebra applets are the more complex in use of Geogebra tools, providing many elements of novelty from the examples given, relevant to the task, and effective in achieving the set goals. Furthermore, the student's creative process with the stages of synthesizing ideas, generating ideas, planning the ideas, and applying ideas at each level has a different process. High creativity students go through each creative process stage well and repeat several stages to produce the Geogebra applet as in the assignment. Meanwhile, students with medium and low creativity are not good at going through each stage of the creative process.

In solving mathematical problems, the creative thinking process is basically assessed based on two indicators: creative processes and products. The creative process is the stage of creative thinking that includes generating ideas, planning problem solving, and producing problem solving. The process generates creative products should meet the aspects of fluency, flexibility, and novelty. The present study aims at describing the creative thinking process of elementary school students in solving mathematical problems. It involved female student who practiced visual learning style as the subject with the consideration the subject could generate a flexible product, but not an extraordinary product that meets the aspects of fluency and novelty. Data was collected through test and in-depth interview. The validity was done with data triangulation technique. The collected data were analyzed with transcription, categorization, reduction, interpretation and conclusion. The findings indicate that the creative thinking process of elementary school students in mathematical problem solving is realized through generating ideas (reading and examining images in the question) to identify information that is already known, to employ different approaches for planning problem solving, and to produce creative products that meet the aspect of flexibility. Nevertheless, the products have not fulfilled the aspects of fluency and novelty.

This study aims to determine the level of creative thinking of students in solving math problems. This type of research is a verification qualitative research. The research subjects were eight people, the first grade students of Ar-Raniry Banda Aceh UIN. Subject selection was made based on the Matching Familiar Figure Test (MFFT), namely four reflective students and four impulsive students. The research data were obtained from the research subjects' written answers, namely the mathematics creative thinking test (TBKM) and the results of the interview. To test the credibility of the data the researcher triangulated. In this study, the triangulation used was the method triangulation by comparing TBKM and interviews. Students' creative thinking skills can be seen based on the achievement of mathematical creative thinking indicators. The results of the study are as follows, the reflective subject's creative thinking level 1 on compound interest calculation material is level 4, which meets four indicators of fluency, novelty, flexibility, and elaboration, the creative thinking level of reflective subject 1 on the straight-line equation related to supply and demand functions is the level 3 namely meeting the three indicators of fluency, flexibility, and elaboration. The reflective subject's creative thinking level 2 on compound interest calculation material is level 3, which is fulfilling three indicators of fluency, flexibility, and elaboration, the reflective subject's creative thinking level 2 on the straight-line equation related to supply and demand functions is level 4, which meets four indicators of fluency, novelty , flexibility and elaboration. The level of reflective subject creative thinking 3 on compound interest calculation material is level 3, which is fulfilling three indicators of fluency, novelty, and elaboration, the level of creative thinking reflective subject 3 on the material of straight-line equations related to supply and demand functions is level 1 namely meeting two indicators of fluency and elaboration. The reflexive subject's creative thinking level 4 on compounded calculation material is level 4, which is fulfilling four indicators of fluency, novelty, flexibility, and elaboration, the reflective subject's creative thinking level 4 on the straight-line equation material related to supply and demand functions is level 4, which is meeting four indicators fluency, novelty, flexibility and elaboration. The level of creative thinking of the subjects Impulsive 1, Impulsive 2, and Impulsive 4 on the compound interest calculation material and on the straight line equation material is level 1 which satisfies two indicators of fluency and elaboration. The level of creative thinking of the impulsive subject 3 on the compound interest calculation material and on the straight line equation material is level 3 which is to fulfill three indicators of fluency, flexibility, and elaboration.

<p><em>The low level of student creativity can be influenced by teaching methods that are inappropriate and not aligned with the needs of the students. This study aims to understand the implementation, impact, and responses of teachers and students to the application of SCAMPER-based creative economy projects to enhance student creativity in IPAS learning. This study uses a quantitative approach with a quasi-experimental method employing the Nonequivalent Control Group Design – Posttest Only. The inferential statistical analysis used is the t-test with a significance level of 0.05. The population and sample in this study are 52 fifth-grade students from SD Negeri 1 Sumberagung. Each experimental group and control group consists of 26 students determined by the saturated sampling technique. The instruments used in this study are observation sheets for the implementation of learning, product assessment with CPSS, and questionnaires for teachers and students. The results of this study indicate that 1) the implementation of the SCAMPER-based creative economy project was carried out well based on the results of the learning implementation observation sheet. 2) based on the assessment of students' creative products using CPSS and the results of the t-test analysis with a result of 0.026 < 0.05, the hypothesis is accepted, stating "there is an influence of implementing the SCAMPER-based creative economy project to enhance the creativity of elementary school students in IPAS learning." 3) The response or perception of teachers and students towards the implementation of the SCAMPER-based creative economy project received very good feedback based on the results of the teacher and student questionnaires. Thus, it can be concluded that there is a significant difference in the level of creativity between the experimental class students who applied the SCAMPER method and the control class students who did not apply the SCAMPER method.</em></p><strong><em>Keyword: </em></strong><em>Project Learning, SCAMPER, Creativity</em>

The aim of research is: to distinguish four approaches of defining the essence of creativity depending on which one of the four aspects of this problem is dominant in some a case: the environment in which creative activity is carried out; a creative product; a creative process; a creative person, his/her characteristics. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. After analyzing different approaches, we provide the following classification of definitions of creativity: 1) definitions that take into account novelty as the main criterion of creativity. In such a way, we point out that the characteristic «production of something new» is actually included these definitions. However, we’ll differently propose the approaches with the description of the novelty. Thus, we believe that it does not matter whether a society recognizes a certain idea as a new one, but it is important that it has to be new to the creator. On the contrary, we believe that novelty should be fixed in terms of culture, be recognized by contemporaries; 2) definitions in which creativity is opposed to conformity. It includes the definitions, which, contrasting the creativity to conformity, emphasize the importance of bringing originality, a new look at the problem. Such definitions include the understanding of creativity in such a way, when we believe that a creative person is free from both sides – we mean conformism and nonconformism; 3) definitions that focus our attention on the creative process. Thus, we emphasize the importance of creative thinking, and we consider creative thinking as a process of seeing or creating relationships between objects, phenomena, objects on both conscious and unconscious levels. In such a way, we distinguish four stages of the creative process: preparation, incubation, comprehension, review (or analysis). This understanding of creativity is based on any existing method of systematic training of subjects in the process of creative thinking; 4) the definitions that emphasize the importance of developing mental abilities of the person. We define creativity in a view of the development of mental abilities of the individual, which in such a way provides creative achievements in the process of the person’s activity. According to this, creative thinking includes divergent products in its structure, which, in turn, contribute to the generation of new, original, unusual and perhaps unique informational levels based on this standard, well-known paradigm of information. However, creative thinking is not reduced to divergent one, because it also implies a person’s sensitivity to problems, the ability to reorient. Conclusions. We proposed the approach based on determining the levels of creativity which are developed by writing. We offered the following levels of creativity: a) expressive creativity – for example, spontaneous drawing by children; b) productive creativity – scientific and artistic products; c) inventive creativity, when ingenuity is manifested in materials, methods and techniques; d) innovative creativity – improvement through modification; e) generating creativity – the formulation of a completely new principle or assumption around which new ideas, concepts, theories and schools may arise.

EFFECT OF EARLY MOBILIZATION TO URINE RETENTION EVENT POST HERNIOTOMY OPERATION IN RSUD PROF DR SOEKANDAR MOJOSARI

EFFECT OF EARLY MOBILIZATION TO URINE RETENTION EVENT POST HERNIOTOMY OPERATION IN RSUD PROF DR SOEKANDAR MOJOSARI

This study aimed to determine the effect of project-based learning on student learning outcomes and creative thinking skills in computer numeric control subjects at SMK KAL-1 Surabaya. This study used a quasi-experimental factorial research design with a 2-way ANOVA test technique. In this study, 66 students from class XI of the Mechanical Engineering Expertise Program were divided into experimental groups (n= 33) and a control group (n= 33). The instrument used in this research is in the form of test sheets and observations to measure the level of students creative thinking and their learning outcomes. This study found that student learning outcomes using project-based learning are significantly higher than students who taught using direct learning models in computer numeric control subjects. Furthermore, the learning outcomes of students who have a high level of creative thinking are significantly higher than those of students who have a low level of creative thinking. Moreover, there is an interaction between using learning models and creative thinking on three domains of learning outcomes (cognitive, affective, and psychomotor) in computer numeric control subjects.

Students' level of creativity influences their creative thinking processes. Students with different levels of creativity tend to demonstrate variations in how they approach creative thinking. This study is a qualitative research with a descriptive approach, aiming to describe the creative thinking processes of junior high school students in solving open-ended mathematical problems. The subjects of this study consisted of three students: one with a highly creative thinking level, creative thinking level, and moderately creative thinking level. Data were collected through written tasks involving mathematical problem solving and follow-up interviews. The results revealed that the student with a highly creative thinking level demonstrated strong abilities in integrating various sources of information, generating ideas independently and flexibly, and producing accurate solutions. The student with a creative thinking level was able to construct and plan ideas effectively but tended to use familiar strategies without further exploration, resulting in correct yet less innovative solutions. Meanwhile, the student with a moderately creative thinking level was only able to generate a single, simple idea, used familiar strategies without systematic planning, and produced inaccurate solutions while lacking the ability to evaluate the outcomes effectively. The results of this study can be implemented in mathematics learning by providing students with opportunities to develop their creative ideas through open-ended problems, encouraging the exploration of various problem-solving strategies, and creating a learning environment that values original and flexible thinking processes.

Objectives: The study aims to investigate levels of critical and creative thinking among university students in the West Bank, Palestine. It also aims to test for any possible correlation between critical and creative thinking. Methods: A descriptive correlational research design was used and a sample of 414 students was selected. The California critical thinking skills and the cognitive processes associated with creativity test were utilized. Results: The results show that the level of critical thinking among students was low, while the level of creative thinking was moderate. The correlation coefficient was statistically significant in the positive direction (r = 0.687). The results show that students of humanities are more creative than students of scientific disciplines. Students with high GPAs and those with advanced academic years are more critical thinkers compared to the others. Male students were better than female students in critical thinking. Conclusions: The study recommends that thinking styles should be included in educational activities at universities.

The purpose of this study was to determine the level of creative thinking of junior high school students in motion material. This research data collection method is to use the test and interview methods. The test used in this study used test questions. Quantitative descriptive analysis is the score of the results of each aspect of student creative thinking. Qualitative descriptive analysis to classify students’ level of creative thinking. The results of the analysis of the ability to think creatively in this study indicate that the fluency aspect of the score reaches 57.94 in the low category; The value of the flexibility aspect reaches 35.58 in the very low category; The score for the authenticity aspect of 55.88 categories is low and the score for the elaboration aspect is 45.58 for the very low category. The level of creative thinking of students is still very low because the average score of the four aspects of creative thinking is 48.75. This study provides an overview of the level of creative thinking of students who are in the low and very low categories, so that teachers need to innovate in the learning process to improve the creative thinking aspects of student

This study aims to determine the level of creativity of students who are taught using problem based learning models and students who are taught using direct learning models. To find out the learning outcomes of students who have a high level of creativity and creativity level of creativity is low. The method used in this study is Quasi Experimental. The design used is a 2x2 factorial design, because this design can be used to see student learning outcomes before administering treatments and after giving treatments. The results of the study found: (1) the level of creativity of students who study using a learning model based on higher learning outcomes compared to students who learn with the direct learning model; (2) student learning outcomes with a high level of creativity, significantly higher than students who have low levels of creativity; and (3) there is an interaction between the use of learning models and the level of creativity on student learning outcomes. This study concludes that: (1) problem based learning models can improve student creativity; (2) students who have a high level of creativity, higher learning outcomes than students who have low levels of creativity; and (3) there is an interaction between the use of learning models and the level of creativity on student learning outcomes.

The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were discovery, group investigation and conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High Schoolin Surakarta city on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consist of 281 students who were divided into 94 students in the first experiment class, 94 students in the second experiment class, and 93 students in the control class. The results of this research are as follows: (1) the discovery learning model results in better learning achievement than the group investigation and conventional learning model. The group investigation learning model results in an equal learning achievement to the conventional learning model, (2) the students having high level of creativity have better learning achievement than those having medium and low levels of creativity. The students having medium level of creativity have an equal learning achievement to those having low level of creativity, (3) on the discovery learning model, students having high creativity have better learning achievement than those having medium and low levels of creativity and students having medium level of creativity have an equal learning achievement to those having low creativity. On the group investigation model, students in each level of creativity have the same learning achievement, (4) the students who were tought with the discovery learning model have better learning achievement than those taught with the group investigation and conventional learning model in the category of having high level of creativity. The students who were tought group investigation and conventional model results in an equal learning achievement in the category of having high level of creativity. The students having medium level of creativity have an equal learning achievement to those having low level of creativity in each learning model.