Creative Learning Research Articles

The Effect of Application of Learning Models Project Based Learning Canva’s Help to Increase Students’ Learning Creativity

This research aims to find out whether there is an influence of implementing the learning model Project Based Learning assisted by Canva in increasing learning creativity on the material of the Unitary State of the Republic of Indonesia. The method used is quasi experiment with research design Nonequivalent Control Group Design. The sample in this research was class XI.6 students (n=36) as experimental class and students class XI.1 (n=36) as the control class. The data collection technique used in this research is an instrument in the form of a questionnaire/quesioner, tests, observations, and documentation studies. Analysis results with alternative tests paired sample test and independent sample t-test with results of 0.000 < 0.05, which means the learning model project based learning Canva's assistance influences students' learning creativity. From the percentage results, it can be seen that in the experimental class it was 73% while in the control class it was 69%. This shows that the application of the Project Based Learning learning model assisted by Canva has a significant effect on increasing the learning creativity of class XI students at SMA Negeri 2 Banjar.

Upaya Meningkatkan Kemampuan Analisis Cerpen Peserta Didik Kelas XI-B2 SMAN 9 Surabaya dengan Media Pembelajaran Mind Map

This study aims to describe the application of mind map learning media in improving the short story analysis ability of students of class XI-B2 SMAN 9 Surabaya. This type of research uses Classroom Action Research which consists of two cycles. This Classroom Action Research was carried out in class XI-B2 SMAN 9 Surabaya in the first semester of 2024, with research subjects consisting of 36 students. Data collection techniques used, namely through direct observation and tests. The results showed that the use of Mind Map was quite effective as an effort to improve students' short story analysis skills. This can be seen from the increase in the average score of students from cycle I (76.8) to cycle II (96). This study concludes that Mind Map not only improves analytical skills, but also learners' engagement and creativity in learning. In addition, Mind Map helps learners visualize the relationship between short story elements, so that the analysis process becomes easier to understand.

WEBSITE GOOGLE SITES SEBAGAI PERANGKAT PEMBELAJARAN BAGI GURU

The aim of training and counseling on making learning tools is to use the Google website as a teaching tool. Elementary school teachers in Bojongmangu sub-district, in collaboration with teachers implementing the independent curriculum, provide devices innovative and creative learning. This training is qualitative research with observations, discussions and seminars, This seminar activity aims to increase insight into how to create Google sites for elementary school teachers in Sukabungah village, Bojongmangu district. Based on research conducted by elementary school teachers in Bojongmangu sub-district, teachers' ability to create lesson plans for the Mardeka curriculum is still limited, resulting in an unsatisfactory learning process. Teachers also do not have the ability to create interesting, innovative and creative learning materials. Teachers use media that is appropriate for students. Teachers should not overcrowd classes, and in some cases, learning material is limited to a certain number of books. In addition, teachers do not use technology in their teaching process; instead, all teaching methods are done by hand, which results in teachers' knowledge being inadequate to meet the demands of the curriculum. This research will produce products that can be used by teachers in the classroom, such as Google Sites. Due to the availability of Google sites, teachers can focus on developing their important skills, which are necessary for their field of work in education. The results of this research can be used as a guide for other teachers in other schools to increase the use of Google Sites for learning.

Enhancing or Hindering? AI's Role in Sparking Creativity in Language Teaching: Insights from Private High School EFL Teachers

The integration of artificial intelligence in education presents both opportunities and challenges, particularly in the field of language teaching. This study aims to investigate Turkish EFL teachers' perceptions of AI's role in fostering or hindering creativity in language teaching. Through semi-structured interviews with 10 EFL teachers from private high schools, the research explores the potential benefits and challenges of AI integration. Key findings reveal that AI enhances student engagement, provides personalized learning experiences, and offers timely feedback. However, concerns about insufficient training, technical issues, and over-reliance on AI potentially undermining fundamental skills were also expressed. While AI tools support improvements in language skills and foster creative thinking, there is apprehension about standardization and the risk of diminishing originality. The study underscores the necessity for effective teacher training and a balanced approach to AI integration, ensuring it complements rather than replaces traditional teaching methods. These insights provide valuable guidance for educators, policymakers, and technology developers to optimize AI use in EFL education while fostering a dynamic and creative learning environment. Future research should explore innovative ways to integrate AI into language teaching without compromising creativity.

Are Aqidah Akhlak Teachers In Private Madrasahs More Creative than Those in Public Madrasahs? A Case Study

Moral education plays a crucial role in shaping student characteristics. The lack of creativity in teaching Aqidah Akhlak poses a barrier to effective character development. Therefore, this study analyzed the creativity of teachers in teaching Aqidah Akhlak in public and private senior high schools. This study employs a qualitative approach using a case study method. The research participants were six Aqidah Akhlak teachers, 12 students from two public Islamic senior high schools, and four private Islamic senior high schools in Bantul Regency, Indonesia. The results indicate that teacher creativity in teaching Aqidah Akhlak is more prominent in private schools than in public schools. Teachers in priate schools show better performance in developing creative learning strategies, presenting more interesting material, and creating a more interactive learning environment so that students can be actively involved in the learning process, understand religious values, and internalize them in their daily lives. One creative approach that resonates with students is the "confide-in" session during lessons, which boosts their enthusiasm and encourages positive behavior.

Integrating online and offline teaching to promote creativity for STEM learners

This research extends previous findings by proposing an online and offline integrated teaching framework to enhance creativity for STEM learners. The framework integrates key elements from both modalities, featuring a combination of virtual and physical resources to support a comprehensive learning experience. The study introduces a "smart flowerpot" project as a practical application, detailing the instructional design, learning resources, and assessment strategies. It highlights the challenges in resource selection and the increased workload for teachers transitioning from traditional classroom settings. While the framework offers a promising approach, it acknowledges the need for empirical testing and consideration of external factors that may influence its effectiveness. The research advocates further exploration to validate the framework and its potential to transform STEM education.

Assessing teachers' acceptance of traditional games-based creative movement for increasing preschool children's imagination

This research aims to explore the urgency, content expectations, and teachers' attitudes towards learning creative dance based on traditional folk games in building the imagination of preschool children. Knowledge about the teacher's urgency, content, and attitude is needed to develop a creative dance learning model that can increase the imagination of preschool children using traditional folk games. A survey conducted on 40 preschool teachers in Malaysia showed that teachers felt an urgency to improve children's imagination (mean = 4.48), proposed some content related to traditional games (mean = 4.45), and saw that traditional games could inspire a creative movement to increase children's imagination (mean = 4.41). This research is still in the early stages of evaluating teacher needs and readiness and has not yet reached the design or empirical testing of the Active-Tradir model. Nevertheless, these findings provide a strong basis for further development and implementation of a future creative movement learning model based on traditional games, which we have named "Creative Movement Based on Folk Traditional Games (Active-Tradir)." Keywords: children's imagination, traditional games, creative movements, preschool teacher, Malaysia

ON THE WAY WITH FRAMEWORK CURRICULA TOWARDS FOREIGN LANGUAGE TEACHING AT NON-PHILOLOGICAL FACULTIES FROM TOMORROW

The aim of our contribution is to show how the framework curricula for the teaching of German and foreign languages which were developed in ten countries during a project for cross-curricular university language education in the period 1998-2014 can support teachers, even under difficult circumstances such as during the pandemic. The holistic approach of these curricula leads teachers to create teaching materials which allow their students to enjoy learning and to develop not only their linguistic, but also methodological, social and personal competences relevant to their future careers. Teaching examples from online classes at Bocconi University (Italy) and hybrid classes at the University in Novi Sad, (Serbia) are presented, which prove that the motivation and creativity of learners, who often perceive professional and technical language as something dry and overly factual, can be stimulated by appropriate working methods and targeted teaching materials. Appropriate teaching materials can be created for German classes as well as for any other foreign language classes, since the indications of principles, objectives, contents and procedures contained in the framework curricula are cross-linguistic and are not bound to the teaching of a single language, although they have been written in German by German lecturers.

Physical activity in the creative learning of adolescents

In the educational context, the use of physical activity as a teaching resource to generate creative learning in adolescents is commonly ignored by teachers, wasting the opportunity that, through body movement, the student can acquire significant knowledge for his life. In this context, the objective of the research was to analyze the incidence of physical activity on the creative learning of adolescents. The quantitative approach was used by collecting quantitative data and its analysis was carried out with the help of computer and statistical tools that showed the reality of the management of physical activities. A population of 129 students was considered the General Baccalaureate of the Gonzalo Abad Grijalva Educational Unit in the city of Chone, province of Manabí – Ecuador. The Results demonstrate a relevant connection between physical activity and the development of thinking skills, obtaining that the strengthening of interpersonal relationships between students, the relaxation of the body, and the promotion of health care, constitute a path for the development of creativity in the acquisition of interdisciplinary knowledge in the educational process.

THE EFFECTIVENESS OF THE CCL (COLLABORATIVE CREATIVITY LEARNING) LEARNING MODEL ON THE SCIENTIFIC CREATIVITY OF STUDENTS IN CLASS VIII OF JUNIOR HIGH SCHOOL

The aim of this study for analyze the effectiveness of the Collaborative Creativity Learning (CCL) learning model on increasing scientific creativity class VIII junior high school students. The research method used is quasi- experimental quantitative research with Non-equivalent Control Group Design. The research population is all class VIII students at SMPN 2 Magelang, with class VIII G as the control group and class VIII F as the experimental group. The research instrument is: test the description has been validated and validated in a way reliable. The results of data analysis show an increase in scientific creativity in each indicator after given treatment, with experienced indicators enhancement the highest in the experimental class is Real advanced and Technical production. The conclusion of this research shows that the application of the CCL learning model is effective in increasing scientific creativity students, this is supported by the significant results of the Independent Sample t-test.

Assessing the Impact of Creative Tasks on Cognitive and Imaginative Development in Children

Children's cognitive and imaginative development is greatly enhanced by creative projects, which establish the groundwork for critical thinking, problem-solving, and flexibility. By evaluating improvements in creativity, memory, and problem-solving abilities, this study seeks to determine how creative activities affect children’s imaginative and cognitive growth. The dataset includes performance measures from 894 children between the ages of seven and ten who participated in eight weeks of either traditional or creative learning activities. Split the data into two groups, such as Group A (experimental group) and Group B (control group). A normal curriculum was followed by Group B (n=212), while Group A (n=481) participated in a variety of creative activities like music, art, and storytelling. Cognitive and imaginative assessments were administered pre- and post-intervention, covering four key indicators: fluency, originality in narrative creativity, flexibility and graphic abilities in drawing creativity. The results showed that the Group A had performed better than Group B in terms of originality. In conclusion, creative activities help children to develop specific cognitive and imaginative skills; this means that including them in curriculums is important for their overall development.

Metacognition, Metaphor, and Multimodal Meaning-Making: Giving Shape to Creative Agency in Education

ABSTRACT This paper reviews my work in the specific area of teacher creative development and highlights future directions in my own research as well as for possibilities in the field of creativity in education. I emphasize the importance of understanding and promoting creative agency as a multidimensional framework for teacher and student flourishing in school and on the key role of creative metacognition and self-regulation in that developmental process. I consider recent work on creative metaphor generation in multiple modalities, including embodiment, and consider how embodied creative teaching and learning remain understudied areas of huge potential in the field of creativity in education. Last, I present the need for more critical and transformative perspectives and approaches to the study and promotion of creativity in education.

Definitions of Creativity by Kindergarten Stakeholders: An Interview Study Based on Rhodes’ 4P Model

Abstract In 2017, Hong Kong included the notion of creativity in its official kindergarten curriculum framework. However, the curriculum did not define what creativity means in relation to 3- to 6-year-old children. Stakeholders such as teacher educators, kindergarten principals, and teachers may have different understandings of creativity, possibly leading to difficulties in implementing this notion into practice. We adopted Rhodes’ 4P model to examine Hong Kong kindergarten stakeholders’ definitions of creativity in relation to young children. We posed two research questions: (1) What are the themes and elements that Hong Kong kindergarten stakeholders refer to in their responses when defining the notion of creativity? (2) How do these stakeholders differ in their responses when defining this notion? We asked 50 kindergarten stakeholders (20 teacher educators, 10 principals, and 20 teachers) to define the notion of creativity using their own words. Content analysis, descriptive statistics, and multiple Fisher’s exact tests (2 × 2) were used to analyze their responses. We found that all stakeholders possessed a partial understanding of creativity, especially teachers. Stakeholders’ definitions mainly focused on the importance of creative processes. Other components such as the learning environment, the traits of a person, and the creation of products were rarely alluded to in their definitions. We conclude that there is an urgent need to explicitly articulate and conceptualize the notion of creativity in kindergarten curriculum frameworks, such as Hong Kong’s curriculum Guide. This would allow stakeholders to find common ground in the teaching and learning of creativity. Implications for the enhancement of creativity education are discussed.

Pengaruh Penerapan Model Pembelajaran RBL Terhadap Kreativitas Belajar Siswa Kelas XI IPS Mata Pelajaran Ekonomi Di SMAN 2 Muaro Jambi

This research aims to determine the effect of applying conventional learning methods and the RBL learning model in increasing the learning creativity of class XI IPS students in economics subjects at SMAN 2 Muaro Jambi. The research design that will be carried out in this research is a quasi-experimental research with a pre-test – post-test control group design model with one type of treatment. The results of the research show that there are differences in the influence of the conventional learning model and the RBL learning model on the creativity of class XI IPS students. Students who learn using the RBL learning model obtain the best creative learning abilities.

Is AI the end of Human Creativity

Artificial intelligence (AI) is not the end of human creativity but rather a potent instrument tocomplement and expand it. In contrast to humans, AI is limited in its ability to think creatively, emotionally,and intuitively. Working together with AI, we may take use of its features to automate mundane chores andobtain insights, leaving us more time and energy for creative problem solving. Instead of restricting humancreativity, combining it with AI technology might lead to ground-breaking advances in the arts, sciences,and other creative fields. Participants were 80 secondary school kids (mean age = 15) from variousschools throughout India. The question, How do we sustain life on Mars? was posed to the class. Sixtystudents were responsible for completing this assignment during class time. Twenty pupils participatedin this after-school activity. Study participants' perspectives on the question Is AI the end of humancreativity? were analysed. A content analysis of the students' answers to many essential questionsprovided insight into this issue. The findings show that the students had a firm grasp on four keyconcepts related to artificial intelligence and creativity social, emotional, technical, and learning.

Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills

In the complexity of the Fourth Industrial Revolution era, the importance of creative thinking is increasingly emphasized in the context of learning computing and algorithms. These skills are instrumental in inspiring innovative solutions, addressing complex challenges, and fostering the development of advanced technologies that characterize the transformative landscape of Industrial Revolution 4.0. This study aims to determine the effectiveness of the generative learning model based on cognitive conflict in improving the creative thinking skills (CTS) and learning outcomes of students in the computational physics and algorithms & programming courses. This research used mixed methods consisting of pretest-posttest control group design and snowballing technique. The research instruments consist of cognitive tests, psychomotor tests, affective tests, CTS tests, observation questionnaires, and interviews. The research sample consisted of 138 students taking computational physics and algorithms & programming courses. Quantitative data were analyzed using multivariate analysis of variance and qualitative data were analyzed using narrative analysis. The findings indicate that this model effectively improves students’ CTS and learning outcomes. Furthermore, the cognitive conflict aspect encourages students to be creative in analyzing and solving problems. This model has the potential to be used to optimize students’ potential in facing the demands of the fourth industrial revolution.

ЭФФЕКТИВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ УСЛОВИЯ ДЛЯ ОБУЧЕНИЯ ИНОСТРАННЫХ СТУДЕНТОВ РУССКОМУ ЯЗЫКУ

The article discusses some aspects of the practical study of the Russian language by foreign students and students in preparatory courses. Practice has shown that special attention should be paid to spelling issues. It is suggested of using algorithmized rules of the Russian language, including graphically presented ones. It is emphasized that the algorithms presented graphically have both clarity, simplicity and convenience of solving spelling problems, as well as additional communication capabilities. The features of the algorithmic approach in the training of students from Ghana, Congo, Yemen, Iraq, as well as Uzbekistan and Turkmenistan are reported. The flowcharts of specific spelling rules of the Russian language are given. Aspects of the organization of cultural and linguistic work with foreign students are also considered. Attention is drawn to examples of events in which, in a creative learning atmosphere, foreign students solve problems of Russian spelling adapted to language training. The article draws attention to a certain difficulty associated not only with the complexity of Russian spelling, which is quite understandable, but also with the difficulty of writing Russian letters unusual for foreign listeners.

Management of Arabic Language Learning Based on Self-Regulated Learning and Its Application at The Modern Islamic Boarding School

The background of the research shows that the strategy carried out by the modern Islamic boarding school in the implementation of Arabic language learning management based on self-regulated learning is a distinctive scientific phenomenon. This study examines the application of self-regulated learning-based Arabic language learning management. As a field research through qualitative research with a phenomenological paradigm, the research data was obtained through interviews, observations, documentation, and reference searches to be further processed and analyzed through reduction, exposure, and conclusion of data. The study results show that the components of self-regulated learning, which in this case consist of motivation regulation, planning, effort regulation, attention focusing, task strategies, using additional resources, and self-instruction, can be identified which are applied to sit students as creative learning subjects. The conclusion shows that applying various self-regulated learning components contributes to shaping students' creativity in participating in Arabic language learning.

Perspectives from teachers and managers on STEM classrooms and STEM teaching equipment

Abstract This study examines the perceptions of teachers and educational managers regarding the significance of science, technology, engineering, and mathematics (STEM) classrooms and the effectiveness of STEM educational tools in enhancing practical skills, fostering creativity, and promoting interdisciplinary understanding. A survey was administered to 300 teachers and managers from schools in Nghe An Province, Dak Lak Province, and Hanoi, where STEM education programs have been implemented. The study employed a convenience sampling method, utilizing two questionnaires to assess the perceived importance of STEM classrooms and the effectiveness of STEM teaching equipment. The findings indicate that a substantial majority of respondents (96.67%) believe that STEM classrooms play a crucial role in enhancing students' practical skills, while 96% assert that these classrooms promote creativity through hands-on projects. Additionally, 95.34% of participants emphasized the importance of STEM classrooms in advancing interdisciplinary scientific knowledge. However, the survey also identified limitations in the adequacy of STEM teaching equipment, with technical compatibility (71.67%), connections between general and practical equipment (71.34%), and clear labeling and information (71.00%) rated as particularly significant. This research supports the prevailing view that STEM classrooms are essential for developing practical skills, creativity, and interdisciplinary knowledge. Nonetheless, the study suggests that improvements are needed in the effectiveness of STEM teaching equipment, such as ensuring alignment with curriculum objectives, enhancing interdisciplinary integration, and providing clear labeling and usage guidelines. It is recommended that policymakers prioritize investments in standardized and comprehensive STEM equipment and design classrooms that support practical, creative, and interdisciplinary learning.

Managing Creative Online Learning Activities using IMTEAC Model via Line Application on Romping into the Marvelous Station

Managing Creative Online Learning Activities using IMTEAC Model via Line Application on Romping into the Marvelous Station