Impact of artificial intelligence on students’ creativity in ODL: the mediating role of happiness

The creative mathematical thinking abilities of 9th-grade students at SMP N 1 2x11 Enam Lingkung are lacking. This is evident in their difficulty generating multiple ideas and struggling to find solutions when tackling exercise questions. Introducing the Creative Problem Solving (CPS) learning model is proposed as a potential solution to this issue. This study aims to compare the mathematical creative thinking skills of 9th-grade students at SMP N 1 2x11 Enam Lingkung who are exposed to the CPS learning model. Using a Quasi-Experimental design, specifically a Randomized Control Group Only Design, the study selects class IX.A as the experimental group and class IX.E as the control group. The results of this study obtained the average score of mathematical creative thinking ability in the experimental class (CPS) which was 78.125, while in the control class with scientific learning, it was 68.125. From the data processing of students' mathematical creative thinking skills, it was carried out through a t-test, so that, .= 6.3192 while in df = 62 with a confidence level of 95% was obtained. 1.99. Because of, . 6.3192 > . 1.99. Therefore, it is concluded that the mathematical creative thinking ability of students by applying the CPS type cooperative learning model is higher than the mathematical creative thinking ability of students with scientific learning Kemampuan berpikir kreatif matematis siswa kelas IX SMP N 1 2x11 Enam Lingkung belum berkembang dengan baik. Hal ini ditunjukkan saat siswa menjawab soal latihan yang diberikan siswa belum mampu menghasilkan banyak ide dan tidak lancar dalam menemukan solusi. Menerapkan model pembelajaran Creative Problem Solving (CPS) menjadi salah satu cara untuk mengatasi permasalahan tersebut. Penelitian ini bertujuan untuk membandingkan kemampuan berpikir kreatif matematis siswa kelas IX di SMP N 1 2x11 Enam Lingkung yang belajar menggunakan model pembelajaran CPS. Jenis penelitian ini adalah True Experiment, dan desain Randomized Control Grup Only Design. Populasi penelitian ini adalah siswa kelas IX dan sampel terpilih kelas IX.A untuk eksperimen dan kelas IX.E untuk kontrol. Hasil penelitian ini mendapatkan nilai rata-rata kemampuan berpikir kreatif matematis kelas eksperimen (CPS) yaitu 78,125, sedangkan pada kelas kontrol dengan pembelajaran saintifik yaitu 68,125. Dari pengolahan data kemampuan berpikir kreatif matematis siswa dilakukan melalui uji-t, sehingga diperoleh = 6,3192 sedangkan pada df = 62 dengan taraf kepercayaan 95% diperoleh 1,99. Karena 6,3192 > 1,99. sehingga disimpulkan kemampuan berpikir kreatif matematis siswa dengan menerapkan model pembelajaran kooperatif tipe CPS lebih tinggi daripada kemampuan berpikir kreatif matematis siswa dengan pembelajaran saintifik

ABSTRACTThe purpose of this study was to obtain findings about the differences in the improvement of students' creative thinking skills between classes using problem-based learning methods, classes using problem-solving methods and classes using STAD learning methods. The research subjects were Class XI students of SMKN 1 Kadipaten in the 2018-2019 academic year. The method used in this study is a quasi-experimental. The analysis is used by using Counterbalanced Design with three classes, all of which are experimental classes. The results showed that: First, there were differences in the creative thinking abilities of students in the class using the PBL learning method and the creative thinking abilities of students in the class that used the Problem Solving learning method. where the creative thinking ability of students in a class that uses the PBL learning method is superior to the creative thinking ability of students in a class that uses the Problem Solving learning method. Second, there is no significant difference in the creative thinking ability of students in the class that uses the Problem Solving learning method with the creative thinking ability of students in classes using the STAD learning method. The creative thinking ability of students in a class that uses the Problem Solving learning method has almost the same results compared to the creative thinking ability of students in a class that uses the STAD learning method. Third, there are differences in students' creative thinking abilities in a class that uses the PBL learning method and the creative thinking ability of students in a class that uses the STAD learning method. This shows that the use of the PBL learning method is more effective in improving students' creative thinking skills compared to the STAD learning method.Keywords: creative thinking; STAD method; PBL method; and problem solving.

<p><em>This research is motivated by the learning has not been varied, the interest in learning owned by third grade students of MI Al-Muhsin 1 is still low so that it affects the ability to think creatively. The learning of MI Al-Muhsin 1 Krapyak has never applied the cooperative learning model of make a match type, especially on theme 8 subtheme 1 lesson 2 of Ppkn subject The purpose of this research is to: 1) Describe the application of cooperative learning model of make a match type in creative thinking ability of third grade students of MI Al-Muhsin 1 Krapyak; 2) Knowing the application of cooperative learning model of make a match type can improve the creative thinking ability of third grade students of MI Al-Muhsin 1 Krapyak.</em></p><p><em>This research is a quantitative research with quasi-experimental type. The population of this research was all third grade students of MI Al-Muhsin 1 Krapyak with 20 students of class IIIA (experimental class) and 20 students of class IIIB (control class). Sampling is by simple random sampling or random sample, data collection techniques with test and observation techniques. </em></p><p><em>The results showed that; 1) The application of cooperative learning model of make a match type to the creative thinking ability of third grade students of MI Al-Muhsin 1 Krapyak is running smoothly in accordance with the lesson plan that the creative thinking ability of students obtained pre test value 100% (20 people) students think creatively with good category and post test value obtained 85% (17 people) students have creative thinking ability.</em><em></em></p><p><strong>Keywords: </strong>learning model, make a match, creative thinking</p><p> </p>

Mathematical creative thinking ability is very important in life and all the problems that exist in it by obtaining, managing and utilizing information. To achieve mathematical creative thinking ability, requires the strong character one of which is self-confidence. However in reality mathematical creative thinking ability and self-confidence of students in Indonesia is still low. One alternative learning to improve mathematical creative thinking ability and self-confidence is the Think, Talk, Write (TTW) with Mind Mapping learning strategy. The purpose of this study are: 1) To find out the increase in mathematical creative thinking abilities of students who obtain TTW strategies with Mind Mapping is higher than students who obtain conventional learning models; 2) To find out the achievement of self-confidence of students who obtain TTW strategies with Mind Mapping is better than students who obtain conventional learning models; 3) To find out whether there is a positive correlation between mathematical creative thinking abilities and self-confidence of students who obtain TTW strategy with Mind Mapping. The method used in this study is a quasi-experimental method with a pretest-posttest control group experimental design. The population of this study was tenth grade students of High School No. 15 Bandung. The sampling technique was purposive sampling, using two classes, namely the control class and the experimental class. Based on the results of data analysis, the following conclusions are obtained: 1) The increase in mathematical creative thinking abilities of students who obtain TTW strategies with Mind Mapping is higher than students who obtain conventional learning models; 2) Self-confidence of students who obtain TTW strategies with Mind Mapping is better than with students who obtain conventional learning models; 3) There is a positive correlation between mathematical creative thinking ability and students' self-confidence who obtained the TTW strategy with Mind Mapping. Keywords: Mathematical Creative Thinking, Self-Confidence, TTW, mind mapping

This study aimed at assessing the role of the Creative Acceleration Strategy in enhancing the creative thinking abilities of talented students. Quasi-Experimental approaches were used to examine the effect of the Creative Acceleration Strategy on creative thinking abilities. 60 talented students consisting of were surveyed from the Taibah University in Saudi Arabia. The sampled sixty talented students were divided equally into two groups; control and experimental. Torrance tests were adopted to assess the students’ creative thinking abilities in the pre and post-application of the regular Creative Acceleration Strategy. Data were collected using quantitative (experimental) approach. The findings showed a significant difference between the control and experimental groups (after intervention) with regards to the development of the creative thinking abilities of the students. Also, the findings indicated that the students thinking abilities were significantly enhanced after the application of Creative Acceleration Strategy. This study confirmed that creative thinking abilities can be enhanced through specialized strategies directed at the development of creative thinking abilities.

Our country’s policy documents have put forward new requirements for the cultivation of students’ creative thinking in high school education, especially for the cultivation of creative thinking ability of students in the chemistry subject, which is a field of scientific education. In this context, this study introduces the concept of transactive memory system based on the research logic of educational psychology, and analyzes the configuration effect that inhibits the formation of creative thinking ability of high school students in the chemistry subject from the perspective of “transactive memory system-group characteristics”. Through the qualitative comparative analysis of fuzzy sets, it is found that the matching of transactive memory system and group characteristics sometimes inhibits the formation of creative thinking ability of high school students in the chemistry subject. Through the data analysis results of 179 high school student groups, it is found that there are two configurations that inhibit the formation of creative thinking ability of high school students in the chemistry subject, and low transactive memory system credibility and low group heterogeneity play a core role. The research results provide effective guidance for the theory and practice of high school chemistry education.

The purpose of this study was to determine the creative thinking ability and learning interest of students who took part in learning with the Creative Problem Solving (CPS) model. This study uses a quantitative and qualitative approach with a sequential explanatory design. Quantitative data analysis used t-test and qualitative data used descriptive analysis. Quantitative data were obtained through post-tests while qualitative data were collected from interviews and student learning interest questionnaires. A sample of 70 students from the entire XI class of SMAN 1 Sukahaji. Sampling was done by cluster random sampling technique. The results of the study show that the creative thinking abilities of students who follow the CPS model are better than students who take conventional learning. Furthermore, for students who have higher or lower learning interest, the application of the CPS model is better than students who take conventional learning. So, the CPS model contributes positively to students' creative thinking abilities.

Creative thinking ability of students is still low and less attention in the implementation of the learning of mathematics. Some efforts are needed to foster creative thinking ability because of lack of creative thinking ability in the learning of mathematics. One of effort is applying Problem Based Learning (PBL) Model. The purpose of this research was (1) to describe the creative thinking ability of students during the learning process with PBL Model, and (2) to determine the increase of the creative thinking ability of students after implementation of PBL model. This research used mixed methods with concurrent triangulation strategy. Samples were selected by random sampling from all grade 8 students from one of junior high school at Banda Aceh, those were 28 students in class VIII-3. The instrument used to obtain data of the creative thinking ability of students after learning with PBL Model was test and observation. The instrument used to obtain data to determine the increase of the students’ creative thinking ability after learning with the PBL model were pretest and posttest. Test and observations were analyzed by using an assessment rubric of creative thinking abilities with descriptive qualitative method. The result of pretest and posttest were analyzed by statistical tests using t-test. The results showed that the students were creative in solving problems during the learning process with model of PBL. There was increasing creative thinking abilities of students after learning with PBL Model. The implication of this research indicates that creative thinking abilities of students increase through PBL model.

Every individual basically has the creative potential and creative thinking abilities of students can be improved, so that the teacher needs to know the level of creative thinking abilities of the students in solving mathematical problems and filed. By knowing the level of creative thinking abilities of students the teacher can design methods, strategies and learning techniques to improve students' ability to think creatively. One way to determine the level of students' creative thinking among others, by asking students to solve problems and propose open (open ended). The use of open-ended questions can stimulate creative thinking, original thinking skills, and innovation in mathematics. This study aims to determine the level of students' creative thinking in mathematical problem solving and problem posing through open ended type of questions and the level of creative thinking of students in the filing of mathematical problems through open ended type of questions. This research is a descriptive qualitative data collection using the test method open ended questions and interviews. The subjects were students of class VII MTsN Meureudu. All the study subjects given a test with open-ended questions, the results were analyzed based on three components, namely creative thinking fluency, flexibility and originality, then researchers conducted interviews with six students to confirm an answer and describe the level of creative thinking. The results showed that two students are at level 4 (very creative), a student is at level 3 (creative), and two students are on the 2nd level (quite creative). While the other students do not have the ability to think creatively in solving problems. Three of the six students are on the 2nd level (quite creative), while three other students do not have the ability to think creatively in a posing problem.

Learning technique at school should concentrate on developing studentscreativity. Creative thinking ability will be the determinant of individualsuccess. But in fact, students are familiar with routine and simple learning.The SAVI approach is an approach that combines physical movement withintellectual activity. Learning style is the capital of a student to absorbinformation. The method used in this research is quantitative method, whichis the purpose is to know the influence of SAVI approach and learning styleto students' creative thinking ability in mathematics when compared withdirect learning. The instruments used are tests of creative thinking abilitiesand learning styles of students. The result of data analysis using statistical testthat is (1) there is influence of SAVI approach and learning style to studentcreative thinking ability. (2) there is influence of SAVI approach to SAVIcreative thinking ability. (3) there is influence of student learning style tostudent creative thinking ability. (4) there is an interaction between SAVIapproach and learning style to students' creative thinking ability.

The Ideal Problem Solving model is designed to help to identify and understand the problem solving to practice the ability of creativity to describe the systematic procedure of the word “Ideal” and is used to guide teachers to help students how to identify problems, define goals, explore exploration strategies, anticipate the results and act and see and learn. This research is experimental. This research aims to find out the increase in students 'creativity ability in learning straight-motion material with constant speed and acceleration and find out the consistency of increasing students' creative ability. The research subjects were 62 students MIA-1 and MIA-2 Madrasah Aliyah Negeri 1 Ternate. This research is quantitative descriptive research methods with One Group Pre-Test and Post-Test design, the variables used in this study were independent namely the Ideal Problem Solving Model, and the dependent variable increase students ' creative ability. The Technique of collecting data in this research is the observation of student activities, Creativity Tests, and questionnaires. The instruments are in the form of essay questions, consist of 7 items that have been tested, the N-Gain formula was used to calculate students' creative abilities, through the Pre-test with the lowest average score is 27 in the MIA-1 class and the Post-test with an average score is 70, for the MIA-2 class through the Pre-test with the lowest average score is 30 and through the Post-test with an average score is 72. Research results show that an increase in students' creative abilities after applying the IDEAL Problem Solve learning model with N-Gain 62% for MIA-1 and 61% for MIA-2 moderate category, after an increase in creativity is observed, it is tested using the Cooperative Test or the two-party Test (t) to see the consistency of differences, the results of the study showed that t-count <t-table or 0.09 <2,000 and there is no consistent difference in increasing the ability of creativity after applying the IDEAL Problem Solving model.

This study aims to determine the creative thinking ability of junior high school students in solving open ended problems in terms of students' different personality types. This type of research is descriptive qualitative with instruments in the form of Hippocrates - Galenus personality type questionnaire and written test of creative thinking ability on pythagorean theorem material. The subjects of this study consisted of 31 students of class VIII A of Walisongo 1 Semarang Junior High School. The results of this study showed that (1) the results of filling out the personality type questionnaire from 31 respondents obtained 29% of students with sanguinis personality type, 19% of students with choleric personality type, 23% of students with melancholic personality type and 29% of students with phlegmatic personality type. (2) subjects with melancholic personality type have high creative thinking ability, subjects with sanguinis and choleric personality type have moderate creative thinking ability, while subjects with phlegmatic personality type have low creative thinking ability. This study also shows that each student with a different personality type can affect the creative thinking ability of each student.

This study aims to explain how the effectiveness of problem based learning with scaffolding on creative thinking abilities of senior high school students in terms of gender on the subject of Static Fluid. This type of research is quasi experimental using nonequivalent control group design. There are two classes in this study, namely the control class just with problem based learning and experimental class using problem based learning with scaffolding. The test instrument used was essay question. Conclusions are drawn based on results of data processing and analysis using T-test and two-way anova with SPSS 24.0. Based on the results of analysis and discussion, in this study the following conclusions were obtained: (1) Students creative thinking ability a taught using problem based learning with scaffolding were better than students' creative thinking ability taught using only problem based learning; (2) There are not differences in students' creative thinking abilities in terms of gender; (3) There is no an interaction between problem based learning with scaffolding with gender on students' creative thinking abilities. (4) Using problem based learning with scaffolding of students' creative thinking abilities in physics is more effective with an effect size value of 0.645 with a medium category.

The main problem in this study is the lack of mathematical creative thinking abilities of elementary school students in Cimahi, Indonesia. This lack of mathematical creative thinking abilities is caused by an incorrect learning process. The teacher does not direct students to think creatively. In fact students still depend a lot on what is explained by the teacher in the class. The learning process with problem-based learning that is aided by hawgent dynamic mathematic software can direct students to think creatively. The population in this study were all elementary school students in Cimahi city. The samples were the students of elementary school Cimahi class 3A and 3B. The instrument in this study is descriptive test of students creative thinking abilities. This instrument was used to obtain data about students' creative thinking abilities with problem-based learning approach using hawgent dynamic mathematic software and by conventional learning. The data processed in this study was from the post-test score. These scores from both of the experimental class group and the control class group. Then, the data was processed by using SPSS 19.0 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of creative thinking abilities of students whose learning problem-based approach using hawgent dynamic mathematic software.

The mathematical creative thinking ability in this study is the ability to think which involves elements of fluency, flexibility, originality, or elaboration, in the process of solving mathematical problems. This study aims at determining the mathematical creative thinking ability of junior high school students in solving the problem of the plane figure. To do so, first, 28 students in the 7th grade (12-13- years-old) from a junior high school in Indonesia were given four plane figure problems. The problems were developed based on indicators of creative thinking ability. Then, three of the students were selected based on the prior mathematical ability to represent the creative thinking ability of all students. The interviews were conducted to confirm the students’ answers. Finally, the results of student answers were analyzed based on indicators of creative thinking ability. The results of the study show that overall students were able to make new problems from the information presented, although the solution they wrote has not been systematically structured. In this case, the most visible students’ creative thinking element is flexibility.