Ability Of Students Research Articles

Analysis of biology midterm exam items using a comparison of the classical theory test and the Rasch model

In biology learning, test instruments are essential for assessing students' understanding of complex concepts. A test instrument is a crucial factor in learning evaluation; however, its implementation remains minimal. This descriptive quantitative study aims to analyze the quality of test items using the classical approach in terms of validity, reliability, difficulty index, discrimination power, distractor effectiveness, and the Rasch model analysis. The data consists of 30 multiple-choice questions from a biology midterm exam administered to 40 students. Classical test data analysis uses Microsoft Excel, while Rasch model analysis uses Winsteps software. The validity test results from both approaches show 14 valid questions and 16 invalid ones. The reliability scores are 0.619 (adequate) for the classical approach's Cronbach's Alpha, 0.85 (good) for the Rasch model, and 0.65 (weak) for personal reliability. The classical test theory and the Rasch model categorize item difficulty into four levels. The classical approach produces five categories for item discrimination, while the Rasch model identifies three groups based on the item separation index (H=3.45) and two groups based on respondent ability (H=1.96). Distractor effectiveness shows 93.3% functional distractors in the classical test and 80% in the Rasch model. The Rasch model offers greater precision in measuring student ability and detecting bias. Both models should be integrated for comprehensive item analysis. Future tests should focus on improving invalid items and the quality of distractors.

Examining The Impact Of Problem-Based Learning On Students’ Problem Solving Ability And Self-Efficacy

With effective problem-solving techniques and a strong sense of mathematical self-efficacy, students may effectively navigate challenges on a regular basis. This ability can be enhanced by using a problem-based learning integrated in classroom. Using an integrated problem-based learning in classroom can help students increase the capacity. This study was aimed to investigate the application of Problem-Based Learning (PBL) in improving students’ problem-solving ability and mathematical self-efficacy. It was conducted at Sekolah Menengah Pertama Negeri 5 (State Junior High School), Lhokseumawe, involving students of class VIII as the research population. The students of class VIII 1 and VIII-5 were selected through purposive sampling technique a sample to be respectively assigned as an experimental and control group. The emerging data as a result to the treatment were analyzed quantitatively with two-way ANOVA using SPSS software. These findings indicated that the PBL increased students’ mathematical ability more than conventional learning did in control group. At the same time, the ability of students’ mathematical self-efficacy from PBL experimented-group showed no greater differences from those of control group.

Upaya Meningkatkan Kemampuan Membaca Dengan Media Big Book pada Pembelajaran Bahasa Indonesia di Kelas 1 SDIT Ar-Ridha Desa Pantai Cermin

This research aims to improve the reading ability of grade I elementary school students through the use of Big Book media. The approach used in this research is Classroom Action Research (PTK) with a cycle model consisting of four stages: planning, implementation, observation and reflection. The subjects of this research were first grade elementary school students who had difficulty recognizing letters, reading words and simple sentences. Big Book media was chosen because of its large size and attractive illustrations, which are expected to motivate students in the process of learning to read. The research results show that the use of the Big Book significantly increases students' reading interest and ability. This can be seen from the increase in students' reading test scores in each cycle. The use of the Big Book also encourages active involvement of students and makes it easier for them to understand reading. Based on these results, Big Book media is effectively used as a means of learning to read for grade I elementary school students.

Establishment of Physical Strength Evaluation Findings on Slim School Age Children: Analysis of Fifth Grade Primary School Students

Hypotheses on physical strength and athletic ability in people with slim body types have yet to be clearly proven. Certainly, several studies have been reported, but none have gone beyond the realm of speculation. This is due to the fact that an amount of data needed to statistically ensure conclusions on the slim body type have not been established. In this study we carefully the examined physique, physical strength and athletic ability over time obtained in a large-scale study conducted over seven years (2013 to 2019) in the Kansai region of Japan, and obtained measurement results for fifth grade elementary school students and second year junior high school students. Specifically, we applied the wavelet interpolation model to the trends over time in mean values and standard deviations for height, physical strength, and athletic ability (grip strength, repeated side jumps, sit and reach, sit-ups, 50 m run, standing long jump, 20 m shuttle run, and softball throw) in fifth grade boys and girls. We then constructed span evaluation charts. The height, physical strength, and athletic ability of fifth grade boys and girls judged from an aging span evaluation chart for BMI devised by Fujii [1] was then applied to this evaluation chart. The result was that the evaluation of physical strength and athletic ability in slim fifth grade elementary school students derived in this study clearly indicated that these students somewhat below average in grip strength and softball throw, which has not been reported from previous estimates. We submit that a physical strength and athletic ability evaluation in fifth grade boys and girls in elementary school with a slim body type has been established in this study

Research on Big Data Platform Deployment and Maintenance Course Practical Teaching based on "Job-Curriculum-Competition-Certification + Ideological and Political Integration"

With the rapid development of the big data industry, the demand for big data technical talents has increased sharply. The big data technology major in higher vocational colleges aims to cultivate high-quality skilled talents with capabilities in data collection, processing, operation and maintenance, and technical services. The major integrates the core skills of big data implementation and operation and maintenance positions into professional courses and conducts teaching practice based on the "Job-Curriculum-Competition- Certification + Ideological and Political Integration" model. By constructing an education system that integrates knowledge imparting, ability cultivation, and value shaping, ideological and political education is integrated into course teaching, achieving an organic combination of professional teaching and ideological and political education content. At the same time, a blended teaching mode is adopted, focusing on the comprehensive cultivation of students' knowledge, abilities, and qualities, using competitions to promote learning and training, and improving the quality of talent cultivation.

Enhancing performance factor analysis through skill profile and item similarity integration via an attention mechanism of artificial intelligence

IntroductionFrequent formative assessment is essential for accurately evaluating student learning, enhancing engagement, and providing personalized feedback. In STEM education, understanding the relationship between skills that students have internalized (mastered) and those they are developing (emergent) is crucial. Traditional models, including item response and cognitive diagnosis models, primarily focus on emergent skills, often overlooking internalized skills. Moreover, new tools like large language models lack a complete approach for tracking knowledge and capturing complex skill relationships.MethodsThis study incorporates artificial intelligence, specifically attention mechanisms, into educational assessment to evaluate both emergent and internalized skills. We propose a modified version of Performance Factor Analysis (PFA), which assesses student abilities by analyzing past responses and comparing them with peer performance on the same items, using parameters from a sigmoid function. This model leverages attention mechanisms to capture item order-based similarity and decay principles, providing a nuanced view of student skill profiles.ResultsThe Modified Performance Factor Analysis model significantly improved discriminative power, accuracy, precision, recall, and F1 scores across various skill areas compared to traditional PFA models.DiscussionThese results indicate that the Modified Performance Factor Analysis model allows for a more accurate and comprehensive evaluation of student performance, effectively identifying both emergent and internalized skills. By integrating AI into assessment, educators gain deeper insights, enabling them to refine teaching strategies and better support students' mastery of both types of skills.

Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students

BackgroundAccording to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers. AimsThis study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time. SampleParticipants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers. MethodsWe investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling. ResultsOur results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers. ConclusionsGiven the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.

Unveiling Critical Thinking Pedagogy: Classroom-Based Assessment Strategies in Higher Education

Promoting critical thinking (CT) skills has largely attracted the concern of numerous relevant stakeholders, including teachers, students, and policymakers, with the assumption that CT is a vitally learned skill needed by graduates. This study explores the extent of classroom-based assessment strategies used to promote the CT ability of undergraduate students in Vietnam. Qualitative research approaches were employed through in-depth interviews, classroom observations, and assignment analysis with a curriculum review of the Global Citizens Program at Swinburne Vietnam Alliance Program with FPT Education. The findings show that teachers have widely applied a couple of assessment techniques to increase the CT capability of students, including peer review, reflective writing, case study analysis and evaluation, teamwork projects, research-type assessments, and problem-solving. Furthermore, lecturers who are more aware of the importance of CT and those who are more flexible and skilled in testing self-developing techniques have more strategies for incorporating CT into their assessments. The study reveals that if CT is explicitly stated in the program learning outcomes and incorporated into the course outlines, it is more likely to be implemented.

Cultivating Innovation: Pedagogical Strategies for Enhancing Critical and Creative Thinking

The objective of this study is to assess the level of critical and creative thinking of the foundation students of University Utara Malaysia (UUM) in the class AALK0013 Critical Thinking and to identify the problems faced and solutions deployed while doing a product innovation and invention project. The work is based on the quantitative research method, and the data is analyzed using descriptive analysis of the questionnaires administered. The instrument developed from the Torrance Test of Creative Thinking (TTCT, Torrence, 1982) and the Watson-Glaser Critical Thinking Appraisal (WGCTA, Watson and Glaser, 1980) comprises forty items and is subdivided into seven constructs. The study involved 59 students as the sample of participants. Quantitative data was analyze using on the SPSS statistical tool to calculate the mean and standard deviation of the results of the critical and creative thinking abilities of the students besides providing an idea of the difficulties encountered in completion of the project. The specific objectives of the study are: To assess: (i) the changes in the critical and creative thinking abilities of students after the application of the product innovation and invention project, (ii) the challenges faced by the students during the project and (iii) the ways in which the challenges were dealt with by students. The results show improvements in the evaluation of cognitive abilities, identify gaps in knowledge and skills, issues of time management, shortage of resources as well as team and prototyping problems and present solutions to these shortcomings. It therefore becomes important to incorporate aspects of product innovation, invention activities in the curriculum to ensure they enhance the thinking skills and problem-solving qualities of every learner.

Enhancing Analytical and Critical Thinking Skills through Reflective and Collaborative Learning: A Quasi-Experimental Study

In the context of contemporary higher education, cultivating students' analytical and critical thinking capabilities is essential for their achievement in both academic and professional arenas. Conventional pedagogical approaches frequently fail to adequately support the advancement of these sophisticated cognitive competencies. Recent studies suggest that reflective and collaborative learning methodologies can significantly strengthen these skills. Nevertheless, there remains a paucity of research concerning the overall effects of these educational strategies on university students. This initial investigation seeks to fill this void by assessing a blended instructional model that combines reflective and collaborative learning techniques to enhance the analytical and critical thinking abilities of students at Yunnan University of Traditional Chinese Medicine. The results indicate that this holistic approach not only improves cognitive skills but also fosters a more engaging and effective educational atmosphere. This research provides empirical validation for the incorporation of reflective and collaborative learning, offering valuable insights for curriculum design and instructional practices within higher education.

AN ANALYSIS OF TEACHING AND LEARNING ENGLISH SECOND LANGUAGE (CASE STUDY ON NONFORMAL EDUCATION INSTITUTION)

This research aims to analyze the English language learning process at nonformal education namely Kumon Citraland Puri Serang. The objectives of this research are 1) to examine how the strategy used by Kumon citraland on teaching English. 2) to investigate what is the media used by Kumon Citraland Puri Serang to teach English. 3) to analyze the material used by Kumon Citraland Puri Serang on teaching English. 4) to analyze how to evaluate students. This study is descriptive qualitative research that used interviews, observation and documentation to collect data. Based on the research results, it shows that Kumon Citraland Puri Serang has its own learning strategy which is different from other courses, where Kumon Citraland uses a placement test to determine the starting point/basic level that will be taught according to the student's abilities. Kumon Citraland Serang also uses several learning media including audio and CD players, text books, practice sheets, the My Kumon application, and Kumon Konek. The material taught at Kumon is very diverse, starting from the lowest level, namely level 7A, to the highest level, namely level O. Each student will move up a level when they have completed the material at one level, namely 200 practice sheets. As evaluation material, Kumon Citralan Puri also provides several summary questions from each level to find out how far students understand the material that has been taught. These questions consist of listening, writing, reading comprehension and speaking skills.

Early scientific research training links to the innovation ability of medical undergraduates and postgraduates

Scientific research training (SRT) is crucial for fostering skills and innovation in college students. However, the status of SRT in medical undergraduates and postgraduates, as well as the impact of early SRT on students’ innovation abilities, remain largely unknown. This study assessed the role of SRT in culturing innovation abilities among medical students. The results revealed that undergraduates exhibited a greater understanding of scientific research compared to postgraduates. Notably, undergraduates demonstrated a higher level of understanding of SRT in contrast to postgraduates (81.26% vs. 56.97%). A significant proportion (>70%) of undergraduates had engaged in research activities early in their academic journey, with an average participation duration exceeding 1 year. Moreover, undergraduates initiated their involvement in SRT during the first- and second- year of undergraduates, which was earlier than postgraduates. Personal interest emerged as a primary motivator for engaging in SRT, with postgraduates exhibiting higher research aspirations and achieving greater research outcomes. Postgraduates also received more substantial guidance from advisors, leading to enhanced academic performance compared to undergraduates (90.7% vs. 67.59%). Interestingly, students expressed satisfaction with laboratory conditions and attributed their academic success to personal efforts. These findings underscore the importance of early SRT in cultivating the innovation abilities of medical students.

TEACHERS’ AND STUDENTS’ PERCEPTIONS TOWARDS THE USE OF CHATGPT TO IMPROVE WRITING IN THE MALAYSIAN SECONDARY SCHOOL CONTEXT

The use of artificial intelligence in education has gained traction among teachers as well as students in recent years. Artificial intelligence (AI)-powered language models such as ChatGPT have been widely used for various purposes, including to produce improved writing. This study sought to investigate the perceptions of secondary school students and English teachers in Malaysian public schools on the use of ChatGPT to enhance students’ English writing. Alongside that, this study also investigated how ChatGPT was used by both students and teachers and factors that influenced their use of ChatGPT. This study employed a qualitative research design. The participants in this study hail from six schools around Sabah: SMK Tansau, Penampang; SM St. Michael, Penampang; SMK Shan Tao, Kota Kinabalu; SMK Bongawan II; SMK Umas-Umas, Tawau; and SMK Desa Kencana, Lahad Datu. A total of 20 participants participated in this study. 12 of them were students, and the rest were English teachers. Data for this study was collected using an open-ended questionnaire designed based on the Technology Acceptance Model (TAM). The data were analyzed thematically. The findings of the study showed that both students and teachers generally believe ChatGPT to be an effective tool to enhance students’ English writing proficiency. Among the features of ChatGPT that were lauded by the participants were its ability to provide personalized feedback and perform tasks that are useful for writing, such as proofreading and idea generation. Several challenges were also pointed out, such as difficulties using ChatGPT due to lack of resources and digital literacy. The participants also expressed their concern about the possibility of overdependency on ChatGPT, which can hamper the development of the students ability to write independently. The findings of this study contributed to the current knowledge of the perceptions of the use of ChatGPT among secondary school students and English teachers in Malaysian public secondary schools. This knowledge can guide educators and policymakers on matters related to the integration of AI into English writing instruction.

Locus Of Control As Correlates Of Mathematics Achievement Among Senior Secondary School High Ability Students In Calabar Metropolis Of Cross River State, Nigeria

This study adopted correlational survey design to established the relationship between the locus of control and Mathematics academic achievement of senior secondary school high ability students in Calabar Metropolis of Cross River State, Nigeria. Two research questions were posed which were translated into two null hypotheses. Multiple sampling approaches including stratified, and purposive sampling approaches, teacher nomination check list, school record were used to select a sample of 100 students for the study. Two instruments titled “Locus of Control questionnaire (LCQ) and Mathematics Achievement Test (MAT) were developed by the researcher and validated by experts and used for data collection. Then reliability of the questionnaire using Cronbach Alpha reliability estimate ranges from .84 for internal locus of control to .86 for external locus of control while the reliability estimate of the high ability Students’ Mathematics achievement test was established through Kuder Richardson formula K-R20 which gives .85. This therefore imply that both internal and external locus of control influence Mathematics achievement of high ability students. The hypotheses were tested using Pearson Product Moment. Correlation Coefficient. All hypotheses were tested at -05 level of significance. The findings of the study revealed that internal locus of control and external locus of control individually relate to academic achievement in Mathematics of high ability students in Calabar Metropolis of Cross River State, Nigeria. It was therefore concluded that Mathematics achievement of high ability students depends on their internal and external locus control. Based on finding and conclusion of the study, it was recommended amongst others that educational institutions should integrate programs that promote an internal locus of control among high ability students. This should include training in goal-setting, self-reflection, and self-regulation strategies to help students recognize the impact of their efforts on their academic outcomes.

Action research plan: a methodology to examine the impact of artificial intelligence (AI) on the cognitive abilities of university students

This research suggests a methodology to examine the effectiveness Artificial Intelligence (AI) on the cognitive abilities of college students so that future researchers can utilize this experimental project to focus on how AI-powered Intelligent Tutoring Systems (ITSs) affect learning outcomes. As AI continues to revolutionize all walks of life, so has its integration with education. ITS is a key application of AI in education, providing a personalized learning experience by analyzing student data and tailoring instructional materials accordingly. This provides a research program to study the effectiveness of ITS in improving cognitive skills such as memory, critical thinking, and problem solving abilities in college students. The research project combined quantitative and qualitative research methods including surveys, pre-tests, post-tests, and in-depth interviews to assess the cognitive differences between students using ITS and those using traditional learning methods. The research project also recognized potential challenges, such as dependence on technology and the risk of increased educational inequality. The action research program concluded by advocating for a balanced integration of AI into education, highlighting the need for ongoing research to optimize its use across different stages of education and to ensure equitable access to AI-powered tools.

Information Training and Media Education: a Method of Solving Students' Educational and Cognitive Problems in an Integrated Information Environment

Discusses the method of solving students' educational and cognitive problems in an integrated information environment. The purpose of the study is to determine effective forms and methods of information training and media education to ensure universal access to education throughout life. The source of the study was the works of scientists who consider issues of media education and information training as an important component of the educational and cognitive tasks of students in the context of an integrated information environment. A set of pedagogical research methods, both theoretical and practical, was used. According to experts, in the field of educational resources, the total volume of knowledge doubles every year, while the degree of satisfaction of the information needs of users in the absence of an appropriate level of skill in working with information does not improve. Computer science is today defined as one of the fundamental areas of scientific knowledge that forms a system-information approach to the analysis of the surrounding world, the study of information processes, methods and means of obtaining, transforming, transmitting, storing and using information, a rapidly developing and constantly expanding area of human practical activity associated with the use of educational resources. In this regard, media education and information training of students are considered as an important part of the professional and educational skills and abilities of students in the context of an integrated information environment. The results of the study can serve as a basis for solving educational and cognitive problems of continuous education, since today no serious economic, social, technical problem can be successfully solved without processing significant amounts of information.

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Numeracy Literacy Capability of Junior High School Students at Inamosol District

It is important for students to master numeracy literacy as part of the minimum competency assessment, in order to have the thinking skills needed in the 21st century. This research aims to describe the numeracy literacy abilities of junior high school students in mountainous areas. This research uses a mixed method. The data collected is quantitative in the form of numeracy literacy test results and qualitative data in the form of interview results to describe students’ weaknesses in numeracy literacy. The research results showed that student’s literacy skills still remain at levels 1 and 2. Less than 20% of students were at level 3, and there were no students at levels 5 and 6. The category of students is that intervention and basic literacy skills are needed. The qualitative analysis concluded that the cause of low literacy was low communication, mathematization, and representation skills. In terms of indicators of mathematical ability, there are various basic concepts that students have not mastered so they experience difficulty in solving mathematical problems. Apart from that the reasoning that occurs is still imitation in nature, students still tend to memorize and use standard and imperfect procedures. The strategy used only imitates the teacher’s strategy, while students have not used new strategies which causes literacy to still be at a lower level. Keywords: numeracy, literacy, numeracy literacy level, mountains areas

Enhancing Reading Ability Through the Cooperative Integrated Reading and Composition (CIRC) Model: A Study with Fifth-Grade Elementary School Students

Reading comprehension is a vital aspect of language proficiency that elementary school students must master. Proficient reading skills enable students to actively acquire diverse information efficiently. The cooperative integrated reading and composition (CIRC), is a teaching model designed to enhance students’ reading comprehension skills through collaborative learning activities. This research aims to investigate the impact of the CIRC model on the reading comprehension abilities of fifth-grade students at SD Negeri 1 Kairatu. Employing an experimental design with a one-group pretest and post-test setup, the study involved 41 students. The CIRC model served as an independent variable, while reading comprehension ability constituted the dependent variable. The research instrument utilized was a reading comprehension test. Data analysis was conducted via a paired sample t-test, revealing a significant difference in students’ reading comprehension abilities before and after learning with the CIRC model (p = 0.00, < 0.05). These findings underscore the effectiveness of the CIRC model in improving students’ reading proficiency. The study’s results underscore the importance of prioritizing reading skills development to enhance elementary students’ literacy levels. It recommends the widespread adoption and continuous practice of the CIRC model in elementary schools to cultivate students’ interest and competence in reading. This research contributes to the ongoing efforts to enhance reading education methodologies and promote literacy among elementary school students. Keywords: CIRC model, reading comprehension, reading literacy, elementary school students

Project -Based Steam Learning Based on Sound of Green: Empowering Students Creative Thinking

This research aims to investigate the ability of teachers in designing sound of green-based PjBL STEAM learning to empower creative thinking skills and to determine the differences in creative thinking abilities in junior high school students. This study emphasizes the assessment of the effectiveness of project-based STEAM learning based on sound of green in empowering students' creative thinking in natural resource processing, involving 162 students in schools in music tourism attraction villages in Ambon city. The study reports that the respondents' results and creativity levels, including fluency, flexibility, originality, and elaboration among students, were excellent. Overall research results indicate that the majority of students are at a good level after being taught with the sound of green-based PjBL STEAM model. The increase in students' creativity with guidance and direction from teachers, especially in the technical, art, and mathematics stages in STEAM, is evident. Initially, many students lacked fluency, flexibility, originality, and elaboration dimensions in detail, resulting in an inability to generate more ideas and provide answers. Consequently, their originality decreased, and they lacked ideas to further elaborate on the given answers. However, findings from several meetings show a significant improvement among students. This is because implementing project-oriented learning models that empower the environment around students enhances every domain of creativity in science subjects. Additionally, the researcher suggests conducting further research on students' creative thinking processes based on the unique advantages of each school's geographical location. Teachers are expected to better understand students' cognitive, affective, and psychomotor abilities, improving students' creative thinking skills in every dimension of creativity according to the geographical conditions of the learners' environment. Keywords: sound of green STEAM, project learning, creative thinking