Creative Problem Solving Model Research Articles

Using the Osborne Model to Develop Grammar Concepts in Morphology Teaching and Learning

The study aimed to investigate the effectiveness of teaching a unit of grammar using Osborne’s model of creative problem-solving, to help secondary school students in the United Arab Emirates develop grammatical concepts. The study sample consisted of 62 tenth-grade students from the Elite School in Abu Dhabi, with 32 students in the experimental group and 30 students in the control group. The participants were purposefully selected during the academic year 2023/2022. The results indicated statistically significant differences in favor of the experimental group taught according to Osborne’s model of creative problem-solving in developing grammatical concepts. The study provides several recommendations, including retesting Osborne’s model for developing grammatical concepts on both male and female students and across different grade levels. We also suggest that teachers consider using Osborne’s model during their teaching or incorporating some stages of the model into Arabic language curricula, particularly in general education stages. Also, to implement the Osborne model to develop thinking skills at different levels, specifically critical thinking skills, creative thinking, and problem-solving.

Physics Teaching Materials Based on The Creative Problem-Solving Model with Concept Maps: The Effect on Students’ Learning Outcomes

This motivation research is the low learning outcomes of physics students at SMA Pertiwi 1 Padang. The process of learning es the teacher does not activate students in finding solutions to problems in elasticity and static fluid material and the materials for teaching used that do not support the model of learning chosen by the teacher. The research type conducted was a quasi experiment using the Randomized Posttest Only Control Group Design. Purposive Sampling was used as a technique. Around 37 and 34 students involved in this study as experiment and class for control respectively. Data obtained from a test with multiple choice questions. Based on data analysis, the average physics outcomes of learning from students in the knowledge aspect in the in class for experimental is 82 which higher than the class for control which is 76. Hypothesis testing of the posttest conducted tc tt where 1.831 1.666 H0 is rejected and H1 is accepted, the conclusion is the research results that the use of physics material for teaching based on the creative problem-solving model with concept maps has a effect in significant on the outcomes of learning from students in class XI MIPA SMA Pertiwi 1 Padang on the knowledge aspect with a real level of 0.05.

Application of Multirepresentation-Based Creative Problem-Solving Learning Models to Improve Critical and Creative Thinking Skills for Students

The 21st-century competencies students need to have include creative thinking skills, critical thinking skills, literacy, and numeracy. These competencies can be developed in the learning process in class explicitly. This research aims to analyze the effectiveness of the Multirepresentation Based Creative Problem-Solving (MBCPS) learning model in improving students’ critical and creative thinking skills. The MBCPS Model Syntax consists of four stages: 1) problem identification, 2) finding ideas, 3) evaluating ideas with multiple representations (verbal, visual, and mathematical), and 4) validating solutions. The MBCPS model was applied to the experimental group and the Problem-Solving (PS) learning model in the comparison group on four study programs, natural science education. culinary education, public health science, and nutrition science with material on the science of nutrition. The difference between before and after learning was tested by Mann-Whitney, and N-gain tested the effectiveness. The results showed that before learning, there was no difference in critical and creative thinking skills, with a p-value > 0.05 between the experimental group and the comparison group. After learning, there was a very significant difference (p < 0.05). Learning the MBCPS model can improve critical thinking skills with an N-gain of 0.72 (high category) and creative thinking skills with an N-gain of 0.67 (medium category). The MBCPS learning model can be implemented on a broader scale according to the characteristics of complex course material to develop models in the field of education.

The influence of the creative problem solving (CPS) model on increasing the mathematics procedural ability of class VII students on whole numbers

Specifically, this research aims; (1) to describe the difference in increasing students' mathematical procedural abilities between those using the Creative Problem Solving learning model and the direct learning model on integer material; (2) to describe the influence of the Creative Problem Solving on students' mathematical procedural abilities on integer material; (3) to describe students' high motivation to learn through the Creative Problem Solving on integer material; (4) This type of research is Quasi-Experimental Design with research design The Noneequivalent Posttest Only Control Group Design. The population in this study was all class VII SMP Negeri 17 Singkawang which consisted of two classes totaling 40 students. Samples were taken by the saturated sampling technique. The sample consists of two classes, namely class VIIA as the control class and class VIIB as the experimental class. Based on the analysis results, it is concluded that; (1) there is a difference in improvement between the experimental class and the control class. The T-Two Independent Samples test evidences this, it is found that there are differences in the mathematical improvement of the experimental class students and the control class students; (2) the influence of the CPS model on students' mathematical procedural abilities. This is evidenced by the Effect Size, the value of Effect Size is 6.0 which is in the significant criteria; (3) students' learning motivation taught by the Creative Problem Solving high. This is evidenced by the average student motivation of 3.41 which is in the high criteria category.

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

This research is motivated by the low problem-solving ability of students caused by focusing on memorizing formulas when answering questions. Innovation is needed to overcome this, one of which is through the innovative implementation of the creative problem-solving model. This study aims to see the effect of students' problem-solving skills through implementing the creative problem-solving model with the RME approach. This study uses a type of quasi-experiment with a non-equivalent control group design in class 6 on the material of building space. The population was 73 students, with a sample of 40 students consisting of 20 experimental classes and 20 control classes with simple random sampling techniques. The ice instrument used is a description test with as many as four questions. The t-test results obtained are Sig. 0.001 with a t-count of 2.387. Based on the test results that have been carried out, there is a positive influence on the implementation of the creative problem-solving model with the RME approach on students' problem-solving skills, and there is an increase in students' problem-solving skills based on the pretest-posttest value of 31.6.

The Effect of Creative Problem-Solving Model to Enhance Scientific Creativity: Study in Static Fluid Physics Learning

The purpose of this study is to ascertain how applying the Creative Problem-Solving model in physics classes affects students' scientific creativity when studying static fluids and how applying the model can improve students' scientific creativity. This study employed a quasi-experimental method, with the population of focus being 11th-grade science students at SMAN 4 South Tangerang, totaling 200 students. The sample in this study involves 78 students selected through the purposive sampling technique and divided into two groups (experimental and control), each comprising 39 students. Both groups were assessed for their skills through pretests and post-tests. The instruments used in this research consisted of 5 structured essay questions referring to three indicators of scientific creativity dimensions developed by Hu and Adey. The result of this study shows that the data generated, based on the Mann-Whitney U test, indicates a significant difference between the post-test scores of the two groups, with a Sig. Value of 0.000, which is below 0.05. The N-gain results also showed a gain of 0.56 in the experimental group and 0.43 in the control group. In conclusion, the Creative Problem-Solving model influenced students' scientific creativity, and it effectively improved students' scientific creativity. The research implications suggest that teachers should implement this teaching method to improve students' scientific creativity skills, enabling them to actively and skillfully address various complex problems in everyday life.

Enhancement of Creative Thinking Skill Using Creative Problem Solving Learning Model

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills

APPLICATION OF THE CREATIVE PROBLEM-SOLVING LEARNING MODEL TOWARDS STUDENTS' MATHEMATICS REPRESENTATION ABILITY

This research aims to find out what the learning process is like using the Problem based learning model. Hypothesis testing using the t test shows that there is a significant difference, namely significant (2-tailed) 0.004 < 0.05 so it can be concluded that H0 is rejected and H1 is accepted. This means that there is an average difference in students' mathematical representation abilities between the experimental class and the control class. Thus, the results of this hypothesis test show that there is an influence of the Creative Problem-Solving learning model on students' mathematical representation abilities

Effect of Creative Problem Solving Models with Ethnoscience on Students’ Problem Solving Ability and Scientific Attitudes

This research aims to analyze whether there are significant differences in problem-solving abilities and scientific attitudes between students who use the ethnoscience-based creative problem-solving learning model and students who use the Discovery learning model on colloidal materials. This research was conducted at SMA N 6 Yogyakarta and SMA N 11 Yogyakarta using a quasi-experimental method with data analysis techniques using MANOVA. Data collection techniques in this research are observation, interviews, questionnaires, and tests. The results showed that there were significant differences in problem-solving abilities and scientific attitudes between experimental class and control class students, with a significance of 0.00 < 0.05 and an effective contribution of 13.6% in the moderate category. Therefore, it can be concluded that the use of a creative problem-solving learning model based on ethnoscience has a significant influence on improving students' chemical problem-solving abilities and scientific attitudes towards colloidal materials.

The Effect of CPS Model with Brainstorming Method on Creative Thinking Skills and Creative Attitudes: A Study on High School Students

Students’ creative thinking skills and attitudes in classrooms are lacking. This study aimed to see how the Creative Problem-Solving (CPS) model with the brainstorming method affected students’ creative thinking skills and attitudes. This study employed a quantitative method with a quasi-experimental design. The sampling technique used was cluster random sampling, which resulted in class X IPA 5 serving as the control class and class X IPA 2 serving as the experimental class. The instruments used were tests to assess creative thinking skills and questionnaires to assess students’ creative attitudes. Based on the results, the significance level was 0.000, less than 0.05. As a result, it can be inferred that the CPS model with the brainstorming method affected students’ creative thinking skills and creative attitudes.

The Impact of the Creative Problem-Solving (CPS) Learning Model on the Mathematical Reasoning Skills of 8th-grade Junior High School Students Studying Systems of Linear Equations with Two Variables

The goal of this research is to examine the effect of the Creative Problem Solving (CPS) Learning Model on Students’ Mathematical Reasoning Abilities in the Topic of Systems of Linear equations with Two Variables for 8th-grade students in a Public Junior High School I Jabung of Malang. This study used an Experimental Design. The research subjects consist of 60 students from two groups. The sampling technique used is Random Cluster Sampling. The research instrument used is a test. The data analysis techniques include descriptive statistics, inferential statistics, and SPSS. The results of this study indicate a significant effect of the creative problem-solving Learning model on students’ mathematical reasoning abilities. This is evident from the average score in the experimental group, which is 72.600, and the average score in the control group, which is 2.200. Based on the results of the inferential statistical analysis, the post-test value obtained is t-value = 0.694, which is greater than the t-table value of 0.58. Therefore, the null hypothesis (H0) is injected, and the alternative hypothesis (H1) is accepted. This means that the Creative Problem-Solving learning model significantly affects students’ mathematical reasoning.

Effects of multirepresentation-based creative problem-solving learning model on students critical thinking and diet nutritional quality

Effects of multirepresentation-based creative problem-solving learning model on students critical thinking and diet nutritional quality

SYSTEMATIC LITERATURE REVIEW: PENGARUH MOTIVASI DAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

Mathematics is a subject that supports students' creativity in mathematical thinking. Because mathematics requires students to be able to think creatively and critically, This research aims to conduct a study using the literature review method related to the influence of motivation and the CPS (Creative problem solving) learning model on students' mathematical and creative thinking abilities. The research method was carried out using a qualitative library research approach and the SLR (systematic literature review) data collection method for all articles related to the object of this research, including 30 national and international journal articles obtained from Google Scholar. From this research, it was found that motivation and creative problem-solving learning models influence students' creative thinking abilities. Creative teachers, learning media, class atmosphere, and appropriate learning methods and models support increasing students' creative thinking abilities.

Validity of a Physics E-Module Based on Creative Problem Solving Model Integrated With Renewable Energy

E-modules are one of the teaching materials that can support the goals of an independent curriculum because with e-modules students can learn easily, can be accessed anywhere and at any time. The CPS model can train students to be skilled and creative in solving problems. One of the characteristics that needs to be integrated in teaching materials is energy saving. The aim of the research is to produce e-modules that meet the criteria of being feasible, practical and effective in improving student learning outcomes. This e-module was developed through research and development using the EDR (Educational Design Research) model with the following stages: analysis and exploration, design and construction, and evaluation and reflection. The Physics E-Module was developed for Work and Energy material which was developed based on Creative Problem Solving steps. Then this e-module also contains information about renewable energy and several energy saving invitations to students. The physics e-module that was developed met the very valid criteria, with detailed scores: 87.5 for the content suitability category, 87.5 for the e-module presentation category, 95.45 for the graphics category, and 91.67 for the language category. Thus, the physics e-module received a very valid assessment for all validation categories.

Instructional level moderation at improving numerical literacy skills through creative problem-solving learning models

Background: In today's ever-changing landscape, students need strong numerical literacy skills to navigate life's complexities. Recognizing that students come with various learning capabilities, often referred to as "instructional levels," educators must think outside the box when it comes to teaching methods.Aim: This study aims to 1) gauge whether creative problem solving (CPS) or scientific learning is more effective in enhancing the numerical literacy skills of MA students; 2) assess the difference in the numerical literacy progress among MA students categorized at independent, instructional, and frustration levels; and 3) explore the interplay between teaching methods and instructional levels on students’ numerical literacy development.Method: Conducted as an experimental study, this research employs a 3x2 factorial design. Participants include students from Class X IPA at MAN 2 Serang. To collect data, we used tests focused on numerical literacy as well as assessments to categorize instructional levels. A two-way ANOVA serves as the statistical approach to test our hypotheses.Result: 1) MA students exposed to the CPS method showed greater improvements in their numerical literacy skills than those who engaged in scientific learning; 2) A noticeable variance exists in the growth of numerical literacy skills among MA students at independent, instructional, and frustration levels; 3) An interaction effect was identified between the chosen teaching method and the instructional level in shaping the numerical literacy skills of MA students.Conclusion: The study concludes that creative problem-solving is more potent than scientific learning in elevating the numerical literacy of MA students. Furthermore, instructional levels play a crucial role in this improvement. A synergistic effect between the teaching approach and instructional level was also found to influence the numerical literacy outcomes.

The Effectiveness of the PhET-Assisted Creative Problem Solving Model on Students' Creative Thinking Abilities and Cognitive Learning Outcomes

This research aims to determine the effectiveness of the PhET-assisted creative problem solving model on creative thinking abilities and student learning outcomes in vibration, wave and sound materials. In this research, the samples taken were determined based on the characteristics of the two classes which were almost the same (homogeneous). The characteristics used are the average UAS scores of two classes which are close to the same and the science teacher who teaches in the same class. The sample chosen was class VIII with class A as the control class and class B as the experimental class with a total of 16 students in each class. This research uses an experimental method with a nonequivalent control group design. Data on students' cognitive learning outcomes were taken using a test method in the form of 15 multiple choice questions, while students' creative thinking abilities used a test method in the form of 5 descriptive questions which had been tested for validity and reliability with a significance level of 5%, resulting in rcount rtable. Research data was obtained from pretest-posttest scores and analyzed using the MANCOVA statistical test. The results of the multivariate analysis show that the sig value is 0.05, namely 0.001 0.005, which means that there is a significant influence. The N-gain results show an increase in creative thinking abilities by 56.57% and an increase in students' cognitive learning outcomes by 57.08% which is included in the medium category. Therefore, it can be concluded that the use of the creative problem solving model assisted by PhET significantly increases students' creative thinking abilities compared to conventional learning. In addition, there is a significant increase in the cognitive learning outcomes of students who use this model. The implementation of PhET as an interactive learning tool opens up opportunities for students to understand science concepts in a more in-depth and contextual way. Implications of these findings include increased student engagement, development of innovative learning models, and emphasis on problem-based learning. This research contributes to educational practitioners and researchers in understanding the potential of the PhET-assisted creative problem solving model as a practical approach to improving students' learning outcomes and creative thinking abilities in the context of science learning.

Developing Worksheet Based on Creative Problem-Solving Models

The focus of this research is to develop worksheets on biology content for the eleventh graders in high school. The development research research design included the following steps: research and information collection, planning, develop preliminary form of product, preliminary field testing, and main product revision. The participant are 12 students in the initial product trial for the eleventh graders of SMA N 1 Suralaga in the school year of 2021/2022. Using a closed questionnaire to gather research data and student worksheets covering the eleventh-grade material, such as the movement system, blood circulation, digestion, respiration, excretion, coordination, and psychoactive substances, to assess the validity of the instrument supplied to experts and students. Analyzing the outcomes of expert instrument validation, determining the average value, and using percentages to group the results into five categories—very bad, not good, good enough, good, and very good—represent quantitative descriptive data analysis. It was discovered from the limited test results that the implementation indicator received the lowest percentage in the extremely unfavorable category during the development at the initial product test stage were the very bad category (85.7%) and very not good (14.3%). Development indicators; good enough (28.6%) and good (71.4%). Ideate indicators; 100% very good. Clarify indicator; very not good (14.3%), not good (28.6%), good enough (42.6%), and very bad (14.2%). It can be concluded that it was necessary to revise the initial product, namely by including in more detail the components of the creative problem solving indicator both at clarify, ideate, develop, and implement

Creative Problem-Solving Learning Model to Improve Student Activeness and Learning Outcomes in Entrepreneurship Creative Product Subject

To overcome this problem, a study was conducted using the Creative Problem Solving learning model to increase student activeness and understanding in learning. This study aims to determine whether or not there is an increase in student activity and learning outcomes.This type of research is Classroom Action Research which is conducted in two cycles. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The success indicators determined were the average score of the student's activeness level reaching ≥75% and the percentage of classical completeness of students in the class reaching ≥75%. The results showed that there was an increase in student activeness and learning outcomes, this is evident from the percentage of classical student completeness from the pre-cycle which was only 22% increased to 63% in cycle I and again increased in cycle II reached 88%, while the percentage of observation results The activeness of students in the first cycle reached 67% then increased in the second cycle to 83%. Based on the results of research and discussion, it can be concluded that there is an increase in student activeness and learning outcomes after the application of the Creative Problem Solving (CPS) learning model in the subject of computer assembly, basic competence in understanding the disassembly procedures of computers and presenting the results of assembling computers.

Improving High School Students' Little Creativity by Creative Problem Solving Model In General Technology Course

Creativity is important in human life and how it is cultivated in the formal education system is a hot topic today. In order to accomplish the improvement of students' creativity level in a relatively short period of time, we chose little creativity as the object of our study. In this study, a quasi-experimental research method was used, in which the control class used traditional teaching methods and the experimental class used a new teaching framework developed based on the creative problem solving model for the class. Through comparison, we found that the control and experimental classes showed significant differences in the total score, flexibility and fluency of the tests, and the experimental class also showed significant differences in the originality of the tests.

Determining Students' Higher Thinking Skills Profile Using Creative Problem-Solving Model Indicators Integrated with Predict Observe Explain

This study intends to investigate the profile of students’ higher-order thinking skills through the model integration of Creative Problem Solving Predict-Observe-Explain (CPSPOE). Data collection was carried out both quantitatively and qualitatively (mixed method). The mixed method sequential explanatory design consisted of two distinct phases: quantitative and qualitative. In this design, the researchers first collected and analyzed quantitative (numeric) data, then proceeded with qualitative data to help decipher the quantitative results. Using a purposive sampling technique, the research sample used two junior high schools in the city of Bengkulu to determine the experimental and control classes in each school based on the average academic scores before the study. The research instrument was a high-level thinking cognitive test in the form of 10-item test items describing the interaction of living things with their environment. The results of student scores on the test were analyzed using the MANOVA significance test and obtained a p-value 0.05, meaning that there is a significant influence on classifying, problem-solving, generating hypothesizing, and decision-making. Based on the CPSPOE model reference, which is integrated with a complete and interactive sequence of learning stages that can facilitate students to be involved in efforts to train higher-order thinking skills and can effectively activate students, being facilitated by teachers, complex social systems are considered practical and easy to implement to train high-level thinking skills. This study concludes that the sequence of learning stages of the CPSPOE model can be effective in improving classifying, problem-solving, generating hypothesizing, and decision-making skills for junior high school students’ high-level thinking skills.