Improve Creative Thinking Research Articles

Development of Physics Websites Based on STEM Assisted of Google Sites on Momentum and Impulse Materials to Improve Creative Thinking Skills

Goals of this study to determine effect of applying physics websites based on STEM assisted of Google Sites to advance student’s creative thinking skills for momentum and impulse materials. Method in this research is R&D by using ADDIE Models, and for experimental using one group research design pretest-posttest design. Collecting data technique are questionnaire and instrument test (pretest and posttest). The Data was obtained in SMA Negeri 1 Berau, with the respondent in this study 32 students from X MIPA 1, data analyzed by Software IBM SPSS Statistics 25 for Descriptive statistics, Sign Test and Reliability test. The research results showed that the instrument which have been developed was reliable. the results obtained that the website developed is practical for learning. The treatment given is able to advance students' creative thinking skills, which showed from the high average post-test score compared to the pre-test. The Profile Student’s creative thinking skills each indicator showing that for indicator originality, flexibility, and elaboration has increase, but there is no difference value for indicator fluency

Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects

There is a Japanese teacher professional development model that effectively improves the quality of learning, namely Lesson Study. This research aims to analyze the impact of implementing lesson study on improving creative thinking and student learning outcomes in Social Sciences (IPS) subjects at MTsN Batu City. The research method used is classroom action research (PTK) with a qualitative and quantitative approach. The research subjects were students of class VIII MTsN Batu City. Data was collected through observation, interviews, and learning outcomes tests. The research results show that lesson study significantly improves students' creative thinking abilities and learning outcomes. Qualitative Findings: Observations revealed increased student participation in group discussions and submission of new ideas. Teachers report that collaboration in lesson planning allows them to design more interactive and engaging strategies. Interviews with students showed increased confidence and engagement in exploring social studies concepts. Quantitative Findings: Test results show significant improvements in students' academic achievement. The student's average score on the initial test of 75 increased to 85 on the final test, with the t-test showing that this difference was statistically significant (p < 0.05). This demonstrates that lesson study has increased students' understanding and mastery of social studies material.

Development of Etno-STEM Integrated Bioentrepreneur Electronic LKPD PjBL on Technology Innovation Material to Improve Creative Thinking Abilities and Entrepreneurial Interests of High School Students

This development research aims to produce an ethno-STEM integrated PjBL bioentrepreneur electronic worksheet that is feasible, practical and effective for use in improving creative thinking abilities and entrepreneurial interest. This type of research is Research and Development R&D with the ADDIE model (Analysis, Design, Development, Implement, and Evaluate). The subjects in this research were expert lecturers, teachers and students. The instruments in this research are interview instruments, needs questionnaires, feasibility questionnaires, practicality questionnaires, learning implementation sheets, teaching module validation questionnaires, test instruments, and entrepreneurial interest questionnaires. The instrument will be validated by experts and then tested. Data analysis using Manova and N-gain score tests. The results of this research show that the ethno-STEM integrated bioentrepreneur PjBL electronic worksheet is very feasible with a feasibility score for material experts of 84% and media experts of 94%, very practical with a practicality score for teachers of 100% and students of 89%, and effective as seen from The N-gain test value for creative thinking ability for the experimental class was 0.57 and the control class was 0.47 in the medium category and the N-gain test for entrepreneurial interest in the experimental class was 0.40 and the control class was 0.30 in the medium category. The Manova test obtained sig. hotteling's trace 0.00 < 0.05. The results of the Manova and N-gain tests show that the ethno-STEM integrated bioentrepreneur PjBL electronic LKPD is effective in increasing creative thinking abilities and entrepreneurial interest

Improving Creative Thinking Skills In Marine Ecology In Developing Bioentrepreneurship

This research aims to determine the improvement of creative thinking skills in marine ecology in developing bioentrepreneurship towards sustainable development in prospective biology teacher students. The material in this research is plankton, especially the cultivation of Spirulina sp in the laboratory. The research method used was quasi-experimental with a one-group pretest posttest design. The research sample consisted of 27 students who took a marine ecology course in semester 5 at Central Kalimantan University. The test instruments were multiple choice (PG) reasoned and plankton material description test questions. The research results show that each indicator of creative thinking skills, namely flexibility, originality, and elaboration, is significantly different (p = 0.000). The research results show that plankton material towards sustainable development can improve creative thinking skills in prospective biology teacher students. The contribution of this research can have implications for sustainable development goals point 4, namely quality education, and point 14, namely life underwater.

The Implementation of Creative Problem-Solving Model In Improving Creative Thinking, Problem-Solving, and Self-Regulated Learning Skills In Literature Learning For Grade XI Students of Saint Ursula High School

Creative thinking, problem-solving, and self-regulated learning skills are essential 21st-century skills that need to be developed. However, not many students have mastered these three skills. This research aims to determine the results of implementing the Creative Problem Solving (CPS) learning model to enhance these skills in English literature class for Grade XI at Santa Ursula High School in Jakarta. The research was conducted using the classroom action research (CAR) method, which consisted of three cycles. Each cycle involved the planning, observation, action, and reflection phases. A pre-test was conducted before starting each cycle, followed by a post-test after completing the cycle. The research subjects consisted of 32 students, and the assessment instrument used a scoring rubric. The results showed that there was an increase in the average value of creative thinking skills, problem-solving, and self-regulated learning in each cycle. From these results, it can be concluded that the CPS learning model can improve creative thinking, problem-solving, and self-regulated learning skills in English literature classes for Grade XI students at Saint Ursula High School Jakarta.

Development of Mobile-Based Learning Media to Improve Creative Thinking Abilities and Learning Interest of Middle School Students

Mathematics, a compulsory subject from elementary school, is essential for developing critical thinking, reasoning, creative thinking, communication and collaboration. However, the ability mentioned above in Indonesian students is still low, as evidenced by the results of PISA and TIMSS. The 4C capabilities, which consist of Critical Thinking, Reasoning, Creative Thinking, Communication, and Collaboration, are very important for 21st century learning. To improve the ability to think creatively, it is necessary to have an innovation that has an impact on student learning outcomes, one of which is through learning media. Geometry, a popular subject in junior high school mathematics, poses challenges for students. This study to improve creative thinking skills and geometry learning media, researchers developed mobile-based geometry learning media using the ADDIE model. The process of developing mobile-based geometry learning media is carried out through the stages of analysis, design, development, implementation and evaluation. Learning using learning media that has been developed is classified as effective. Students can master the material presented in learning using mobile-based geometry learning media.

Implementation of Project-Based Learning Model to Improve Creative Thinking of Elementary School Teacher Education Students in Social Sciences Learning in Upper-Level Class Course

The Indonesian authority encourages that higher education institutions should carried out in a non-lecturing manner, in the form of a case method and team-based project. Therefore, the Universitas Pendidikan Indonesia requires all lecturers to create collaborative and participatory classes. The Social Sciences Learning in the Upper-Level Class Course used the project-based learning (PjBL) model in the form of visits to museums and making videos of the results of their visits, so it is important to investigate the implementation and results of the practice to enhance critical thinking. The subjects of this qualitative study were fourth-semester students at the UPI Serang Campus Elementary School Teacher Education Study Program. The method employed in this research was a descriptive qualitative using observation and questionnaire data collection. The data analysis used the Miles and Huberman framework, comprising data reduction, data display, verification, and conclusion. The results of the research demonstrated that the application of the PjBL model in the course by creating videos and YouTube platforms revealed that students' creativity increased because they were given the freedom to explore their creative thinking in carrying out the project. This is shown by the percentage of 27.21% was in very students completing assignments, with excellent criteria and the rest gained good criteria according to the rubric given. The implementation could be the best practice of PjBL in higher education to increase student creative thinking

Needs Analysis for the Development of Science e-Modules Assisted with Kvisoft Flipbook Maker on the Basic of Project Based Learning on Heat and Transfer Materials to Improve Creative Thinking Ability in the Pandemic Period

Creative thinking is a high-order thinking skill that is considered to be an important skill to succeed. Creative thinking abilities include fluency in thinking, flexibility of thinking, originality of thinking, and detailed thinking (elaboration). The lack of teaching materials on the topic of heat transfer and the inability to think creatively about the topic negatively affect students. Therefore, this study aimed to analyze the need for the development of an e-module using the Flipbook Maker application. The need analysis for the e-module was analyzed in line with creative thinking abilities to support online learning. This study used a qualitative method, with the research subjects being teachers and students of grade VII of Junior High School in Sukoharjo. Data collection techniques employed were questionnaires and interviews, in which the data were then analyzed descriptively. The study revealed that students’ creative thinking abilities were still low on indicators of flexibility and originality. For these reasons, project-based learning (PJBL) is a learning model that can be applied to improve students’ creative thinking abilities. In addition, teachers and students need e-modules to support the online learning process. Thus, this research can be elaborated by developing a natural science e-module assisted by a Flipbook Maker based on PJBL to improve students’ creative thinking abilities.
 Keywords: Science e-Modules, Project Based Learning, Creative Thinking Ability

Validity of PBEST Learning Model: An Innovative Learning to Improve Creative Thinking Skill and Entrepreneurial Science Thinking

Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking.

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

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

PBL-STEM Integrated Interactive E-Module in Improving Creative Thinking Skills and Collaboration Skills: Needs Analysis in Biology Education

STEM is a learning approach that integrates science and math learning through scientific processes, technology and engineering, and mathematical analysis to develop 21st-century skills. One of them is creative thinking skills and collaboration skills, namely thinking skills that involve cognitive, analytical, rational, and logical processes and invite Biology Teacher Candidates to do reflective thinking about problems. The application of STEM integrated with problem-based learning (PBL) and packaged in E-modules will produce creative individuals through creative thinking skills and collaboration. This research design uses qualitative description. This study aims to determine the need of teaching materials in the form of PBL-STEM-based E-Modules in improving the creative thinking skills and collaboration skills of Biology Teacher Candidates. The subjects of this study were 172 Biology Teacher Candidates and 39 Biology education lecturers. Data collection was done by distributing questionnaires. The results of data analysis showed that there were only 28.2% of lecturers and 23.5% of Biology Teacher Candidates using e-modules in biology learning. 100% of lecturers and 87.5% of Biology Teacher Candidates stated the need for PBL-STEM integrated interactive e-modules in Biology learning, and there were 94.9% of lecturers and 98.8% of Biology Teacher Candidates considered it necessary to master creative thinking skills and collaboration skills.

STEM Quartet to Improve Creative Thinking Skills (CreaTS) for High School Students in Physics Learning

This study aims to improve high school students' creative thinking skills (CreaTS) in physics learning by applying the STEM Quartet. This study used an experimental design with the pre-experimental method, and the design used was a one-group pretest-posttest design. The population in this study were all students of class X at a high school in Bandung. The sampling technique in this study was purposive. The sample for this research is 16 students aged 15 to 16 years. The instrument in this study was the CreaTSIT (Creative Thinking Skill Instrument Test) in the form of an essay consisting of 20 items. Data were analyzed using the gain score, Wilcoxon signed rank test, stacking, and racking. The results showed a significant difference between the pretest and posttest scores with a p-value of 0.00 and an increase in creative thinking skills (CreaTS) in each indicator with an N-Gain value of 0.67 in the medium category. The four aspects of creation experienced increases, changes in the difficulty level of items, and changes in students' creative thinking skills, as shown through stacking and racking analysis. This study suggests that applying the STEM Quartet can be used as an alternative to improve students' creative thinking skills (creaTS) and can contribute to the world of Indonesian education, especially for physics teachers and physics education researchers.

Implementation of Lesson Study-Based Problem Based Learning Learning Model to Improve Creative Thinking Ability (KBK)

This study aims to describe the implementation of the Problem Based Learning learning model to improve students' Creative Thinking Ability (KBK) in acid-base chemistry subject. This type of research is descriptive quantitative through Lesson Study activities which consist of three stages, namely Plan, Do, See with the PBL model. The subjects used were class XI students of SMA Negeri 1 Lasem. The data collection method is by giving LKPD questions, observations, field notes, and documentation. The observer's observation results are supported by documentation data in the form of photos and videos. The results of this study indicate that the classification of students' Creative Thinking Ability (KBK) in the first cycle and the second cycle is classified as fulfilling the indicators of the Creative Thinking Ability (KBK) dimension. Therefore, the Dimensions of Students' Creative Thinking Ability (KBK) in chemistry subjects can be improved by using Lesson Study-based Problem Based Learning.

Improving Creative Thinking Skills through Integration of Problem-Based Learning with STEAM In Environmental Pollution Material

The 21st century demands today's students to face increasingly complex life problems and a globally rigorous work environment. A learning model that can facilitate learners in developing their creative thinking skills is necessary. The objective of this research is to determine the influence of PBL-STEAM integration on learners' creative thinking abilities in the topic of environmental pollution. This type of research is quantitative with quasi-experimental research methods. The research sample consisted of 58 learners, with each class consisting of 29 learners selected through simple random sampling. Based on hypothesis testing using independent t-test at α = 0.05, the research findings showed a significance value of 0.00, this suggests that the PBL-STEAM learning model has an effect on learners' creative thinking in the topic of environmental pollution. The influence of the PBL-STEAM model on learners' creative thinking abilities can be analyzed based on the syntax of learning within the PBL-STEAM model. The results of this research imply that the PBL-STEAM learning model can be employed as a substitute for a model that enhances students' creative thinking abilities in the topic of environmental pollution

Biotechnology Engineering Vertical Hydroponic Farming in PjBL-STEM Learning Jigsaw Strategy to Improve Creative Thinking Skills and Creativity of Grade 10 Students

This study tested the effectiveness of PjBL-STEM learning model jigsaw strategy on creative thinking skills and creativity of grade X students on biotechnology vertical hydroponic farming material. The research method used was quasi-experimental design with pretest-posttest control group design, which was conducted in Class X SMAN 1 Ciracap in Sukabumi Regency as many as 60 students consisting of 30 experimental class students and 30 control class students. Data collection was conducted using initial and final tests for creative thinking skills and observation sheets for student creativity and student response questionnaires to the PjBL-STEM Jigsaw strategy model. Quantitative data from the study were analyzed using SPSS-25 and qualitative data were processed using descriptive analysis. The experimental class received PjBL-STEM learning treatment with jigsaw strategy, while the control class used PjBL. For the first time learning model applied in class X, PjBL-STEM jigsaw strategy is effective in improving students' creative thinking skills and creativity. The prominent creative thinking skills are shown in the fluency and originality indicators. Based on the observation, the implementation of the PjBL-STEM model of jigsaw strategy directs students to the steps of inquiry, engineering design, production process, and communication much better than PjBL.

Impelementation of Scientific Based Prezi Presentation Media to Improve Creative Thinking Skills of Class 8th Students of SMPN 6 Makassar

This study aims to determine (1) the magnitude of the increase in students' creative thinking skills after applying scientific-based Prezi presentation media. (2) large Effect Size of the application of scientific-based Prezi presentation media to improve students' creative thinking skills (3) a significant increase in the average score of students' creative thinking skills after applying scientific-based Prezi presentation media (4) there is no difference in the average score of creative thinking skills of grade VIII G and class VIII H students after applying scientific-based Prezi presentation media. The population was all class VIII SMPN 6 Makassar consisting of 11 classes with a total of 381 people.The sample in the study VIII G consisted of 35 students and VIII H consisting of 31 students with a total sample of 66 students. The test used is an essay test obtained from pretest and posttest data analyzed using descriptive and inferential statistic.The results of this study were: (1) Improvement of creative thinking skills of students in class VIII Hi SMPN 6 Makassar who were taught using Scientifically based Prezi presentation media obtained N-Gain, which is 0.46 in the medium category. (2) the level of results of the Effect Size analysis of students after the application of Scientifically-based Prezi presentation media in the learning process is 4.48 for class VIII G and 4.68 for class VIII H which is in the Strong Effect category. (3) there was a significant increase in the average score after the application of scientific-based Prezi presentation media. (4) There is no difference in the average N-Gain score of creative thinking skills between class VIII G and class VIII H because both classes are given the same treatment, which is taught using scientific-based Prezi presentation media. This shows that the application of Prezi presentation media can improve students' creative thinking skills.

Problem Based Learning to Improve Creative Thinking Skills and Technological Literacy on Virus Material

Creative thinking skills and technological literacy are important skills possessed by students in the 21st century. However, many students are still poorly trained these skills, so they need learning strategy that can improve them. This classroom action research aims to improve creative thinking skills and technological literacy through the application of PBL. The method used is Stephen Kemmis and Robyn McTaggart (2007) model, includes planning, acting, observing and reflecting stages in each cycle. The research subjects were 34 students of class X-10 State Senior High School 1 Batu. The results obtained in the form of the average value of creative thinking skills in the precycle of 55.37%, cycle I of 73.97%, while in cycle II of 84.19%, while the average score of technological literacy in the precycle of 66.43, cycle I of 75.62, while in cycle II of 87.68. This shows that the application of PBL can improve creative thinking skills and technological literacy in students of Class X-10 State Senior High School 1 Batu. The implication of this research is that the application of PBL develops problem solving skills, creative thinking in formulating solutions, and being able to utilize the role of technology appropriately so that students can continue to adapt in the digital era.

Reducing Misconceptions on the Concept of Vibration and Waves with CCM CCA to Improve Creative Thinking Skills

Education in the 21st century currently requires students to improve higher-order thinking skills (Higher Other Thinking Skills), one of which is creative thinking skills. A good conceptual understanding will support higher-order thinking skills, especially creative thinking skills. This study aims to reduce students' misconceptions about the concept of vibration and waves with CCM CCA and to improve students' creative thinking skills. Subjects in this case amounted to 29 students. Students' creative thinking skills are measured from the results of tests carried out 2 times, namely in the form of an initial test (pretest) and a final test (posttest) which refer to indicators of students' creative thinking skills. Items in both tests are equipped with response answers (reasons for answering questions) and all test items are equipped with several answer choices that indicate the level of certainty of answer responses. The method in this research is descriptive quantitative. The results of the study show that the CCM CCA learning model can reduce students' misconceptions about vibration and wave concepts and improve their creative thinking skills.

Development E-Lkpd Based On Higher Order Thinking Skills To Improve Creative Thinking Of Elementary School Students

This study aims to develop HOTS-based Electronic Learner Worksheets, knowing the assessment of three experts and the opinions of educators and students in grade VI. This research uses the learning design development research or R&D using the ADDIE model. The research subjects involved comprised three experts (media, linguists, and material experts) and grade VI students. The instrument used for data collection used in the form of a questionnaire given to media experts, linguists, and material experts obtained from the results of the study is qualitative data which is analyzed using quantitative data in the form of numerical data and interpreted with guidelines for assessment category criteria to determine product quality. The results of this study produce HOTS-based E-LKPD products that can be used at the elementary level as teaching materials for students who have met the excellent criteria with an average score of 98.9% media experts, 95% linguists, and 96.9% material experts with very feasible category to use, as well as a practicality level of 87.9% in very practical criteria and an effective level with an average of 90% in the very effective category. HOTS-based E-LKPD teaching materials are feasible, practical and effective for learning.

Implementation of the POGIL Model Combined with a Digital Mind Map Based on Online Learning to Improve Creative Thinking Skills and Student Cognitive Learning Outcomes at SMAN 2 Malang

Education in 21st Century has supported use of the 2013 Curriculum which demands skills, one of which is creative thinking skills. This skill demand is inversely proportional to the real conditions in class XI MIPA 3 SMAN 2 Malang. Initially, creative thinking skills showed an average of 50.20%, indicated that student still had difficulty writing many different answers and were not equipped with details, used the language of books and the internet, did not see problems from various directions. Low cognitive learning outcomes are proven by the 2020/2021 odd semester exam scores with 41.39% of students getting scores below the KKM. Teachers have difficulty implementing learning models during the Covid-19 pandemic. The research aims to improve creative thinking skills and cognitive learning outcomes using the POGIL model combined with a digital mind map based on online learning. The research aims to improve students’ creative thinking skills and cognitive learning outcomes using POGIL model combined digital mind map based on online learning. The method uses Classroom Action Research with Kemmis & Mc Taggart design. Collecting data through creative thinking questions from UKBM, digital mind map, and pretest-posttest. The results of the cycle I and cycle II showed an increase in creative thinking skills from 78.37 to 86.26 (UKBM) and 83.74 to 91.50 (digital mind map), the average class cognitive learning outcomes from 78.90 to 80.29, and classical cognitive completeness by 80.65% to 87.10%. The increase was due to the integration of guided inquiry, cooperative, and digital mind map that we're able to create an active atmosphere, creative thinking, teamwork, and concept formation