Creative Thinking Skills Test Research Articles

Application of Contextual Teaching and Learning Model to Improve Disposition and Creative Thinking Skills of High School Students

Facing the challenges of the 21st century, learning must be able to produce learners into creative individuals to solve problems. The ability to think creatively is closely related to a person's character or creative habits; good character can trigger good skills. This study aims to determine how applying the Contextual Teaching and Learning (CTL) model improves students' creative disposition and creative thinking skills. The method in the form of Quasi-Experimental Design uses Pre-test and post-test control Group Design on as many as 64 X students at one of Aikmel State High Schools, NTB. The 32-person experimental class used the CTL model of the guided inquiry method, and the 32-person control class of the discussion method. Data on students' creative dispositions were collected using creative disposition questionnaires given before and after good treatment in both groups. Data on students' creative thinking skills were collected with a creative thinking skills test developed referring to the Torrance Creative test. The data were obtained and analyzed using the t-test to determine the comparison of the two classes and the N-gain test to see the improvement in each class. The results showed significant differences in creative disposition and creative thinking skills between the experimental class and the control class. Increased creative disposition in the experimental class with an N-gain of 0.45 means an increase in the medium category and an N-gain of 0.08 in the control class, which means an increase in the low category. Meanwhile, the creative thinking skills of experimental class students amounted to an N-gain of 0.48, which means there was an increase in the medium category, and an N-gain of 0.05 in the control class, which means there was an increase in low theory. This study concludes that applying the CTL model can improve creative disposition and thinking skills.

Assessing the Creative Thinking Level of In-Service Chemistry Teachers Using a Case Study Test

In the 21st century is an urge that teachers are not only required to change teaching methods but also have a role and responsibility to be able to motivate students' reasoning and logic to think critically, creatively, and innovatively. This study was conducted to assess the level of creative thinking skills of high school chemistry teachers in one of the districts/cities in Yogyakarta Province. As a survey with a quantitative approach, this study involved 24 in-service chemistry teachers as respondents. All of the population became the respondents in this study so that saturated sampling technique was applied. Creative thinking skills were measured using the creative thinking skill test (CTST). The results of the Aiken content analysis validity show that the instrument was suitable to apply with a score of 0.92. Six out of 10 test items are empirically valid with a reliability value of 0.697. CTST was filled in by respondents at the chemistry teachers' meeting forum. Data analysis was carried out using descriptive statistics to answer the categories of in-service chemistry teachers’ creative thinking. Based on the results of CTST, it was 3.20 related to a sufficient creative thinking level category. The current research result suggests professional training for teachers to optimize their creativity in chemistry teaching strategy.

Fostering Mathematical Proficiency and Creative Thinking Skills in 10th Grade Students Through the 5E Inquiry-Based Learning Approach with Supplementary Media

This research aims to enhance mathematical proficiency and stimulate creative thinking among 10th-grade students through the implementation of the 5E Inquiry-Based Learning approach with Supplementary Media. The study explores the effectiveness of this pedagogical approach in transforming the learning experience and outcomes in mathematics education. The study focused on comparing students' performance before and after the intervention, as well as investigating their creative thinking abilities in terms of flexibility, originality, fluency, and elaboration. The participants consisted of 10th-grade students from a large-sized school in the northeastern region of Thailand, specifically one classroom comprising 40 students. The tools include Lesson plans, Mathematics Proficiency test and Creative thinking skills test. The results revealed a significant improvement in mathematical proficiency following the implementation of the 5E Inquiry-Based Learning Approach with supplementary media, with a notable increase of 37.25%. Prior to the intervention, students scored an average of 4.64 out of 20, which increased to 12.08 out of 20 post-intervention. Furthermore, the investigation into creative thinking skills indicated that students exhibited a proficient level overall, with an average score of 22.60 out of a maximum of 32 points. The analysis of specific dimensions of creative thinking revealed average scores of 5.60 for Originality, 5.78 for Fluency, 5.63 for Flexibility, and 5.60 for Elaboration.

Eighth-grade creativity reveals insights into understanding global warming, prompting interventions for enhancement

This quantitative study examines the creative abilities of eighth-grade students at SMP Muhammadiyah 10 Sidoarjo in addressing global warming issues. Conducted on June 21, 2023, with 43 participants, the research utilized a validated creative thinking skills test alongside literature reviews. Findings indicate varying levels of creativity among students, with the majority demonstrating high creativity overall but lower proficiency specifically concerning global warming topics, scoring at 35.47%. These results emphasize the importance of tailored interventions to enhance students' creative thinking skills, particularly in understanding complex scientific concepts like environmental sustainability, informing curriculum development and instructional strategies to foster creativity and environmental literacy. Highlight: Eighth-grade creativity varies, especially in global warming understanding. Interventions enhance student creativity in complex scientific concepts. Findings guide curriculum for fostering creativity and environmental literacy. Keyword: Creativity, Eighth-grade students, Global warming, Education, Curriculum development

The Difficulty of Students in Utilizing Online Learning Resources to Apply Creative Thinking

Creative thinking skills can create creative ways and harmonize knowledge with time. However, the analysis of the difficulties of mathematics education students has not been widely discussed, especially in the use of online learning resources. This study analyzes 15 fourth-semester mathematics education students’ difficulties in using online learning resources to apply creative thinking in solving math problems. Instruments consist of creative thinking skills test and a scale of online learning difficulties. The study results found that all subjects were familiar with online learning resources. However, its utilization was still minimal due to various difficulties, such as unstable signals, high quota costs, confusion about choosing an abundance of information, and uncertainty about the correctness of the information. These difficulties have an impact on the limited knowledge of the subject and the ability to generate ideas. Fluency in creative thinking was low. Subject ideas tend to be limited and routine. Subjects prefer to present an idea and immediately apply it to problem-solving. Flexibility is not visible, and errors in responding to ideas still occur. As a result, when the idea is executed incorrectly, the problem-solving is also wrong.
 Keywords: difficulty of student, online learning resource, creative thinking

Systematic Literature Review of Chemistry Learning to Improve Students’ Creative Thinking Skills

The purpose of this study is to discuss novel approaches to teaching chemistry that enhance students' creative thinking skills (CTSs), as well as the kinds of research that are conducted and the tools that are used to measure CTSs. . This research use the PRISMA paradigm in conjunction with a systematic literature review approach. This method was employed by searching for Google Scholar. The analysis results of eight relevant journals and proceeding articles show five articles discussing the implementation of chemistry learning strategies to improve students’ CTSs, with the distribution as follows: problem-based learning-scaffolding, STEAM-PjBL, case-based Learning, STMCpE textbooks based on chemo-entrepreneurship, and students’ worksheet with the mind mapping strategy which amounts to 20.00% each. The types of research used were experimental methods (37.50%), research and developmental methods (12.50%), survey research (12.50%), ex post facto research (12.50%), and qualitative research (descriptive approach) (25.00%). Instruments for measuring CTSs are in the form of a CTS test with indicators developed by Torrance (75.00%), non-test (interview and observation) (12.50%), and unclear instrument (12.50%).

The Effect of Mind Mapping Method on Creative Thinking Skills of The Tenth-Grade Students on Linear Motion Material

This quantitative research seeks to examine the effect of mind mapping on the creative thinking skills of students in class X at SMA Negeri 1 Wajo. This research's population consisted of all X MIPA class students at SMA Negeri 1 Wajo, while 60 students were randomly sampled from two classes. Probability sampling with simple random sampling was used for sampling. The research instrument was an essay-based test of creative thinking skills. The queries were developed based on the aspects of creative thinking to be measured, namely fluency, flexibility, originality, and elaboration, which Gregory's validity test validated. The prerequisite test consisted of a normality test and a homogeneity test, and the t-test was used to examine the relationship between the mind-mapping method and students' creative thinking skills. The average score of the experimental group was 23.23, which was higher than the average score of the control group, which was 17.77 points. The results of hypothesis testing with the t-test obtained a t-value of 6.057, which was greater than r-table, which was 2.002 at a significant level of 0.05, so it is concluded that there is an effect of learning with the mind mapping method on the creative thinking skills of students of class X on linear motion material at SMA Negeri 1 Wajo. This research contributed encouragement of the use of the mind mapping method on linear motion material in high school physics learning and validated creative thinking skills test instruments on linear motion material.

Project Based Learning (PjBL) Model with STEAM Approach: Its Impact on Students Creative Thinking Skills on Energy in Living System Topic

This research aims to determine the increase in creative thinking skills of secondary school students through the application of the PjBL model with a STEAM approach to energy materials in living systems. This research uses a true experimental method with a pretest-posttest control group design. The population of this study was all class VII students. The sample selection used a simple random sampling technique so that one experimental class was selected which applied the PjBL model with the STEAM approach and one control class which applied the conventional learning model. Data collection was carried out through creative thinking skills test questions and observation sheets. Posttest data on students' creative thinking skills were analyzed using the Mann-Whitney test, and observation sheets were analyzed using descriptive analysis. The results of the analysis using the N-gain test in the control class obtained a value of 47,4 in the medium category and the experimental class with an N-gain of 71 in the high category. It can be concluded that there is a significant increase in students' creative thinking skilss after learning using the PjBL model with the STEAM approach in learning Energy in Living Systems.Keywords: project based learning, steam, creative thinking skills, energy in living systems

The development of STEM integrated scientific inquiry model for promoting grade 9 students’ creative thinking skill and scientific mind in electricity

Although Scientific Inquiry (SI) takes a long root as a pedagogical method of teaching science, it does not explicitly emphasize engineering design process and STEM (Science, Technology, Engineering and Mathematics) education. This study aimed to construct a new pedagogical model called STEM Integrated with Scientific Inquiry (STEM-SI) model. This study employed a two-loop Research and Development (R&D). In R&D loop 1, the researchers employed a documentary research with the documents directly related to STEM and SI. Content analysis was used to analyze contents in such documents. The finding yielded that the STEM-SI model was developed and consisted of nine teaching steps: 1) Reviewing, 2) Engaging, 3) Exploring, 4) Designing, 5) Solving, 6) Evaluating and improving, 7) Sharing, 8) Expanding and 9) Applying. These teaching steps were utilized to develop the lesson plans in the Electricity topic for grade 9 students. In R&D loop 2, the research design was a one group pre-test post-test design. The sample was 40 grade 9 students came from Cluster Random Sampling. Two research instruments used were the Creative Thinking Skill Test and the Scientific Mind Questionnaire. The students’ creative thinking skill and the scientific mind were tested with the 70% criteria by using one sample t-test. The results expressed that the STEM-SI model could promote grade 9 students’ creative thinking skill and the scientific mind higher than the set criteria at the .05 statistical significance level. At final, the results from R2 were used to further develop the STEM-SI model and its associated lesson plans.

Developing Picture Storybook Learning Media in Terms of Students’ Critical and Creative Thinking Skills

Students' critical and creative thinking skills are important in developing elementary school student's knowledge. However, many still found that elementary school students critical and creative thinking skills are still low. This condition is caused by learning that has not been able to facilitate the learning characteristics of elementary school students, especially in terms of the use of learning media in elementary schools. This study aims to develop picture storybook learning media regarding fifth-grade students' critical and creative thinking skills at SD Cluster IV Sintang. The method employed in this study was research and development of the Borg Gall model with ten stages consisting of: 1) research and information gathering, 2) planning, 3) initial product development, 4) initial field testing, 5) major product revision, 6) main product testing, 7) operational product revision, 8) operational field testing, 9) final product revision, and 10) dissemination and implementation. Data were collected utilizing interview techniques, expert validation, teacher and student response questionnaires, and critical and creative thinking skill test instruments. The results of this study indicate that the development of picture storybook learning media meets the aspects of quality, practicality, and product effectiveness in terms of the critical and creative thinking skills of fifth-grade elementary school students.

Implementation Levels of Inquiry with Blended Learning to Improve Creative Thinking Skills in the Pandemic Era

Current learning aims to improve students' skills to face 21st-century life. Creative thinking skills include 21st-century skills in innovation and technological development. This study aims to determine the improvement of students' creative thinking skills in the pandemic era using inquiry-based learning. This study uses a mixed method with an embedded design. The creative thinking skills test instrument is in the form of 14 open-ended questions developed based on the Scientific Creativity Structure Model compiled by Weiping Hu and Philip Adey. The analysis data using paired t-test. The results of statistical tests using paired t-tests showed a significant value of 0.000. Based on the decision-making criteria, if the significance value is less than 0.005, then Ho is rejected. The result can be interpreted as a significant difference between the pre-and post-test results. In addition, the increase in pretest-posttest scores was tested using n-gain and obtained a score of 0.55 in the medium category. Therefore, implementing levels of inquiry with blended learning on the light wave concept can improve the creative thinking skills in the medium category.

Development of STEAM-LW Based Creative Thinking Skill Test Instruments for Grade IX Junior High School Students

Development of STEAM-LW Based Creative Thinking Skill Test Instruments for Grade IX Junior High School Students

Development of Ethno-STEM-based Science Learning Tools

Ethno-STEM science learning integrates local wisdom into science materials and is taught using the STEM approach. This research is a process of activities to produce valid learning tools. The learning tools developed in this study are lesson plans (RPP), Student Activity Sheets (LKPD), and student creative thinking skills test sheets. This research focused on the validation test (construct and content as well) and the response test of junior high school students. The data collection technique used was a questionnaire. The instruments used in this study were a validation questionnaire and a student response questionnaire. The validators in this study were two people, namely content experts and learning media experts with a background in science education. The final result of this research is to produce ethno-STEM-based science learning tool development products with valid to very valid categories, and student responses related to the learning tools provided show the highest percentage in the good to excellent category.

Implementation of Guided Inquiry Learning Model to Improve Students’ Creative Thinking Skills in Physics

The aim of this research was to find out the improvement of students' creative thinking skills by using guided inquiry learning model. The research was classroom action research which held on 3 cycles. Each cycle consisted of four steps that are Planning, Action, Observation, and Reflection. The data collecting technique was carried out through ten creative thinking skills test in essay form and also questionnaire to evaluate students’ response to the learning activities. Before instrument test are tested on students, expert validation tests were carried out first. The creative thinking skill test indicators used consist of fluency, flexibility, originality and elaboration. Analysis data technique used descriptive analysis. The results of research showed that there was an improvement in each of these aspects of students’ creative thinking skill from cycle I, cycle II until the cycle III. Average percentage improvement of students' creative thinking skills were the highest indicator score was fluency while the highest score attitude aspect of creative thinking was curiosity. From the result, it can be concluded that guided inquiry learning was able to improve students' creative thinking skills especially in physics.

Preliminary Study of College Students’ Creative Thinking Skills on Electromagnetic Material

Objective: This study aims to analyze the initial ability of student's creative thinking skills on electromagnetic materials and find a solution method of learning model suitable to the students' conditions. Method: The design of this study was pre-experimental. The data collection technique used a test method using creative thinking skills test instrument. The test instruments used in this study were tested for validity and reliability before use. Results: The results of this study showed different results. The percentage of the fluency indicator is 96.71% in the very good category, the percentage of the flexibility indicator is 51.97% in the medium category, the percentage of the elaboration indicator is 36.18%, and the originality is 16.45% in the less category. The average of all indicators is 50.32%, with the medium category. Novelty: Students' creative thinking skills can be developed through various methods, including the PjBL model, the Inquiry Social Learning model, PBL combined with Flashcard media, and PjBL integrated with STEM-based e-learning. The implications of this study can be used as a reference and essential alternative for future researchers to design learning tools using specific learning methods/models to increase students' or college students' creative thinking skills.

The contribution of the ILESSI-DCF Model to promote creative thinking skills of Madrasah Aliyah (MA) students

Dieng Culture Festival (DCF) is considered as the symbol of cultural wealth owned by the local people of Wonosobo, Central Java Province, Indonesia. The reconstruction of indigenous knowledge (indigenious science) of Dieng Plateau people is hardly integrated into science learning. Meanwhile, creative thinking skills as a demand for 21st century skills are urgently needed in students' lives. One of the learning models recommended by the 2013 curriculum is the inquiry lesson model. The ILESSI-DCF (Inquiry Lesson Based Ethno Socioscientific Issues-Dieng Culture Festival) model is an inquiry model constructed with the Socioscientif Issues (SSI) strategy and an ethnoscientific approach. This study aims to analyze the contribution of the ILESSI-DCF (Confrontation, Observation, Recognition, Explanation, Application) syntax in promoting creative thinking skills. The research method used quasi-experimental with the type of independent sample t-statistical design. The research sample consisted of two MA (Madrasah Aliyah) namely MA A, totaling 60 students (experimental group 29 students, control group 31 students), and MA B totaling 64 (sixty four) students (experimental group 32 students, control group 32 students). The data collection method used creative thinking skills test questions. The data analysis technique used SPSS 25.0 on the MANOVA test to analyze the extent to which each syntax of the ILESSI-DCF Model contributed. The results showed that the overall contribution of each syntax of the ILESSI-DCF Model was effective in promoting creative thinking skills. The contribution of the ILESSI-DCF Model syntax has the greatest contribution to syntax 3, namely the reconstruction of students in MA A with a mean of 12.10 when compared to the other syntaxes, while the lowest contribution to syntax 1 Confrontation in MA B with 9.68. The results of the ILESSI-DCF Model syntax contribution very diverse and being influenced by differences in students' cultural backgrounds in reconstructing science action. The implications of research into the contribution of the ILESSI-DCF Model syntax to the ability to reconstruct people's original science into scientific knowledge is very important for realizing character education that respects diversity through the creative thinking skills of MA students.

Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students

This study examines the use of creative teaching materials in building students' creative thinking skills. The research sample was 53 students of class X one of the public high schools in Mataram. Instruments for learning activities in the form of creative teaching materials modified by the Writing to Teach approach, student books and data collection instruments. Creative dispositions were measured using closed questionnaires on inquisitive, persistent, imaginative, collaborative and disciplined aspects. Students' creative thinking skills were measured using a creative thinking skills test in the form of five essay questions on viruses. The results of the study show that the use of creative teaching materials triggers creative dispositions in the five aspects of inquisitive, persistent, imaginative, collaborative and disciplined aspects, also improves creative thinking skills where the average score of classes using creative teaching materials is higher than the average score in classes using books student package. Students' creative thinking skills improve in all aspects of creative thinking skills (flexibility, fluency, elaboration and originality). This shows that the use of creative teaching materials provides better conditions for the development of students' creative thinking skills.

Kemampuan Berpikir Kreatif dalam Memecahkan Masalah Teorema Pythagoras Ditinjau dari Gaya Belajar Siswa Kelas VIII SMPN 1 Taliwang Tahun Pelajaran 2021/2022

This study aims to describe students' creative thinking skills in solving problems Pythagorean Theorem in terms of the learning style of class VIII students of SMPN 1 Taliwang, with the type of the research used is descriptive research. The research instrument used is a questionnaire, creative thinking skills test and interviews. The sampling that used in this study is purposive sampling technique so that the samples were students of class VIII-5 and VIII-7 SMPN 1 Taliwang in the academic year 2021/2022 which consists of 59 students who were then given learning style questionnaire obtained two students with visual learning styles, two students with auditory learning styles and two students with kinesthetic learning styles who were then given a creative thinking ability test and Interview. The results showed that subjects with visual learning styles had the ability to creative thinking which is in the category of creative enough, by meeting the indicators of fluency and flexibility with percentage respectively 100% and 50% but have not been able to meet the indicators of novelty with percentage 8%. Subjects with auditory learning style have the ability to think creative who are in the category of quite creative, by meeting the indicators of fleksibility dan fluency with percentage respectively 75% and 79% but have not been able to meet the indicators of novelty with percentage 4%. Subjects with kinesthetic learning styles have the ability to think creatively in the less creative category, by meeting the fluency indicator with a percentage of 100%, and not yet able to meet the flexibility indicator with a percentage of 0%, and the novelty indicator with percentage of 12.5%.

Development of video-assisted work and energy learning tools by blended-flipped classroom model to improve students creative thinking skills

This study aims to produce a product in the form of work and energy learning tools by a blended-flipped classroom model. The product is assisted by a feasible, practical, and effective video to improve students' creative thinking skills. The developed products are Lesson Plans, Student Worksheets, learning videos, and creative thinking skills test instruments. The type of research used is research and development using the Dick, Carey, & Carey model. The stages of this research are analysis of needs and objectives, analysis of learning, analysis of students, formulating performance goals, developing instruments, developing learning strategies, developing learning materials, conducting formative evaluations, and revisions. The research subjects were three Physics Education University of Mataram lecturers and a physics teacher at senior high school SMA-IT Abu Hurairah Mataram as validators and 32 students of grade tenth as field trial subjects. The instruments used include validation sheets, observation sheets of learning implementation, student response questionnaires to implement learning, and creative thinking skills tests. The feasibility of learning tools is obtained from expert and practitioner validators' average validity value and percentage of agreement (PA). The device's practicality is obtained from the IJA percentage and positive student response related to the implementation of learning. The effectiveness of learning devices is obtained from the increasing students' pretest and posttest scores, which are analyzed using the N-Gain test. The analysis results show that the instrument is valid, with an average validity score in the very good and reliable category, with a mean PA score of more than 75%. The level of implementation of learning is 100% in the very good criteria, and the student responses showed a positive percentage of 81% in the very practical category. The average result of the N-Gain of students' creative thinking skills is 0.41 in the moderate category. In conclusion, the work and energy learning tools of the blended-flipped classroom model assisted by a video are feasible, practical, and effective in improving students' creative thinking skills.

Effectiveness of the Creative Attitude Model in Science Learning (CASL) to Train Creative Thinking Skills for Elementary School Teacher Education Students

Students must have superior competencies to answer the demands of 21st century skills and the Industrial Revolution 4.0, one of which is creative thinking skills. The purpose of this study was to produce a Creative Attitude in Science Learning (CASL) learning model as a valid, practical, and effective product/product as an effort to improve creative thinking skills and positive attitudes towards PGSD Science students. The development research design used refers to the development model design according to McKenny, consisting of: (1) preliminary study phase, including needs analysis, literature study, and field survey; (2) the model design phase includes model design, validation, revision; and (3) the model testing phase. The research subjects were 3 classes of the Elementary School Teacher Education study program. The data collection method used a creative thinking skills test sheet. The data analysis technique used is descriptive qualitative and quantitative. Based on the results of the study, it can be concluded that the CASL model can be used to train the creative. thinking skills of elementary school teacher education students.