Creative Problem Solving Model Research Articles

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.

PERAN MODEL PEMBELAJARAN CPS TERHADAP KEMAMPUAN MENYELESAIKAN SOAL CERITA MATEMATIKA KELAS V SD

This study aims to describe the ability to solve math story problems in fifth grade students at SDN 5 Ngabul Jepara. This study uses a quantitative approach by using the library research method. The data collection procedure is carried out by reading, studying and recording various literature or reading materials that are in accordance with the subject matter, then filtered and poured into a theoretical framework. Data analysis using the percentage technique. The findings of the research show that the data obtained from the first cycle with an average value of 66.93, this value does not meet the KKM limit of 70 which has been set by SDN 5 Ngabul. This is because students are still not familiar with the sequential process of learning activities using the Creative Problem Solving model. In the third cycle, the average value increased to 78.23 and the obtained DSK has also reached 87.10%, the achievement of Classical Absorption has reached the predetermined criteria, namely >85.

Pengembangan Bahan Ajar Matematika SMA dengan Model Creative Problem Solving Terintegrasi TPACK

The purpose of this study is to develop mathematics-based teaching materials with the TPACK integrated Creative Problem Solving model. The method used in this research is Borg & Gall model development research including needs analysis, product design, product development, product implementation and evaluation. The subjects of this study were class XII B and XI C students of SMAN 2 Selong totaling 70 students. The results showed that the teaching materials developed were included in the valid category according to material experts and linguists. Teaching materials are also classified as practical based on student responses after using teaching materials during learning. Teaching materials are classified as effective as indicated by t count = 23.71 > t table =1.66. In conclusion, the development of high school mathematics teaching materials with an integrated creative problem solving model TPACK can improve student learning outcomes on integral materials.
 Keywords: Creative Problem Solving, TPACK

Improving Mathematical Creative Thinking Ability In Creative Problem Solving Model With Scaffolding Strategy

The mathematical creativity of students in Indonesia is low. Students only imitate what the teacher does; if students are faced with a problem, they find it difficult to solve it. This study aims to determine the increase in students' mathematical creative thinking skills taught using the Creative Problem Solving model with a scaffolding strategy. The method used is pre-experimental, with one class serving as the experimental class for public junior high school 1 Batumarta VI students. The instrument in this study was a description of the test questions with the material on flat sides. The results of the study showed that there was a statistical increase in students' mathematical creative thinking abilities with the Creative Problem Solving model, which obtained an N-Gain value of 0,612 From this average value, 10 students were obtained in the high category and 16 students in the medium category and 3 students in low category

Minat Belajar dan Kemampuan Pemecahan Masalah Matematika Siswa melalui Model CPS di Kelas IX

The research aims to determine students' interest in learning and mathematical abilities by applying the Creative Problem Solving (CPS) model in class IX SMPN 1 Koto Balingka. This type of research is pre-experimental with the research design The Static Group Comparison Design. The sample in this study were students in class IX 1 as the experimental class and students in class IX 4 as the control class, amounting to 22 students each. The instruments used were a questionnaire of students' interest in learning and a test of mathematical problem solving abilities in the form of a description test. Questionnaire data analysis techniques were processed using percentage calculations while the problem solving ability test was processed by t-test. Based on the results of data analysis of students' interest in learning questionnaires, it was obtained that the percentage of 65.44% was classified as high criteria and tests of students' mathematical problem solving abilities were calculated using the t-test obtained t_count = 4.24 and t_table = 1.68 because t_count > t_table means H_O was rejected, while using the Minitab software obtained P-value = 0.000, α = 0.05 and P-value <α. So, it can be concluded that students' interest in learning mathematics by following the CPS model is high and the math problem solving abilities of students using the CPS model are better than conventional learning in class IX of SMP Negeri 1 Koto Balingka, West Pasaman Regency, 2022/2023 academic year.

Module Development with Creative Problem Solving Model to Improve Creative Thinking Skills and Self-Efficacy of Junior High School Students

This research was conducted on the existence of problems in the form of low creative thinking skills and students' self-efficacy in learning. One way that can be done to solve this problem is by utilizing teaching materials in the form of modules that students can use for independent learning. Therefore, this research was conducted to develop science learning modules to improve the creative thinking skills and self-efficacy of class VIII students of junior high school. This type of research is Educational Design Research (EDR) using the Tessmer development model. The final result of the validation average is 3.49, which is in the very valid category. Therefore, based on the research results, the science learning module has been declared very valid to improve students' creative thinking skills and self-efficacy in learning science

The difference of students self-directed learning outcomes between the implementation of creative problem solving model and problem-based learning model on history education subjects

This study aims to verify the difference between the Creative Problem Solving model and the Problem-Based Learning model on the self-directed learning of students in historical subjects. This study used a quantitative approach with an experimental research design. The research design used a quasi-experimental pretest-posttest, nonequivalent multiple-group design. The research sample consisted of 68 grade XI students from IPS 1 and IPS 2 classes at SMAN Balung. Data collection techniques used documentation and questionnaires. The data analysis used an independent sample t-test with SPSS 23 software for Windows. The results showed a significant difference in the self-directed learning of students who were taught using the Creative Problem Solving model and those who were taught using the Problem-Based Learning model. This can be seen from the results of the independent sample t-test on the self-directed learning variable, which obtained a significance level of 0.046 (0.046 < 0.05), indicating that there is a significant difference in the self-directed learning of students who were taught using the Creative Problem Solving model and those who were taught using the Problem-Based Learning model. The difference in the mean self-directed learning score was -0.89, a negative value indicating that the self-directed learning of students in the experimental class using the Creative Problem Solving model was better than that of the control class taught using the Problem-Based Learning model.

Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons

Implementation of the 2013 and prototype curriculum requires students to master critical thinking skills. This study aims to determine differences improvement of students' critical thinking skills who were taught using Creative Problem Solving (CPS) and direct learning model in chemistry learning. This research is quasi-experimental research. The research sample was 64 student from class 10th grade, which are 32 students in experimental class and 32 students in control class. The sample was taken by purposive sampling. The instrument used is critical thinking skills test consisting of 15 questions. Data collection was carried out pretest and posttest. Data analysis used n-gain test and independent sample t-test. The results showed that the experimental class's average n-gain of critical thinking skills was 0.84 (high) and the control class was 0.61 (medium). There are differences in students' critical thinking skills taught with CPS and direct learning mode. The difference in the highest increase is found in the inference indicator which only exists in the CPS learning model. This proves that the application of the CPS model affects critical thinking skills better than the direct learning model. CPS, critical thinking skills, direct learning.

Keterampilan Kolaborasi Dan Self-Regulated Learning Peserta Didik: Sebuah Implementasi Model Creative Problem Solving

The 21st century is characterized by different fundamental changes. This study aims to determine the influence of creative problem-solving models to improve collaboration skills and self-regulated learning of students on environmental change material. The method used is Quasi-experimental. The research design used in this study was the matching-only posttest-only control group design. The population in this study, namely the entire class X mipa, was 186 students. The sample was taken in the form of purposive sampling of 65 students. Data collection was carried out by providing 16 self-regulated learning statements and 15 collaboration skills questionnaire statements. The data analysis technique used is the ANCOVA test. The results showed that the creative problem-solving model had a significant effect (sig = 0.000) on the collaboration and self-regulated learning skills of students on environmental change material. Judging from the average score, the collaboration skills and self-regulated learning of the experimental class are superior compared to the control class.

Development of Teaching Materials in the Form of Modules Using Creative Problem Solving (CPS) Learning Models on Quadrilateral and Triangle Materials for SMP/MTs Students

This research aims to develop teaching materials in modules using creative problem solving (CPS) models in rectangular and triangular materials at the SMP / MTs level. CPS is a variation of problem-solving learning with systematic techniques in organizing creative ideas to solve a problem. An open-ended problem is an open problem presentation approach. The test subjects were taken using purposive sampling techniques in students of Class VII of Al-Washliyah Private Junior High School. The method used in this study was development research with a 4-D model from Thiagarajan (Define, Design, Develop, and Disseminate). According to expert assessments, the results of research show that the teaching materials developed have good criteria based on the quality of aspects of material coverage, language, presentation techniques, stages of creative problem solving (CPS) learning models based on open-ended problems, and learning assessments. Assessment according to student response based on the quality aspects of the suitability of material content, physical condition, and benefits of use has good criteria. Thus, this teaching material is included in the criteria and can be used in class VII math learning.

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

AbstractCreative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.

Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science

The results of the literature study show that the Problem Based Learning (PBL) and Creative Problem Solving (CPS) models are proven to be able to improve students' creative thinking skills, but also have weaknesses that need to be improved. To complement the weaknesses of the application of the PBL Model and the CPS Model, it is necessary to develop an Innovative Learning Model that can improve students' creative abilities. The CASL (Creative Attitude In Science Learning) model is a learning model that integrates the CPS model with the PBL model in learning activities. The development of the CASL model is supported by the latest learning theories and the empirical foundation of the latest research. The CASL model has five phases, namely: (1) Generating positive attitudes as creative individuals, (2) Organizing creative learning, (3) Guiding creative investigations, (4) Forming positive attitudes in demonstrating scientific creativity, and (5) Attitude evaluation positive and scientific creativity.

The Validity of Newton's Law Gravity Teaching Materials through Creative Problem Solving Models to Improve Problem Solving Skills

The Validity of Newton's Law Gravity Teaching Materials through Creative Problem Solving Models to Improve Problem Solving Skills

Relationship between creative thinking and experimental design thinking in science education: Independent or related

Experimental design thinking and creative thinking have been increasingly recognized as the crucial basic thinking to promote scientific and technological innovation. And developing students’ experimental design thinking and creative thinking is considered as the key point to cultivate innovative talents. But the relationship between experimental design thinking and creative thinking remains contradictory. In this study, we construct a structural equation model to verify the hypothesis of experimental design thinking and creative thinking based on the thinking classification theory and creative problem-solving model. The results show that there is a positive correlation between fluency in creative thinking and experimental design thinking, but variable thinking and reflective thinking in experimental design thinking are negatively related to creative thinking. That means, experimental design thinking and creative thinking are neither completely separated, nor undifferentiated. Instead, they are different from each other but complement each other, constituting a unified whole of innovative experimental design thinking. These findings fill in the theory of experimental design thinking and creative thinking, and provide important theoretical support for training innovative scientific and technological talents.

Keefektifan Model Creative Problem Solving terhadap Kemampuan Representasi Matematik Peserta didik pada Materi Fungsi

Mathematics is one of the subjects that aims to solve abstract problems that are changed to everyday problems. Based on the results of observations and interviews with mathematics teachers at SMP Negeri 4 Muncar, information was obtained that students' mathematical representation abilities were low, this was because teachers never connected mathematics material with everyday life. So the perception that mathematics is a difficult and scary subject takes root in students. Mathematical representation abilities can be developed using a learning model based on problem solving. Therefore, in this study, researchers used the Creative Problem Solving model as an effort to improve students' representational abilities.This research uses quantitative research, with a quasi-experimental design. The population in this study were all students of class VIII of SMP Negeri 4 Muncar, while the sample of this study was students of class VIII A and VIII D. The sample selection in this study was carried out using students' end-of-semester test scores, then tested for normality and homogeneity. Meanwhile, to determine the experimental class and control class, the researcher used random sampling technique. This study aims to measure the effect of the Creative Problem Solving model on students' representational abilities and to determine the differences in student learning outcomes on the representation of function material using the Creative Problem Solving model. Based on the hypothesis test, the value of sig. (2 tailed) < 0.000 <0.05 can be concluded that there is a significant influence between the Creative Problem Solving model and the representation ability of class VIII students of SMP Negeri 4 Muncar.

Students' Creative Thinking Ability Through Creative Problem Solving based Learning

Creative thinking is identified with the thinking process which includes fluency, flexibility, originality and elaboration. This creative thinking habit can be trained by applying a creative problem-solving model, namely learning creative problem solving, this model is one of constructivist learning. The research focus is applying creative problem solving-based learning to students' creative thinking. Participants are students of SMA Negeri 1 Masbagik for the 2019/2020 academic year class X Science. Quasi-experimental research design with post-test-only control design. Collecting data using a description test. Data analysis by t-test and using SPSS 25.0 program application for its calculations. The results of data analysis: 1) the experimental class obtained a significant average value on the indicators of creative thinking fluency (78.00), flexibility (77.00), originality (54.73), 2) fluency control class (60.18), flexibility (55.48), originality (50.18). The conclusion of this research is that creative problem-solving learning has an impact on students' creative thinking in all indicators with an increasing average value in the experimental class

The Effect of Creative Problem Solving Model Assisted by Picture Series Media on Creative Thinking Ability

This study aims to describe the effect of creative problem solving models assisted by serial images on creative thinking skills. The type of research used in this study is a quasi experimental design type nonequivalent control group design. The population in this study were all students of Cluster I, Somba Opu sub-district, Gowa district, totaling 329 students with a total sample of 60 using cluster random sampling technique. The data collection technique used is a test technique to determine the ability to think creatively by giving essay questions. The results of the study based on hypothesis testing about the effect of the Creative Problem Solving model assisted by serial picture media on students' creative thinking skills in the control and experimental class posttest using the independent sample t test, obtained a significant value of 0.00 less than 0.05 so it can be stated that creative problem solving model assisted by serial picture media has an effect on students' creative thinking skills.

Pengaruh Model Pembelajaran Inkuiri Dan Creative Problem Solving Terhadap Hasil Belajar Siswa MTS Medan Tembung

This study aims to determine the effect of the inquiry learning model and the creative problem-solving learning model on student learning outcomes. This research was conducted at MTs Madinatussalam Tembung for the academic year 2020/2021. The research method is quasi-experimental. The sample used in the study was 60 students, the sampling in this study was simple random sampling. The instrument in the study used a pretest and posttest. Based on the results of the research, the results of hypothesis testing on the results of the Inquiry class hypothesis test. From the table above, the value of t(count )= 8,594 and the value of t_(table )= 2.0243 so that t_(count)>t_(table) which is therefore Ho is rejected. Ha accepted. Based on the results of hypothesis testing, there is an influence of the inquiry learning model. The results of the hypothesis test for the Creative Problem-Solving class. From the table above, the value of t(count )= 8, 683 and the value of t_(table )= 2.0243 so that t_(count )>t_(table ) which means that Ho is rejected, Ha is accepted. Based on the results of hypothesis testing, there is an influence of the Inquiry learning model and Creative Problem-Solving learning model on student learning outcomes at MTs Madinatussalam Medan Tembung.

Creative Problem Solving (CPS) Learning to Improve Ability an Strudent’s Critical and Creative Thinking on Science Materials

This study aims to determine the effectiveness of using the CPS (Creative Problem Solving) learning model to improve students' critical and creative thinking skills. This research is an experimental study using a quasi-experimental research design with a non-equivalent control group design. The sampling technique used purposive sampling and obtained class VIII A and VIII F. Improving students' critical thinking skills based on T-Test test data pretest and posttest were 4.01 in the control class and 10.29 in the experimental class, both of which were higher than the Ttable, which was 1.99. Improving students' creative thinking skills based on the STUDENT WORKSHEET T-Test Test of 5.035 in the control class and 10,041 in the experimental class, and the T-Test mind mapping of 6,428 in the control class and 6,240 in the experimental class. From the test results, it was found that H0 was rejected so that there was an increase in students' critical and creative thinking skills. Thus, the application of the CPS (Creative Problem Solving) model on the Science material is effectively used to improve students' critical and creative thinking skills.

Wahyudin Implementasi Model Creative Problem Solving (CPS) Pada Smart Mobile Cloud Learning System Multimedia Berbasis Animasi Untuk Meningkatkan Kemampuan Berfikir Kreatif Siswa

Creative thinking skills are skills that need to be developed for all students, and creativethinking is often associated with problem solving activities. Students who have the ability to thinkcreatively use all their thinking skills to find solutions to the problems they face. However, thecurrent learning process has not fully developed students' creative thinking skills. This is inaccordance with a preliminary study by researchers that teachers show that in the learning process to manage network infrastructure, teachers have not developed creative thinking skills due to the high demand for teaching materials. So this study aims to design a smart mobile cloud learning multimedia system based on animation with a Creative Problem Solving model to improve students' creative thinking skills. The research method is quantitative, using a Pre-Experimental Design research design, namely One-Group Pretest-Posttest. The multimedia development method refers to the Whole Life Cycle (SHM) method. The results of this survey: 1) Multimedia is available, the average percentage of media professionals is 86.68, and the category is “very good”. 2) Multimedia design can improve students' creative thinking skills. This refers to the four indicators of creative thinking, namely the average creative thinking ability of students as a whole or 55.12 in the "fully creative" category. In addition, the gain index is 0.48 and the effectiveness is "medium". 3) Student responses to multimedia scored 92 percent in the "very good" category.