Creativity In Class Research Articles

Application of Mind Mapping to Increase Student Creativity in Class IV Science Learning at SDN Pacentan 3

This research is motivated by the low creative thinking ability of students in elementary science learning, the learning tends to be boring, and orientation on the ability of teachers who only teach knowledge, not on analytical, synthetic, and creative abilities. Based on this background, this study aims to improve students' creative thinking skills in elementary science learning. The type of research used in this research is Classroom Action Research with the Kemmis and Mc Taggart model which consists of several stages, namely planning, implementation, observation, and reflection. The data analysis technique is descriptive qualitative using the percentage technique. and the determined success criteria is the score exceeds > 75%. The results of this study indicate an increase in creative thinking skills from the pre-cycle results of 40% with the category increasing in the first cycle, namely 70% and the final result increasing by 100%.

Effect of Project-Based Learning Model on Creativity and Learning Outcomes of Basic Electrical Engineering

This study aims to determine the effect of project-based learning models on creativity and learning outcomes of Electrical Installation and Power Engineering students in the Basic Electrical Engineering subject in class XI of SMKN 1 Airmadidi. This study used an experimental method with a post-test-only control group design. The instruments used included learning outcome tests and creativity questionnaires. The results showed a significant difference in the learning outcomes of Basic Electrical Engineering between students who were involved in learning using project-based models and those who followed conventional methods. This indicates that applying project-based learning models substantially affects the learning outcomes of Basic Electrical Engineering in Class XI of SMKN 1 Airmadidi with a ttable value < tcount or 4.10 < 6.773. The project-based model also shows the level of creativity between students who undergo learning with a project-based approach and those who use conventional methods. These findings indicate a significant effect of the project-based learning model on student learning creativity in Class XI of SMKN 1 Airmadidi with a ttable value < tcount or 4.10 < 6.418.

THE EFFECT OF PROBLEM-BASED LEARNING MODEL IN INFORMATICS SUBJECTS ON THE CREATIVITY OF STUDENTS IN CLASS X SMK NEGERI 2 TULUNGAGUNG

This research was motivated by the low level of student creativity in the class X informatics subject at SMK Negeri 2 Tulungagung. The purpose of this research is to determine the effect of implementing the Problem Based Learning learning model on the creativity of class X students at SMK Negeri 2 Tulungagung. This type of research is a quasi-experiment with a post-test only control group design. The samples from this research were taken from 2 classes X AKL of SMK Negeri 2 Tulungagung. The experimental class is taught using a problem based learning model and the control class uses a conventional learning model, namely using the discovery learning model. The posttest score results for the experimental class had an average of 86.83 and for the control class the average posttest score was 77.69. Based on the results of the hypothesis test, a sig = 0.000 value was obtained at the significance level = 0.05. This means that the sig value 0.05 means the sig value is outside the H0 acceptance area. So it can be concluded that there is an influence of the problem based learning model in informatics subjects on the creativity of class X students at SMK Negeri 2 Tulungagung

The influence of rhythmic gymnastics on the students’ movement creativity levels

This research aimed to determine rhythmic gymnastics' influence on students' movement creativity in class VII MTSS Al Ma'arif Cilageni. In this case, movement creativity is defined as changes in body position that can stimulate students' smoothness, flexibility, originality of thinking, detail orientation, and sensitivity. The research method employed was quantitative, particularly an ex post facto design. This study's population was 25 students of class VII. The instruments covering questionnaires, observations, and documents were tested for validity and reliability to ensure accurate and reliable data. Data analysis was carried out using descriptive statistics, describing the average score and percentage of each component of movement creativity levels. The research results show that students' movement creativity level is mostly in the medium category, namely 35%. The results indicate that the fluency and flexibility components needed to be improved, while the students' authenticity, detail orientation, and sensitivity were quite good. This means that more effective rhythmic gymnastics learning model is necessary to increase students' movement creativity, especially in terms of fluency and flexibility. The research results are expected to be valuable input for teachers to improve the quality of rhythmic gymnastics learning. Implementing the right learning model leads to more optimal and better movement creativity of students. Thus, it can support the development of their motor and cognitive skills.

PEMANFAATAN APCA (APLIKASI CANVA) UNTUK MENINGKATKAN MINAT BELAJAR DAN KREATIVITAS SISWA

This research aims to determine the use of the Canva application as a learning medium to increase learning interest and creativity in class VI students at SDN 2 Pagutan. This research is Classroom Action Research through the planning, action, observation and reflection stages. The subjects of this research were 8 students. The data collection techniques used were direct observation, questionnaires and documentation. This classroom action research procedure was carried out in two cycles, namely pre-cycle, cycle I, and cycle II. From the results of data analysis, the percentage of students' interest in learning increased from the pre-cycle condition of 62.50% or 5 students were in the low interest in learning category, increased in the first cycle to 75.00% or 6 students were in the category of high interest in learning, and increased in the cycle II where there was no longer any interest in learning from low or medium students but increased to 87.50% or 7 students in the high interest in learning category, and an increase in the category of very high interest in learning by 12.50% or 1 student. The increase in student creativity can also be seen from the pre-cycle results of 37.50% or 3 students falling into the less creative category and increasing in the first cycle to 50.00% or 4 students falling into the quite creative category. Creativity in cycle II also increased to 50.00% or 4 students in the creative category and increased to 37.50% or 3 students in the very creative category. Based on these data, it can be concluded that APCA (Canva application) can increase students' interest in learning and creativity.

Optimization of Group Investigation (GI) Co-operative Learning Model to Improve Students' Creativity in Science Learning

This study aims to determine the level of student creativity by using the group investigation (GI) type cooperative learning model in class V of 48 Ampenan State Elementary School (SDN). The type of research used is class action research. This research was conducted in class V of SDN 48 Ampenan in the 2022/2023 academic year. Based on the results and analysis in each cycle, it can be concluded that in applying the cooperative learning model of group investigation (GI) type can increase student creativity in class V SDN 48 Ampenan in the 2022/2023 lesson year in learning science with the results of cycle I and cycle II. From several aspects of cycle I assessment, individual completeness is 100, for learning completeness or classical completeness is 16% and the last for the percentage or average indicator is 55.5%. The assessment aspects of cycle II individual completeness value is 100, classical completeness or learning completeness is 100 and the last to calculate the percentage or average indicator is 76% the frequency category is creative. The difference in the increase in creativity results from cycle I and II is 20.5%.

PENGARUH PEMBELAJARAN MEDIA KAHOOT TERHADAP KREATIVITAS BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS VIII MTS PERGURUAN MU’ALLIMAT CUKIR JOMBANG

Abstract: Presenting interactive quizzes by utilizing educational platforms such as Kahoot is a way to make learning activities fun and encourage students' interest in learning. The use of Kahoot media in learning can foster interactive and creativity and engagement during the learning process by answering questions and participating in quizzes. The purpose of this study is to determine Kahoot media learning, learning creativity and determine the influence of Kahoot media learning on student learning creativity in class VIII Islamic Cultural History subjects at MTs Perguruan Mu'allimat Cukir Jombang. This study used a quantitative approach and a type of Quasi-experimental Design research, used to determine the scores of students from classes that were given treatment (experiments), and classes that were not treated (control) in improvement. Desain penelitian Pretest-Posttest Control Group Design. The results of this study are: 1) The application of Kahoot Media learning in the subject of Islamic Cultural History is very satisfactory there is a significant increase before and after learning with Kahot media. It can be seen from the average pretest score of 40.33 and the post test score of 85.33. 2) Student learning creativity using Kahoot media and other than Kahoot media there are differences in results, in the experimental class the average pretest score was 40.33 and post test 85.33 while in the control class the average pretest score was 48.00 and post test 53.00, in the experimental class there was a significant increase in creativity while in the control class the increase was only 23.3%. 3) Based on the Paired Sample T-Test test, there is an influence of Kahoot media learning on student learning creativity in class VIII Islamic Cultural History subjects at MTs Perguruan Mu'allimat Cukir Jombang with a sig (2-tailed) value of 0.000 < 0.05, then H0 is rejected and HA accepted.

DESCRIPTION OF STUDENTS' DESIGN THINKING ABILITY BASED ON LEVEL OF CREATIVITY

Design thinking can help students think outside the box and develop creativity. This study aims to describe students' design thinking skills based on the level of creativity in class X Merdeka 8 SMA Negeri 1 Purwokerto. The subjects involved in this study were 36 students. The type of research used is qualitative descriptive. The data collection techniques used are written tests, interviews, and documentation. Based on the results of the creativity level test, students are grouped into five levels, namely very creative, creative, quite creative, less creative and not creative. Each level of creativity is chosen by one student using purposive sampling techniques. The results of this study show that students with a very creative and creative level are able to meet the five indicators of design thinking, namely emphatize, define, ideate, prototype, and test. Students with a creative level are able to meet 4 indicators, namely emphatize, define, ideate and prototype. While students with non-creative levels are only able to meet the indicators of emphatize, define, and ideate

PENINGKATAN KREATIVITAS GURU SEKOLAH DASAR MELALUI PELATIHAN MEMBUAT DISPLAY KELAS

Teachers are professional teaching staff who carry out the task of educating the next generation of the nation. In addition to educating, teachers are also required to be creative in teaching and learning activities and in managing the class. The teacher's creativity in managing the class can affect learning motivation and student learning outcomes. Good classroom management can create conducive classroom learning activities. To overcome the problem of the lack of creativity of elementary school teachers, training was held to make Class Displays. This training activity was attended by 10 teachers from an elementary school located in Karangsegar Village. The method used in the training activities for making Class Displays conducted at SDN Karangsegar 01 is by conducting outreach related to Class Displays to elementary teachers by providing knowledge about the meaning, purpose and benefits of Class Displays, then providing training on making Class Displays. The purpose of the Class Display making training is to provide motivation, understanding and skills for Elementary School teachers in making creative Class Displays. The results of the Training on Making Class Displays, including teachers understanding Class Displays, increasing teacher creativity in class displays and helping to increase student enthusiasm in class learning.

The Creativity of Class V Students in Integrated Learning in Elementary Schools

This study aims to describe the creativity of students in integrated learning at SDN Kemiri Sidoarjo in terms of creative thinking skills and one's attitudes and feelings. The subjects of this study were teachers and students in class V-A. This research was conducted from November to December 2019. This type of research is descriptive qualitative. Data collection data obtained by means of observation, interviews and documentation. So that the research results are as follows: 1) Student creativity in integrated learning or thematic learning at SDN Kemiri Sidoarjo can be viewed from two kinds, namely the ability to think creatively and one's attitudes and feelings. 2) Based on the results of the study, the creativity of class V-A students in thematic learning at SDN Kemiri Sidoarjo in terms of creative thinking skills is that students have fluent thinking skills, flexible or flexible thinking, detailing or elaborating and have skills in assessing. While the creativity of class V-A students in thematic learning at SDN Kemiri Sidoarjo in terms of one's attitudes and feelings is that students have imagination, feel challenged, risk-taking attitude and respect.

Creative Thinking: Negative Attitudes that Block Creativity in Class

Creative Thinking: Negative Attitudes that Block Creativity in Class

Teacher Creativity in Class Management for Children with Special Needs (ABK) at Inclusive Schools in Sabang City

The effort to develop the creativity of classroom teachers in schools with special needs is an effort to develop children's potential, in order to have religious spiritual strength, to create interactive and educational classroom management that is comfortable and conducive. However, the creativity of classroom teachers has not been realized and the teacher's own lack of creativity in managing education classes for children with special needs in inclusive schools in Sabang City. Based on the results of research through observation, documentation and interviews with the head of SDN 1 and SDN 4 Sabang as the main subject and four teachers (each school two teachers), it is known that SDN 1 and SDN 4 strongly support every teacher who teaches in class who have children with special needs separately always develop their creativity in planning classes for special needs students. Class planning is very necessary in inclusive schools, because inclusive schools are not separated between normal children and children with special needs. In every planning involved an element of determination which means that in planning implied decision making. Teacher creativity in class planning for children with special needs in inclusive schools in Sabang is: First: Creativity in giving direction. Second: Creativity in helping students to motivate themselves. Third: Creativity in prioritizing the goals or objectives set. Fourth: Creativity in making guidelines for the preparation of strategic plans and operational plans and the selection of alternative decisions. Fifth: Creativity in evaluating progress to be achieved. The constraints of teachers in managing class children with special needs in inclusive schools in Sabang are: First: Lack of training, Second: lack of funds, Third: lack of human resources (HR), Fourth: lack of time.

‘리빙랩(Living Lab)’을 활용한 대학 글쓰기 교육 방안 연구

Living Lab is an activity that uses the real life field as a laboratory for the user to lead innovation tasks and seek ways to realize them. Expected effects of using Living Lab in academic writing are as follows. It can stimulate immersion and creativity in class. In addition, practical data collection activities are possible. Third, motivate them to produce results. Fourth, learner-centered education is possible.<BR> The educational effects and student satisfaction analyzed through class examples are as follows. first, improving communication skills, second, improving logical thinking and data collection and utilization skills, third, experience the value of cooperation and discussion, fourth, increase interest in academic activities and community, fifth, experience the value of social participation.

Hubungan Tingkat Kreativitas dengan Prestasi Belajar pada Siswa Sekolah Dasar Kelas III SDN Karang Tengah 7

This study discusses the relationship of creativity with the learning outcomes of class III students at SDN Karang Tengah 7. This study aims to determine the creativity of class III students at SDN Karang Tengah 7. To find out the learning outcomes of class III students at SDN Karang Tengah 7. To find out the relationship between creativity with the learning outcomes of third grade students at SDN Karang Tengah 7. This study uses a quantitative approach. This type of research is a correlational study using a bivariate correlational research design. The results of the study stated that students' learning creativity in general was in the medium category with a percentage of 69.24%. The results of the data analysis show that there is a significant relationship between the creativity of students in grade III SDN Karang Tengah 7 in the academic year 2019-2020.

Penerapan Model Pembelajaran Kausalitik Dalam Meningkatkan Kreativitas Peserta Didik

This study aims to determine the effect of causal learning models on the creativity of class X students of MAN 2 Mataram academic year 2018/2019. The type of research used was quasi-experimental design with untreated control group design with pretest-and posttest. The population in this study were all students of class X MIA MAN 2 Mataram. The research sample was taken by using purposive sampling technique, so that students of class X MIA 6 were selected as many as 33 people as the experimental class and the X MIA 5 class as many as 34 people as the control class. The experimental class was given treatment in the form of causal learning models and control classes using conventional learning. The instrument used to measure the creativity of students in the form of a description test as many as 6 items. The research hypothesis was tested using the t-test with a significance level of 5%. The results of the t-test obtain a t-count value of 5.02 smaller than t_table which is equal to 2.00 (H0 is rejected and Ha is accepted). So it can be concluded that there is the influence of causal learning models on the creativity of students. This result can be proven by the N-gain test, where there is an increase in creativity by 37% for the experimental class and the control class by 19% with the medium category.

Pengaruh Pendekatan Pembelajaran Saintifik terhadap Kreativitas Belajar Siswa

Lack of creativity in student learning so that grouping students randomly in fifth grade makes students insecure in learning, especially for those who have not mastered some of the scientific approaches in participating in class learning. Therefore, the scientific learning approach is considered to be able to improve creativity in class V. This research was conducted in March 2018 with a sample of 21 fifth graders. This type of research is quantitative descriptive research. By using data collection techniques: observation, creativity tests, and documentation. The data obtained were analyzed using the percentage formula and product moment correlation formula. The results of the study say that: (1) the implementation of scientific learning in class V is sufficiently categorized, this is evident from the percentage of 76.6%. (2) The ability of learning creativity of fifth grade students can be said to be sufficient categories, it is proven that the percentage of students' creativity test reaches 72.6% and the ability to read individually reaches a percentage of 56-75%. (3) there is influence and magnitude of the influence of the scientific learning approach on the ability of learning creativity of fifth grade students in MINU Waru II, this is based on the calculation of product moment correlation obtained the value "r" counts 0, 638, and compared with the value "r" product moment for N = 21 in the 5% interval, the value "r" is 0.413 and for 1% interval is 0.526. Then the "r" value is interpreted. Because the result of "r" count is 0.638 at the point between 0.40 ─ 0.70 which means that in the medium high category. So the influence of the scientific learning approach to the learning creativity of fifth grade students at MINU Waru II, Waru Subdistrict, Sidoarjo Regency has significant significance.

HUBUNGAN KREATIVITAS MENGAJAR GURU DENGAN PRESTASI BELAJAR SISWA

Teaching creativity is related to teaching abilities that can create a conducive atmosphere that makes students feel comfortable and challenged in learning, by making new combinations and connecting new ideas based on information data or elements that already exist. Teaching and learning activities in schools are oriented towards high academic learning achievement by all students, teachers who have high teaching creativity will be able to provide learning achievements to their students. Student learning achievement is the results achieved by students from their learning activities taken to obtain knowledge and skills that can be realized by changes in attitudes and behavior. Student learning achievement is strongly influenced by the creativity of a teacher as in choosing teaching methods, teaching media, quality and careful in seeing the potential of children in the school environment. A teacher's creativity greatly influences a student's learning achievement. In this case the teacher who has the potential to creativity in class is very positive influence on the progress of student learning achievement. To produce high student achievement it is necessary for teachers to hone their creative abilities to the maximum extent possible.

Faster pedagogical framework for steam education based on educational robotics

Globalization and sustainable development requires shifting education targets from acquisition of structures knowledge to the mastery of skills. Robot-aided learning can used as a tool of creativity in AHSS (Arts, Humanities and Social Sciences) classes thus attracting the attention of learners to cross-disciplinary subjects with elements of STEM (Science, Technology, Engineering, and Mathematics), which is expanded to STEAM (STEM + All). The presented FASTER pedagogical framework is based on the combination of project-based teaching, educational robotics and team based learning for achieving educational aims and supporting creativity in class. We describe the practical use of the framework in a university course, with specific examples of student projects. Finally, we discuss the educational implications of the framework and beyond.

Педагогічні умови формування комунікативної культури майбутнього вчителя музичного мистецтва у процесі диригентсько-хорового навчання

The article describes pedagogical conditions for the communicative culture formation of a future music art teacher and the process of conducting-choir training. It is noted that the pedagogical condition is a point of the learning process, the result of purposeful selection, design and use of content elements, methods, devices, as well as organized forms of training to achieve specific didactic goals. The pedagogical condition must be the result of a well-thought-out and thorough selection of each of the elements of the educational process. It is emphasized that observance of pedagogical conditions is necessary in connection with the possibility to realize innovative professional training of future music art teachers. The article substantiates feasibility of using the component structure of the communicative culture of a future music art teacher in defining a set of pedagogical conditions, in particular: motivational and value based; emotionally empathic; cognitive-informational; activity-behavioral components.Based on the didactic analysis of the structure and content of the communicative culture of a future music art teacher, four pedagogical conditions have been identified. The first condition is strengthening of value-semantic aspects in the content of conducting-choral training of future music art teachers. Any musical composition exists as a product of culture, independent from a listener but with some known meaning, which depends on the composer, its creator. Inclusion of empathic-creative tasks in the process of conducting-choral training on the basis of a dialogue between cultures (the second pedagogical condition) implies that a unified understanding of interpretative tasks and the content of performance forms an empathic-creative attitude towards music among participants of the educational choral group. The third pedagogical condition is creation of a positive incentive to the collective spiritual and creative interaction of the participants of the educational choral group. It is focused on a «dialogue position», which has a special dynamic character and is aimed at all participants in the dialogue. To create the atmosphere of creativity in classes, maintaining contact with students in the educational choir, it is necessary to stimulate creative self-realization of students in socio-cultural conducting and choir activity. This circumstance has formed the basis for the fourth pedagogical condition for the formation of the communicative culture of a future music art teacher and the process of conducting-choral education.

The Improvement of Student Creativity in Entrepreneurial Subject through Think, Write, and Talk Model

ing and learning process of entrepreneurship through think, write, and talk learning model. This study aims to improvethe quality of the process and result of student learning which were previously known to less meet learning expectations. Thisstudy was conducted to students of class VII A in Accounting Education of UMSU in the Odd semesters of 2015/2016 AcademicYear, in total of 30 people. The study design is action research design which the plot to make action planning, to carry out actionsin learning, to observe action and to reflect action. The result of these reflections is used to make decisions. The research data arefield notes, observation records, planning documentation and writing results. The collection instruments are observation guidance,field notes, and documentation. Data analysis used qualitative techniques of flow models, includes the step of data reduction, datapresentation, verification, and data inference. To test the data validity, it is done rechecking (triangulation) with collaborator andstudents.The study results indicate that: Learning models with think, write, and talk type can enhance the student creativity of class VII Ain Accounting Education of UMSU in the first semester of 2015/2016 academic year in entrepreneurial subject. This is evidencedby the change in student activities, both in asking and answering, and between students are intertwined mutual learning andcollaboration.