Stages Of Cognitive Development Research Articles

Penanaman Pendidikan Tauhid di Taman Kanak-kanak Zahrawain Surakarta, Analisis Ontologi dan Epistimologi Filsafat Islam

Tauhid education for early childhood is crucial in shaping their belief in God, especially during their formative years. At Tahfidz Zahrawain Kindergarten, Tauhid education is implemented not only through theoretical teaching but also by integrating Tauhid values into daily activities that shape children's lives. This approach combines two aspects of Islamic philosophy: ontology, which teaches about God's existence, and epistemology, which guides children in acquiring knowledge about God through sensory experience and divine revelation. However, teaching the abstract concept of Tauhid to children who are still in a stage of simple cognitive development presents a challenge. Therefore, creative methods that align with children's psychological development are essential, such as learning supplications (du'a), practicing prayer (sholat), and memorizing the Qur'an. These methods help deepen their understanding of Tauhid holistically.

PROMOTING ALGORITHMIC THINKING THROUGH UNPLUGGED PRIMARY SCIENCE ACTIVITY IN RURAL SCHOOLS

Algorithmic thinking, a method for solving problems through a step-by-step process that leads to a solution, is an essential component of computational thinking. Combining computational thinking and artificial intelligence (AI) in rural areas through unplugged activities provides an innovative approach to enhance science inquiry education. This article proposed the integration of algorithmic thinking and artificial intelligence (AI) within rural primary science education through hands-on, unplugged activities. Recognizing the challenges posed by limited digital access in these areas, the study introduces a model that encourages young learners to participate in STEM inquiries using practical, algorithm-oriented tasks that require little to no technology. This method promotes critical thinking, problem-solving skills, and scientific exploration by aligning with Piaget’s stages of cognitive development, allowing students to interact with materials and engage in practical scenarios. Furthermore, the research emphasizes how algorithmic thinking enhances logical reasoning and STEM literacy. By incorporating interactive games such as “Algorithm Walk” and “Science Sorting Relay,” the proposed model offers a contextually relevant and cost-effective approach to integrating computational thinking and fundamental AI concepts into primary education, effectively preparing students for future careers in science and technology. This would help in developing more customized, effective educational strategies and policies aimed at truly elevating meaningful educational experiences.

THE ROLE OF INNOVATIVE METHODS IN DEVELOPING COMBINATIONAL ABILITIES IN PRESCHOOL-AGED CHILDREN

Early childhood education plays a pivotal role in shaping the cognitive and social foundations of preschool-aged children. This article explores the significance of developing combinational abilities—such as pattern recognition, problem-solving, and creative thinking—in young learners and examines the impact of innovative teaching methods on fostering these essential skills. Drawing upon established theoretical frameworks, including Piaget’s stages of cognitive development and Vygotsky’s social development theory, the literature review highlights the advantages of contemporary educational approaches over traditional, teacher-centered paradigms. Specifically, methods such as the Montessori and Reggio Emilia approaches, project-based learning, technology-enhanced learning, and gamification are analyzed for their effectiveness in promoting active engagement, critical thinking, and creativity. The study identifies key benefits of these innovative methods, including enhanced cognitive flexibility, improved social competence, and greater alignment with modern educational standards and diverse child needs.

Noninvasive brain–computer interfaces for children with neurodevelopmental disorders: Attention deficit hyperactivity disorder and autism spectrum disorder

Background:Brain–computer interface (BCI)-mediated neurofeedback training (BCI-NFT) has emerged as a highly promising treatment in the field of neurorehabilitation. Many previous studies have demonstrated the efficacy of BCI techniques in clinical rehabilitation, but children are largely neglected in BCI research. Purpose:This systematic review aimed to synthesize existing studies from technical and clinical application perspectives to identify the current state of research on noninvasive brain–computer interface (NBCI) technology in children with two major neurodevelopmental disorders, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). Methods:Five relevant electronic databases were searched (PubMed, Web of Science, the Cochrane Library, Embase, and the Cumulative Index of Nursing and Allied Health Literature). The publication dates ranged from the inception of each database to June 2024. Randomized controlled trials (RCTs) investigating the use of NBCI technology in children with ASD or ADHD were included. Manual searches of the clinical trial registry platforms and the reference lists of reviews related to the study topic were also conducted. Two independent reviewers performed the literature screening, data extraction, and risk of bias assessment. Results:A total of 24 RCTs involving 1998 children with ASD or ADHD were included in this systematic review. With respect to input brain signals, functional magnetic resonance imaging (fMRI) (4.2%), electroencephalography (EEG) combined with fMRI (4.2%), and EEG combined with galvanic skin response (GSR) sensors (4.2%) were utilized in one study each. Seven studies employed EEG combined with electrooculogram (EOG) (29.1%), and the remaining fourteen studies used EEG alone (58.3%). Compared with those of the controls, significant improvements in both behavioral aspects and brain activity in patients were observed in eleven studies (45.8%). NBCI technology has a positive effect on both the behavioral and brain activity levels of children with ASD or ADHD, while it still faces challenges in the paediatric population, particularly in terms of signal processing and the unique cognitive and physiological developmental stages of children, which may complicate the application of these technologies in this population. Conclusion:It demonstrated that there has a high potential for NBCI application in the field of neurodevelopmental disorders. Future research should focus on developing advanced machine learning algorithms to improve neural signal decoding capabilities and on creating child-appropriate application paradigms to explore the long-term efficacy of these algorithms.

The relationship between peer social support and self-regulated learning in Samarinda Ulu state junior high school students

Purpose: At the age of 2-7 years, based on Piaget's theory, children are in the pre-operational stage. At this stage, children have the ability to understand mathematical concepts concretely through sensory and interactive experiences. Strategies are needed to improve the children's cognitive abilities. This research aims to provide an overview of early childhood cognitive development at the pre-operational stage in the introduction of geometric shapes. Method: Researchers used a descriptive qualitative approach to interpret and explain patterns of behavior of children who are in the pre-operational stage. Data collection techniques included structured interviews and observations with checklists based on Jean Piaget’s cognitive theory. Respondents in this study were selected using a purposive sampling technique. The respondents consisted of five children aged 6-7 years from the Islamic Kindergarten 'Aqila who were not familiar with geometric shapes. Result: The results of this study indicate that children who are the subjects of the study exhibit behavior patterns consistent with Piaget's theory in the pre-operational stage, Children are able to recognize shapes through interactive learning experiences. Conclusion: Based on the results, it is necessary for parents and teachers to pay attention to the child's cognitive development stage when teaching geometric concepts.

The Application and Challenges of ChatGPT in Preschool Education

At present, the application of ChatGPT in education has been widely discussed. However, further research and discussion are needed on how to better integrate artificial intelligence in preschool education for young children aged 3-7 years. This paper analyzes the existing research on the application of AI in young children and concludes that the benefits of AI in preschool education can not only help improve and enrich curriculum design but also contribute to the development of artificial intelligence education. However, there are several challenges associated with AI in preschool children. First, artificial intelligence has limitations in children's language understanding. Second, children's emotional needs may not be satisfied. Last, there are doubts about the rationality of the suggestions made for young children. Based on the Pre-operational Stage of Piaget's children's cognitive development, this paper provides the following insights for the integration of ChatGPT and preschool education. One of the future works for ChatGPT is to combine the multimode to understand children's language. Another approach is to be used as a virtual partner to develop young learners' interpersonal communication and emotional management through scene simulation. Additionally, ChatGPT should provide simple and specific suggestions, according to the cognitive development characteristics of young learners.

EXAMINING ETHICAL REASONING AMONG MILLENNIAL SUPERVISORS IN MALAYSIA: A PRELIMINARY STUDY

Nowadays, millennials face unethical workplace behaviour, yet research indicates their actions are no different from older generations, suggesting millennials tend to perform wrongdoings as if they are not equipped with ethical conduct. Hence, a pilot study was carried out as a pre-test for a primary study on millennials’ ethical reasoning. The study employs cognitive moral development theory to investigate the application of ethical reasoning to millennials' ethical behaviour. Descriptive analysis and a short version of Rest’s Defining Issues Test (DIT) were applied to examine millennials' ethical reasoning level, i.e., supervisors, for their ethical behaviour. Generally, the ethical reasoning of Malaysian supervisors is in the “middle third” category following Kohlberg’s cognitive moral development stages. Implications for theory and practice of findings are discussed.

Integrating Multiple Theories: A Holistic Approach to Knowledge Acquisition for Senior Citizen Teachers

The article explores key theories such as Piaget's Cognitive Development, Vygotsky's Sociocultural Theory, Bruner's Constructivist Theory, Information Processing Theory, Social Cognitive Theory, Schema Theory, Experiential Learning Theory and Connectivism. Each theory's core concepts are analysed in the context of senior citizen teachers, highlighting their unique contributions to knowledge acquisition. The value of integrating multiple theories is discussed aiming to develop comprehensive framework. This integration explores the diverse learning needs of senior citizen teachers emphasizing social and cultural contexts, cognitive development stages, active learning strategies and technology integration. Through holistic approach, senior citizen teachers can enhance their teaching practices, boost student engagement and promote lifelong learning. Practical strategies for incorporating these theories include collaborative learning activities, experiential projects, reflective practices and digital resource utilization. Ultimately, the article advocates for a broad understanding of knowledge acquisition theories and their application in senior citizen education. By embracing this approach, senior citizen teachers can create enriching learning environments fostering personal and professional growth.

Integrating Multiple Theories: A Holistic Approach to Knowledge Acquisition for Senior Citizen Teachers

The article explores key theories such as Piaget's Cognitive Development, Vygotsky's Sociocultural Theory, Bruner's Constructivist Theory, Information Processing Theory, Social Cognitive Theory, Schema Theory, Experiential Learning Theory and Connectivism. Each theory's core concepts are analysed in the context of senior citizen teachers, highlighting their unique contributions to knowledge acquisition. The value of integrating multiple theories is discussed aiming to develop comprehensive framework. This integration explores the diverse learning needs of senior citizen teachers emphasizing social and cultural contexts, cognitive development stages, active learning strategies and technology integration. Through holistic approach, senior citizen teachers can enhance their teaching practices, boost student engagement and promote lifelong learning. Practical strategies for incorporating these theories include collaborative learning activities, experiential projects, reflective practices and digital resource utilization. Ultimately, the article advocates for a broad understanding of knowledge acquisition theories and their application in senior citizen education. By embracing this approach, senior citizen teachers can create enriching learning environments fostering personal and professional growth.

Speech Recognition and Spatial Hearing in Young Adults With Down Syndrome: Relationships With Hearing Thresholds and Auditory Working Memory.

Individuals with Down syndrome (DS) have a higher incidence of hearing loss (HL) compared with their peers without developmental disabilities. Little is known about the associations between HL and functional hearing for individuals with DS. This study investigated two aspects of auditory functions, "what" (understanding the content of sound) and "where" (localizing the source of sound), in young adults with DS. Speech reception thresholds in quiet and in the presence of interferers provided insight into speech recognition, that is, the "what" aspect of auditory maturation. Insights into "where" aspect of auditory maturation were gained from evaluating speech reception thresholds in colocated versus separated conditions (quantifying spatial release from masking) as well as right versus left discrimination and sound location identification. Auditory functions in the "where" domain develop during earlier stages of cognitive development in contrast with the later developing "what" functions. We hypothesized that young adults with DS would exhibit stronger "where" than "what" auditory functioning, albeit with the potential impact of HL. Considering the importance of auditory working memory and receptive vocabulary for speech recognition, we hypothesized that better speech recognition in young adults with DS, in quiet and with speech interferers, would be associated with better auditory working memory ability and receptive vocabulary. Nineteen young adults with DS (aged 19 to 24 years) participated in the study and completed assessments on pure-tone audiometry, right versus left discrimination, sound location identification, and speech recognition in quiet and with speech interferers that were colocated or spatially separated. Results were compared with published data from children and adults without DS and HL, tested using similar protocols and stimuli. Digit Span tests assessed auditory working memory. Receptive vocabulary was examined using the Peabody Picture Vocabulary Test Fifth Edition. Seven participants (37%) had HL in at least 1 ear; 4 individuals had mild HL, and 3 had moderate HL or worse. Participants with mild or no HL had ≥75% correct at 5° separation on the discrimination task and sound localization root mean square errors (mean ± SD: 8.73° ± 2.63°) within the range of adults in the comparison group. Speech reception thresholds in young adults with DS were higher than all comparison groups. However, spatial release from masking did not differ between young adults with DS and comparison groups. Better (lower) speech reception thresholds were associated with better hearing and better auditory working memory ability. Receptive vocabulary did not predict speech recognition. In the absence of HL, young adults with DS exhibited higher accuracy during spatial hearing tasks as compared with speech recognition tasks. Thus, auditory processes associated with the "where" pathways appear to be a relative strength than those associated with "what" pathways in young adults with DS. Further, both HL and auditory working memory impairments contributed to difficulties in speech recognition in the presence of speech interferers. Future larger-sized samples are needed to replicate and extend our findings.

A CRITICAL REVIEW OF CHILDREN'S PAINTINGS FROM A VISUAL ANALYSIS PERSPECTIVE

This study explores the qualitative and stylistic differences in paintings created by preschool-aged children aged 5 and 6 years, aiming to understand how developmental factors influence their artistic expression. Painting, as a universal medium for artistic expression, captures emotions, ideas, and moments through colors and textures, particularly evident in children's uninhibited creativity and spontaneity. Variations in children's painting abilities based on age reflect differing stages of motor and cognitive development, highlighting the need to comprehend these differences for effective early childhood art education. Employing observational methods and visual analysis, this research examines artworks from 13 preschool students at Holistik Preschool in Sarawak, Malaysia, analyzing artistic elements such as lines, shapes, colors, and composition. Findings reveal that 5-year-old children often depict simpler shapes, vibrant colors, and direct representations of objects, indicative of developing motor skills and cognitive abilities. In contrast, 6-year-olds exhibit more refined motor skills and cognitive development, creating artworks with intricate details, complex compositions, and sophisticated use of color and shading. These developmental milestones underscore the importance of nurturing creativity through enriched artistic environments and diverse stimuli in early childhood education. Recommendations emphasize integrating art into interdisciplinary learning to foster lifelong engagement with the arts from an early age, supporting holistic cognitive and emotional growth in children.

Semantic reading deficits in young adults: lack of conceptual thinking

The paper describes the results of a series of qualitative studies on comprehension of metaphoric meanings of verbal texts by young healthy adults. Using stimuli of various genres (fables, jokes, short story, science education text) we showed that despite high IQ and education levels the majority of participants failed to reconstruct meanings of the texts. Namely, they struggled with: 1) formulating core ideas of the text; 2) differentiating important semantic features of the text from unimportant ones; 3) rewording the core ideas of the text with no distortion of their meanings; 4) building up the text’s cognitive representation; 5) putting together the information explicitly described in the text and use it to deduce new knowledge; 6) reading traditional cultural codes; 7) providing metacognitive control under their own subjective projections. All these difficulties indicate pre-conceptual stage of cognitive development and might be overcome through developing of conceptual thinking skills. We also discuss educational practices that supposedly contribute to the abovementioned difficulties: lack of semantic reading training in primary school, non-systematised presentation of information and prevalence of visual forms of communication, and early digitalization of education leading to the increase of cognitive load while reading.

Ukuqonda kothisha mayelana nokufundiswa kwekhono lokufunda ngokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu emabangeni aphezulu

This study explores teachers’ understanding of teaching critical reading and reading comprehension using isiZulu literary texts in FET phase. The study adopted interpritivist worldview and employed qualitative research methods to generate data. Semi-structured interviews, lesson observations and document anaysis were used to generate data from selected teachers. Purposive sampling was used to select teacher participants who are teachig isiZulu Home Language literary texts in the FET phase. This study used inductive approach to analyse data and it is supported by two theories; Piagets’ cognitive theory and Vygotskys’ social contsructivsm theory. Piaget (1983) emphasises cognitive developmental stages that learners undergo when reading lterary texts and learning language skills. On the other hand, Vygotsky (1978) puts emphasis on the role that social and cultural aspects play in understanding the world during learning. Vygotsky highlights the role of the knowledgable person (teacher, parents or peers) to facilitate learning experience during learning. Findings shows that teachers are using traditiona method of teaching literary texts. Traditional method focuses only on the structure and acquisition of textual information. Traditional method does not develop critical reading and comprehension because literary text is viewed as a complete and factual piece. Traditional method does not afford learners opportunities to create new meanings and interrogate authors perspectives. IQOQA Lolu cwaningo luphenya ngokuqonda kothisha mayelana nokufundiswa kwekhono lokufunda ngokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu emabangeni asesigabeni sokuFunda okuQhubekayo nokuQeqesha. Ngokusebenzisa indlelakubuka yomhumusho kanye nezindlela zobunjalo botho, lolu cwaningo lukhiqize ulwazi ngezindlela zezinhlololwazi ezisakuhleleka, ukubukela othisha befundisa kanye nokuhlaziywa kwamadokhyumenti. Kulolu cwaningo kwalandelwa indlela yokuqoka ngenhloso othisha abafundisa imibhalo yesiZulu ulimi lwaseKhaya. Kwasetshenziswa isu lokuholela kokuthile; nohlaka lwemicabango kaPiaget (1983) kanye nekaVygotsky (1978) njengezinsizakuhlaziya okutholakele ocwaningweni. Injulalwazi kaPiaget (1983) ibalula ubumqoka bokuthuthukiswa kwengqondo yomfundi ukukwazi ukucabanga okufundwayo. Kanti-ke, injulalwazi kaVygotsky imayelana neqhaza lenhlalo kanye namasiko ekufundeni imibhalo. Indlela yokuhlaziya okutholakele ngezindikimba (thematic analysis) iye yaholela ekutheni kuhlaluke ukuthi othisha basasebenzisa indlela yendabuko yokufundisa ukuhluza isakhiwo kanye nohlaka kombhalo, nokwenza bangagxili ekuthuthukiseni amakhono elokuhlolisisa kanye nokuqondisisa imibhalo yesiZulu. Le ndlela yokuhluza imibhalo igxilisa ukuthola ulwazi lombhalo kanye nezimpawu ezisobala.

Development of Magnet Board as Learning Media in Class IV Elementary School: Literature Study

The development of concrete-based media in the form of magnetic boards according to the cognitive development stage of grade IV elementary school students needs to be done using a development model that must be understood by the teacher. This study aims to see how the magnetic board media is developed as a learning media for grade IV elementary school and see how feasibility based on the results of expert validation. The research method carried out in this study is a literature review which is included in the qualitative method, where in this study a review of articles sourced from Google Scholar with the help of the Publish or Perish (PoP) machine is carried out by entering the keywords “Magnetic board media development” on the keyword menu for the range of 2019 to 2024 and with a limit of 100 articles to go through the selection stage. Up to 9 articles were collected in accordance with the research focus and predetermined criteria. The results showed that the magnetic board media was developed with three development models Borg and Gall (45%), ADDIE (Analysis, Design, Development, Implementation, Evaluation) (45%), and DDDD (Define, Design, Develop, Disseminate) (10%). All articles reviewed informed that the developed magnetic board media is feasible to be used to support learning in grade IV elementary school. Keywords: Media development, media validity, media expert

Perkembangan Kognitif Pada Anak Sekolah Dasar

Cognitive development is an important aspect of children's growth, playing a crucial role in their ability to learn, think and solve problems. Children at elementary school age, who are approximately 6 to 12 years old, experience significant progress in their cognitive development. At this stage, they begin to develop abstract thinking skills, expand their vocabulary, and hone their problem-solving abilities. The literature review research methodology is a research approach that aims to investigate and synthesize relevant literature related to a particular topic. In this methodology, researchers collect, evaluate, and reconstruct information from various literary sources such as scientific journals, books, research reports, and other scientific articles. The primary goal of literature review research is to present a comprehensive understanding of an existing research topic, identify knowledge gaps, and provide a framework for further research. This theory covers the stages of children's cognitive development, including the concrete operations stage which often occurs in elementary school age children. The important role of teachers and a supportive learning environment in elementary schools is crucial in optimizing children's cognitive development. Apart from that, support from parents also plays an important role in providing appropriate stimulus and providing opportunities for children to explore their interests and talents.

Media education in Waldorf/Steiner schools

This article explores the distinctive approach to media education in Steiner/Waldorf Schools, focusing on delayed introduction of electronic media. Addressing a research gap, the article highlights the unique developmental phases guiding media pedagogy, combining direct and indirect media education and the so called “media maturity tower.” A central focus is the alignment of media pedagogy with the cognitive developmental stages of students. There are three distinct phases addressed in connection with different topics within the school curriculum. These phases underscore the educational commitment to age-appropriate media engagement and enable a comparison between the rather critical stance taken by Steiner/Waldorf Schools and the current trends regarding the use of media in education. The article highlights the need for further research on the long-term impact of the developmental approach here described on students’ media interactions in adulthood.

College health centers: An update on medical issues

College health centers are an important source of health care for large numbers of young adults throughout the country. With 16.9 million students enrolled in 2023 in post-secondary institutions in the United States, the potential impact that health centers at these institutions have is significant. Late adolescence and early adulthood is a particularly vulnerable stage of both cognitive and psychosocial development, and college health centers that provide comprehensive medical and mental-health care play an important role in providing comprehensive care for this age group. As we move into a post-pandemic era, colleges and universities across the country continue to navigate all the changes that have been brought about by the COVID-19 pandemic. It is perhaps now more important than ever to review and assess the clinical care college health centers provide, who they provide this care to, and identify opportunities for improvement and where there may be need for change.

Проявления речевых компетенций у русскоязычных жителей-монолингвов Республики Тыва в условиях естественного тувинско-русского билингвизма

This article features monolingualism in the Tuvan-Russian bilingual community. Language acquisition, especially when it is the second language, follows psychological rather than linguistic patterns, e.g., assimilation and imitation. In this research, we made an attempt to study the individual psychological features of speech as a higher mental function. Our respondents positioned themselves as monolinguals and denied that they had an opportunity to practice their second language. The research objective was to identify and record some linguistic competencies in the Tuvan language in Russian monolinguals, as well as to conduct a qualitative analysis of their language skills. We used such diagnostic methods as clinical interview, observation, and questionnaires to obtain data on some linguistic competencies in the second non-native language spoken by monolinguals. While profiling a typical linguistic personality, we recorded some linguistic competencies in the second language that the respondents were not aware of. In the linguistic environment of the Tyva Republic, monolingualism is possible only at the early stages of cognitive development. In ontogenesis, it transforms into psychological bilingualism, and then into multilingualism. The Russian-speaking monolinguals of the Tuva Republic develop their speech competencies in a natural bilingual environment. As a result of the natural bilingual environment, Russian-speaking monolinguals develop unconscious speech competencies that actually make them bilinguals.

Personality Traits, Preoperational Thinking, and Mental Health

It has been suggested by various cognitive behaviour theorists that the perceptual and cognitive characteristics of the preoperational cognitive stage, defined by Piaget as the second stage of cognitive development, manifest themselves in chronic depression and various personality disorders. Although individuals have a formal level of functioning in their work life, they may experience regression to the preoperational domain due to an event in the interpersonal domain. In this study, the relationships between preoperational thinking and psychiatric symptoms (depression and anxiety) and personality traits were analysed. The sample consisted of 61 patients and 102 healthy individuals (104 women, 55 men). Sociodemographic form, Personality Belief Questionnaire-Short Form (PBQ-SF), The Luebeck Preoperational Thinking Recording Scale (LQPT) and Patient Health Questionnaire -9 (PHQ-9) were applied to the participants. The study results revealed a diverse predictive role of LQPT scores across different personality traits. LQPT is highly predictive for traits like Histrionic and Dependent, moderately predictive for Borderline, Obsessive-Compulsive, and Antisocial, less predictive for Paranoid, Passive-Aggressive, and Narcissistic, and not predictive for schizoid personality traits. The results of this study also showed a significant relationship between an increase in general psychiatric symptoms (depression and anxiety) and an increase in preoperational thinking levels. It was also found that preoperational thinking was significantly higher in patients with psychiatric disorders (GAD, OCD, depression, panic disorder). These findings support the results of previous research that provide a new interpretation of Piaget's work on the preoperational stage in the context of personality and psychiatric symptoms in adults.

Analysis of Students' Creative Thinking Levels in Rhythmic Gymnastics Learning

This study aims to look at the creative thinking level of Sentolo 4 Middle School students, Kulonprogo Yogyakarta, in rhythmic gymnastics learning where the characteristics of the class students should be included in the operational cognitive development stage of the format. At this stage, children or students can handle hypothetical situations and their thinking processes are no longer dependent on things that are real and have logical reasoning, which can generate ideas. Also able to think logically, think with formal theoretical thinking based on propositions, and be able to conclude. The sample in this study was 58 students of class VII and VIII (30 students of class VII and 28 students of class VIII) at SMP 4 Sentolo, Kulonprogo Yogyakarta. The instrument used was in the form of essay questions which were distributed to the samples with a total of 22 questions consisting of 10 fluency thinking or problem solving questions, and 12 flexible thinking questions. The results obtained are that students who are in the Very Creative, Creative, and Quite Creative categories can only be drawn into conclusions, namely in class VII there are 24 students (80%), and in-class VIII there are 21 students (85, 71%), it can be said that these students have fulfilled the indicators of flexible thinking and fluency thinking in other words as a whole in the Creative category.