Creative Problem Solving Learning Model Research Articles

Application of Multirepresentation-Based Creative Problem-Solving Learning Models to Improve Critical and Creative Thinking Skills for Students

The 21st-century competencies students need to have include creative thinking skills, critical thinking skills, literacy, and numeracy. These competencies can be developed in the learning process in class explicitly. This research aims to analyze the effectiveness of the Multirepresentation Based Creative Problem-Solving (MBCPS) learning model in improving students’ critical and creative thinking skills. The MBCPS Model Syntax consists of four stages: 1) problem identification, 2) finding ideas, 3) evaluating ideas with multiple representations (verbal, visual, and mathematical), and 4) validating solutions. The MBCPS model was applied to the experimental group and the Problem-Solving (PS) learning model in the comparison group on four study programs, natural science education. culinary education, public health science, and nutrition science with material on the science of nutrition. The difference between before and after learning was tested by Mann-Whitney, and N-gain tested the effectiveness. The results showed that before learning, there was no difference in critical and creative thinking skills, with a p-value > 0.05 between the experimental group and the comparison group. After learning, there was a very significant difference (p < 0.05). Learning the MBCPS model can improve critical thinking skills with an N-gain of 0.72 (high category) and creative thinking skills with an N-gain of 0.67 (medium category). The MBCPS learning model can be implemented on a broader scale according to the characteristics of complex course material to develop models in the field of education.

The influence of the creative problem solving (CPS) model on increasing the mathematics procedural ability of class VII students on whole numbers

Specifically, this research aims; (1) to describe the difference in increasing students' mathematical procedural abilities between those using the Creative Problem Solving learning model and the direct learning model on integer material; (2) to describe the influence of the Creative Problem Solving on students' mathematical procedural abilities on integer material; (3) to describe students' high motivation to learn through the Creative Problem Solving on integer material; (4) This type of research is Quasi-Experimental Design with research design The Noneequivalent Posttest Only Control Group Design. The population in this study was all class VII SMP Negeri 17 Singkawang which consisted of two classes totaling 40 students. Samples were taken by the saturated sampling technique. The sample consists of two classes, namely class VIIA as the control class and class VIIB as the experimental class. Based on the analysis results, it is concluded that; (1) there is a difference in improvement between the experimental class and the control class. The T-Two Independent Samples test evidences this, it is found that there are differences in the mathematical improvement of the experimental class students and the control class students; (2) the influence of the CPS model on students' mathematical procedural abilities. This is evidenced by the Effect Size, the value of Effect Size is 6.0 which is in the significant criteria; (3) students' learning motivation taught by the Creative Problem Solving high. This is evidenced by the average student motivation of 3.41 which is in the high criteria category.

Enhancement of Creative Thinking Skill Using Creative Problem Solving Learning Model

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills

PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA DENGAN MENGGUNAKAN MODEL CREATIVE PROBLEM SOLVING (CPS)

This research aims to improve the critical thinking skills of class IV MI Baitul Haq Bumi Mulya students in the 2022/2023 academic year, which consists of 15 students. This research method is Classroom Action Research (PTK) which is carried out in two learning cycles. Each cycle consists of two meetings and four learning stages, namely: planning, implementing, observing, and reflecting. When the research was carried out in May 2023. Data collection techniques were in the form of documentation, observation and tests. The results of the critical thinking skills of grade IV MI Baitul Haq Bumi Mulya students in the pre-action average value of 72.53 with a proportion of learning completeness of 40%. At the meeting of cycle 1 the average value was 49.33 with a proportion of learning completeness of 40% and in cycle 1 of meeting II there was an increase with an average value of 63.86 with a proportion of learning completeness of 53%. At the cycle 2 meeting there was also an increase with an average score of 80.06 with a proportion of learning completeness of 67%, and at the cycle 2 meeting there was an increase again with an average score of 82.13 with a proportion of learning completeness of 87%. Thus it can be concluded that the application of the Creative Problem Solving (CPS) learning model can improve the critical thinking skills of class IV MI Baitul Haq Bumi Mulya students. 

APPLICATION OF THE CREATIVE PROBLEM-SOLVING LEARNING MODEL TOWARDS STUDENTS' MATHEMATICS REPRESENTATION ABILITY

This research aims to find out what the learning process is like using the Problem based learning model. Hypothesis testing using the t test shows that there is a significant difference, namely significant (2-tailed) 0.004 < 0.05 so it can be concluded that H0 is rejected and H1 is accepted. This means that there is an average difference in students' mathematical representation abilities between the experimental class and the control class. Thus, the results of this hypothesis test show that there is an influence of the Creative Problem-Solving learning model on students' mathematical representation abilities

PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING PADA MATA PELAJARAN MATEMATIKA MATERI PENJUMLAHAN BERSUSUN UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS 1 SDI ASH-SHIDDIQ BUDURAN SIDOARJO

From the observations, it was found that problems in the learning process that grade 1 students of SDI Ash-Shiddiq Buduran Sidoarjo had difficulty in receiving subject matter, especially in mathematics subjects, stacked addition material so that it affected student learning outcomes. With these problems, researchers try to apply creative problem solving  learning models. With the hope, this research can improve the activities and learning outcomes of students.  The research method used in this study is class action research which is carried out in two cycles. The results showed that applying  the creative problem solving  learning model can improve student learning outcomes. This is evidenced by observation data on teacher and student activities and student learning outcomes. Teacher activity in the first cycle obtained a percentage of 70.5%, which means that it has not reached the specified success indicator of ≥76%. In cycle II it has obtained a percentage of 100%. While the activity of students in cycle I obtained a percentage of 50% while in cycle II has achieved success indicators, namely obtaining 100%. The learning outcomes of students in the first cycle obtained 67%, which means that they have not reached the set learning outcomes completeness indicator of ≥80%. While in cycle II the learning outcomes of students have increased, obtaining a percentage of 92%. Thus, it can be concluded that the application of the creative problem solving  learning model can improve student learning outcomes in mathematics learning of grade 1 stacked addition material SDI Ash-Shiddiq Buduran, Sidoarjo.

Effect of Creative Problem Solving Models with Ethnoscience on Students’ Problem Solving Ability and Scientific Attitudes

This research aims to analyze whether there are significant differences in problem-solving abilities and scientific attitudes between students who use the ethnoscience-based creative problem-solving learning model and students who use the Discovery learning model on colloidal materials. This research was conducted at SMA N 6 Yogyakarta and SMA N 11 Yogyakarta using a quasi-experimental method with data analysis techniques using MANOVA. Data collection techniques in this research are observation, interviews, questionnaires, and tests. The results showed that there were significant differences in problem-solving abilities and scientific attitudes between experimental class and control class students, with a significance of 0.00 < 0.05 and an effective contribution of 13.6% in the moderate category. Therefore, it can be concluded that the use of a creative problem-solving learning model based on ethnoscience has a significant influence on improving students' chemical problem-solving abilities and scientific attitudes towards colloidal materials.

Problem-Based Learning Model: Its Effectiveness in Improving Creative Thinking Skills of Students with Different Academic Abilities

This study aims to: 1) Test the effectiveness of using simple and complex problem-based learning models in improving students' creative thinking abilities; 2) Test the effectiveness of simple and complex problem-based learning models in improving students' creative thinking skills based on different academic abilities. This research is quasi-experimental with a pretest-posttest nonequivalent control group design involved 96 students grade VII taken by cluster random sampling included a control class with a simple problem-solving model (PSS), experimental class 1 using the Creative Problem Solving (CPS) learning model, and experimental class 2 using the IDEAL-Problem solving (IPS) learning model. The hypothesis test using N-Gain Score and ANCOVA. The results showed: 1) problem-based learning models are generally effective in improving students' creative thinking abilities. PSS learning model (N-Gain 46%, less effective); IPS learning model (N-Gain 60% is quite effective; CPS learning model (N-Gain 71% effective). The order of effectiveness of the three learning models is CPS, IPS, PSS.; 2) Problem-based learning models are generally effective in improving students’ creative thinking abilities with different academic abilities. The percentage of effectiveness of the three models is the PSS is ineffective (20.13%) or less effective (34.38%); IPS is quite effective (62.50%); CPS is effective (43.75%). Based on the study's results, it can be concluded that 1) Problem-based learning models (PSS, CPS, IPS) can improve students' creative thinking skills. 2) The CPS is most effective in improving students' creative thinking skills.

The Impact of the Creative Problem-Solving (CPS) Learning Model on the Mathematical Reasoning Skills of 8th-grade Junior High School Students Studying Systems of Linear Equations with Two Variables

The goal of this research is to examine the effect of the Creative Problem Solving (CPS) Learning Model on Students’ Mathematical Reasoning Abilities in the Topic of Systems of Linear equations with Two Variables for 8th-grade students in a Public Junior High School I Jabung of Malang. This study used an Experimental Design. The research subjects consist of 60 students from two groups. The sampling technique used is Random Cluster Sampling. The research instrument used is a test. The data analysis techniques include descriptive statistics, inferential statistics, and SPSS. The results of this study indicate a significant effect of the creative problem-solving Learning model on students’ mathematical reasoning abilities. This is evident from the average score in the experimental group, which is 72.600, and the average score in the control group, which is 2.200. Based on the results of the inferential statistical analysis, the post-test value obtained is t-value = 0.694, which is greater than the t-table value of 0.58. Therefore, the null hypothesis (H0) is injected, and the alternative hypothesis (H1) is accepted. This means that the Creative Problem-Solving learning model significantly affects students’ mathematical reasoning.

Effects of multirepresentation-based creative problem-solving learning model on students critical thinking and diet nutritional quality

Effects of multirepresentation-based creative problem-solving learning model on students critical thinking and diet nutritional quality

The Effectiveness of Creative Problem Solving Through Concrete Media Towards Creative Thinking Skill of the Fourth Grade Students at SDN 1 Kaliombo

The process of learning mathematics only focuses on understanding students but have not been able to develop their creative way of thinking. Students do not have the opportunity to explore answers or ways that are different from what the teacher teaches, so students cannot be creative in finding answers. The application of the creative problem solving learning model and concrete media in the form of nets of cubes and blocks is one solution to this problem. The purpose of this research is to find out: the difference in the average value of creative thinking skills after using the creative problem solving model and concrete media for fourth-grade students at SDN 1 Kaliombo. The experimental approach used in this research is the Pre-Experimental Design model in the form of a Pretest-Posttest Group Design. This study used fourth-grade students at SDN 1 Kaliombo as subjects, taking samples using total sampling or census. The research data was obtained from a statistical analysis of the t-test in the form of a Paired Sample t-Test. This study shows that: there is a difference in the average value before and after using the creative problem solving model and concrete media with a significance of 0.000 <0.025. Therefore, the CPS model assisted by concrete media can be said to have an effect on students' creative thinking abilities.

Creative Problem-Solving Learning Model to Improve Student Activeness and Learning Outcomes in Entrepreneurship Creative Product Subject

To overcome this problem, a study was conducted using the Creative Problem Solving learning model to increase student activeness and understanding in learning. This study aims to determine whether or not there is an increase in student activity and learning outcomes.This type of research is Classroom Action Research which is conducted in two cycles. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The success indicators determined were the average score of the student's activeness level reaching ≥75% and the percentage of classical completeness of students in the class reaching ≥75%. The results showed that there was an increase in student activeness and learning outcomes, this is evident from the percentage of classical student completeness from the pre-cycle which was only 22% increased to 63% in cycle I and again increased in cycle II reached 88%, while the percentage of observation results The activeness of students in the first cycle reached 67% then increased in the second cycle to 83%. Based on the results of research and discussion, it can be concluded that there is an increase in student activeness and learning outcomes after the application of the Creative Problem Solving (CPS) learning model in the subject of computer assembly, basic competence in understanding the disassembly procedures of computers and presenting the results of assembling computers.

Development of an E-Book Based on STEM-Integrated Creative Problem Solving on Environmental Change Material to Improve Students’ Critical Thinking and Creative Thinking

Critical and creative thinking skills are very important in the 21st century. The creative problem-solving learning model and the STEM approach are suitable for training critical and creative thinking skills in learning. This study aims to: 1) analyze the need for an e-book based on creative problem solving integrated with STEM, hereinafter referred to as BOTIPOSTEM and 2) analyze the eligibility of BOTIPOSTEM. This type of research is research and development (R&D) using the ADDIE model. Research data were obtained through interviews, questionnaires, validation sheets, and readability sheets. The data were analyzed descriptively quantitatively and using Aiken's V. The results showed that: 1) the development of BOTIPOSTEM is in the very needed category based on the teacher's response; 2) BOTIPOSTEM obtained an average Aiken score of 0.96 by material experts and 0.92 by media experts, the percentage of readability obtained an average score of 96% by teachers and 93% by students. Data analysis shows that BOTIPOSTEM has a high level of validity and readability. Thus it can be concluded that BOTIPOSTEM is very much needed and eligible to used in learning to train students' critical and creative thinking skills at school.

Implementasi Model Pembelajaran Creative Problem Solving (CPS) Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

This research aims to determine the improvement of students' creative thinking ability through the implementation of the Creative Problem Solving (CPS) learning model in the Element 10 of Public Relations and Protocol Management for grade XI MPLB students at SMK N 1 Sukoharjo. This research is a classroom action research, conducted over two cycles. Each cycle is carried out in four stages: planning, implementation, observation, and reflection. The data sources were obtained from informants (teachers who taught Element 10 of Public Relations and Protocol Management and grade XI MPLB students at SMK N 1 Sukoharjo), documents (teaching modules, student worksheets, student attendance lists, student test scores on creative thinking ability, observations of creative thinking ability, and observations of the implementation of the CPS learning model). Data collection techniques were conducted through tests, observations, and documentation. The validity of the data was tested using expert judgment and triangulation techniques. Data analysis techniques used quantitative data analysis (comparative descriptive) and qualitative data analysis (data reduction, data presentation, and verification). The results showed that the average score of pre-cycle creative thinking ability test was 39,93% with a mastery level of 11,11% categorized as less creative. In the first cycle, the average score of the creative thinking ability test increased to 59.72% with a mastery level of 38.89% categorized as moderately creative, and in the second cycle, the average score of the creative thinking ability test increased to 70,14% with a mastery level of 80,56% categorized as creative. Therefore, it can be concluded that the CPS learning model can improve the creative thinking ability of grade XI MPLB 1 students at SMK N 1 Sukoharjo.

Implementation of Creative Problem Solving on Mathematical Creative Thinking Ability Viewed from Adversity Quotient

The ability to think creatively in learning mathematics is an ability that stimulates students to find various solutions or ideas for solving mathematical problems. This study will examine the literature using the Systematic Literature Review regarding how to implement the Creative Problem-Solving learning model on students' mathematical creative thinking abilities when viewed from the Adversity Quotient. The literature criteria used in this study are journal articles indexed by Sinta or Google Scholar using Publish or Perish with the year of publication 2014 - 2023. The purpose of this research is to describe various kinds of literature that are relevant to the implementation of the Creative Problem-Solving learning model on thinking skills. students' mathematical creativity when viewed from the Adversity Quotient. By doing this research, it can provide information related to the implementation of the Creative Problem-Solving learning model on students' mathematical creative thinking abilities when viewed from the Adversity Quotient.

PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS V DENGAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING

Learning outcomes at SDN 1 Woro class V still do not meet the minimum criteria. Judging from the average class after the test, there are 95% of students experiencing problems in solving problems. Thus resulting in students experiencing less than optimal thinking skills in the learning process. The purpose of this study is to use a Creative Problem Solving (CPS) learning model to improve the creative thinking ability of grade V SDN 1 Woro students. This quantitative research uses experimental methods. By consisting of class V students as many as 15 students as respondents. The tools used in collecting data are providing pretest and posttest questions. . Based on research that has been done, data were obtained that the creative thinking ability of grade V students increased after being given the influence of the Creative Problem Solving learning model, with an average of 77 which can be called effectively applied to mathematics subjects.

An Analysis of Students' Mathematical Adaptive Reasoning: The Impact of Creative Problem-Solving (CPS) Learning Model and Entrepreneurial Character

This research aims to determine the effect of the CPS learning model on mathematical adaptive reasoning ability in terms of students' entrepreneurial character. This research is quantitative research of the quasi-experimental research design with a posttest-only control group design. The population was the eighth-grade students of SMP Negeri 1 Natar, consisting of 367 students. The sampling technique used was cluster random sampling. The data analysis technique employed was the two-way Anova test with a significance level of 0.05. The finding showed that there was an effect of the CPS learning model on students' mathematical adaptive reasoning ability. The CPS learning model provided higher results compared to the conventional learning model. Besides, the students' entrepreneurial character influenced their mathematical adaptive reasoning ability. Students with high entrepreneurial character had higher mathematical adaptive reasoning ability than those with low entrepreneurial character. However, the Tukey test result showed no interaction between the CPS learning model and entrepreneurial character on students' mathematical adaptive reasoning ability.

Meningkatkan Hasil Belajar Peserta Didik Melalui Model Pembelajaran Creative Problem Solving (CPS) Pada Tema 8 Lingkungan Sahabat Kita

The most fundamental principle of Curriculum 13 is the emphasis on the ability of teachers to implement an authentic, challenging and meaningful learning process for students so that the potential of students can develop in accordance with what is expected by the objectives of national education. However, there are still many teachers who cannot or are still confused in implementing or implementing the 2013 Curriculum in learning. So that learning has meaning, teachers must have skills in teaching both skills in applying learning models and learning media that are close to the students' environment. As for what can be done so that the learning process is fun and can improve learning outcomes and the activeness of students in expressing opinions and asking questions related to the teaching material presented, the right model is needed in the learning process. There is a learning model that can be used in the learning process, namely the Creative Problem Solving (CPS) learning model. Based on the analysis and discussion of the results of research conducted in the VA class of SD St. Thomas 5 Medan in the 2022/2023 learning year, it can be concluded that the implementation of learning by using the Creative Problem Solving learning model on the theme of Our Friends Environment with the sub-theme of Humans and the Environment in the VA class of SD St. Thomas 5 Medan in the 2022/2023 learning year is categorized as good. it can be seen from the results of students’ learning outcome improvement in cycle I obtained as much as 68% of the good category and in cycle II it increased to 90% of the very good category.

The Effects of Creative Problem Solving Learning Model on Students' Mathematical Problem Solving Ability: Meta Analysis

The Creative Problem Solving (CPS) learning model is often used as an alternative learning model that is considered to be able to improve students' mathematical problem-solving abilities. Therefore, many studies have related to the effect of the Creative Problem Solving (CPS) learning model on the mathematical problem-solving ability of students in Indonesia. The purpose of this study is to synthesize primary studies in the form of national journal articles or national proceedings with inclusion criteria: published in 2013-2022; articles published in national journals or national proceedings or indexed by SINTA; articles with experimental or quasi-experimental methods involving the experimental group and the control class; articles that include statistical data (sample size, mean value, standard deviation). The results of the study found that the overall effect size was 0.655 in the high effect category. Analysis of the level of variation in the study was carried out by considering two moderating variables, namely education level and sample size. The difference in education level was obtained (  and ), and the difference in sample size was obtained ( and ), which did not change the effect size of the implementation of the Creative Problem Solving (CPS) learning model on students' mathematical problem-solving abilities.

The Effectiveness of Physics E-Modules Based on Creative Problem-Solving Learning Model Integrated with 21st-Century Skills

The availability of teaching materials that contain 21st-century skills still needs to be improved. This research aims to look at the effectiveness of the 21st-century integrated CPS-based e-module that has been developed. This study is part of Research and Development research, using the Reeve Model with stages of analysis, design, and evaluation. Measurement of effectiveness is carried out at the evaluation stage. Effectiveness is measured by giving a pretest and posttest to students. The sampling technique used is a purposive sample. Effectiveness is measured by giving a pretest and posttest to students. There was an increase in student mastery of 21st-century skills from 78.32 to 84. Then, based on hypothesis testing, information was obtained that there were differences in student mastery of 21st-century skills before and after using the e-module (Sig (2-tailed)0.05). It indicates the effect of using e-modules based on the CPS model integrated with 21st-century skills to improve student mastery of 21st-century skills and mastery of 21st-century skills.