Creative Thinking Skills Of Students Research Articles

Development of Character-Based Science Teaching Materials Using the Webbed Model to Improve Students' Creative Thinking Skills

This study aimed to develop character-based Natural Science teaching materials to improve students' creative thinking skills. The research design is development research with procedures, namely initial information collection, designing, development, assessment, product revision, and dissemination and implementation. The teaching material products assessment was the text of character-based Natural Science teaching materials, guidebooks, and student worksheets. Products assessment was carried out in three stages of assessment, namely the assessment of validity, practicality, and effectiveness. The research has lasted for two years. The product testing subjects were 5 experts and the field trial subjects were the first-grade teachers and students in five elementary schools in Bone regency, South Sulawesi, Indonesia. The data collection was conducted through validation questionnaires for teaching materials, teacher and student response questionnaires, interview guides, and learning outcomes test. The data which was obtained consist of qualitative and quantitative. The data analysis descriptive through validity, practicality, and effectiveness analysis. The results of the study showed that those teaching materials are valid, practical, and effective. In doing so, they can be disseminated and implemented to improve student creative thinking skills in elementary school.

Students' Perceptions, Creative Thinking Skills, and Practicum Results in Online and Offline Models

This study aims to describe perceptions, practicum results, and students' creative thinking skills in online and offline practicums. This research is ex post facto. The subjects of this study were 70 students of the 2016 and 2017 batches of the Department of Biology Education, University of Muhammadiyah Malang. The two batches experienced different treatments; the 2016 batch took offline practicums, while the 2017 batch took practicums online due to the Covid-19 pandemic. The research instruments consisted of (1) student perception sheets, (2) tests, and (3) creative thinking skills assessment instruments. Data were analyzed descriptively and inferentially using one-way ANOVA and Hotelling's T2. The study results show students' perceptions of offline and online practicum. Students tend to understand the material better in offline practicum than online, and students also think that offline practicum is more interesting than online. Other findings indicate that students find it difficult to understand procedures in online practicums compared to offline ones. In addition, students experience technical problems in offline practicums, especially those related to networks. In contrast, technical issues can be overcome in online practicums because students can consult directly with practicum assistants. Analysis of student practicum results shows no difference between offline and online practicum results from the aspects of understanding and activeness. Meanwhile, from the aspect of report value, the online practicum is better than the offline one. This study also shows that students' creative thinking skills in offline practicums are higher than online in terms of the four aspects of creative thinking and three aspects of assessment, namely data analysis, work methods, and lists of references. In general, student perceptions, practicum results and creative thinking skills in offline practicums are better than in online ones.

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

AbstractCreative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.

Analysis of independence and creative thinking skills of students through assignment

This study aims to describe students' independence and creative thinking skills through assignments. The subjects of this research are Biology Education students who take the Nutrition Science elective course as many as 20 people. Independence and creative thinking data were collected using an instrument with a Likert scale. The collected data were analyzed qualitatively into five categories. The results of the independence analysis showed as many as 16 students (80%) in the very good category and 4 students (20%) in the good category. The results of the creative thinking analysis showed as many as 13 students (65%) in the very good category and 7 students (35%) in the good category. It can be concluded that most of the students completing lecture assignments have independence and creative thinking skills in the very good category. The achievement of independence on the indicators of not depending on others, self-confidence, self-initiative, and self-control, each student varied from fairly good, good, and very good categories. Meanwhile, the achievement of independence for the indicators of discipline and responsibility varies in the good and very good categories. (c) The achievement of all indicators of students' creative thinking skills varies in the very good and good categories. The very good category was mostly achieved by students on the indicators of flexible and original thinking skills. In contrast, students mostly achieved the good category on the indicators of evaluation thinking skills.

Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science

The results of the literature study show that the Problem Based Learning (PBL) and Creative Problem Solving (CPS) models are proven to be able to improve students' creative thinking skills, but also have weaknesses that need to be improved. To complement the weaknesses of the application of the PBL Model and the CPS Model, it is necessary to develop an Innovative Learning Model that can improve students' creative abilities. The CASL (Creative Attitude In Science Learning) model is a learning model that integrates the CPS model with the PBL model in learning activities. The development of the CASL model is supported by the latest learning theories and the empirical foundation of the latest research. The CASL model has five phases, namely: (1) Generating positive attitudes as creative individuals, (2) Organizing creative learning, (3) Guiding creative investigations, (4) Forming positive attitudes in demonstrating scientific creativity, and (5) Attitude evaluation positive and scientific creativity.

The potential of ERCoRe learning model on students' creative thinking skills

21st Century provides many challenges, especially for the world of education. Students are expected to acquire several skills that can support their lives in order to compete in the future. One important skill is creative thinking skills. Creative thinking skills are a way of thinking based on information to find solutions to a problem that is emphasized on the quantity, appropriateness and diversity of answers. Some observations show the low creative thinking skills of students because the empowerment of creative thinking skills is still lacking in learning in Indonesia. One solution that can be done in improving creative thinking skills is to choose the right learning model in this case the researcher uses the ERCoRe learning model. This study aims to look at the effect of the ERCoRe learning model on students' critical thinking skills. This type of research is quasi-experimental. Analysis of the data used is covariance analysis. Conclusions based on the results of the analysis there is an effect of 52,006 on the ERCoRe learning model while the conventional learning model is only 43,515 on students' critical thinking skills compared to conventional strategies.

Pengaruh Pendekatan Open-ended Terhadap Kemampuan Berpikir Kreatif Matematis Peserta Didik.

The purpose of this study was to determine the effect of the open-ended approach on the mathematical creative thinking skills of students in class VIII of SMP N 3 Raya. This type of research is a quasi-experimental study with the research population being all eighth grade students of SMP N 3 Raya T.A. 2022/2023. With the Simple Random Sampling technique, the research samples were obtained for the experimental class, namely class VIII-1 and class control class VIII-2, each class consisting of 30 students. From the results of calculating the post-test value of mathematical creative thinking skills using the Liliefors rule and the results of normality analysis using Kolmogorov-Smirnov for creative thinking skills for the experimental class and control class, it is stated that all data on creative thinking skills come from data that is normally distributed. From the table of Test of Homogeneity of Variances for the test of creative thinking ability, it also shows that the two data of creative thinking ability are homogeneous. From the results of the ANOVA calculation, the sig value is obtained. = 0.02 <0.05, which means that there is a difference in increasing critical thinking skills between the open-ended approach and the conventional approach of 4.591. From the t-test calculation, it was found that the significant value = 0.027 <0.05, which means that there is an effect of the open-ended approach on the creative thinking ability of students. From the interaction graph, it is clear that there is an interaction between the learning approach and the ability to think creatively, so it can be concluded that there is an effect of the open-ended learning approach on the creative thinking ability of students in class VIII SMP N 3 Raya.

The Relationship Between Science Process Skills and Students' Creative Thinking Skills on Magnetism in Junior High School

Physics lessons are classified as difficult subjects, so students need to do practical work to make it easier for them to understand the material concept. This study aims to analyze the relationship between students' science process skills and junior high school students creative thinking skills in magnetism. The method used in this study is mixed. This study used a sample of 40 people from class VIII SMP. The sampling technique is Simple Random Sampling. The research instruments used in this study were observation sheets, questionnaires, and interview sheets. The data analysis technique used is quantitative and qualitative data analysis techniques. Quantitative data analysis was carried out using descriptive statistical tests and inferential statistics. This research results show that the percentage of students' science process skills in class VIII C is 70% in the good category. While in class VIII F 75% are in a Good category. Moreover, the percentage of students' creative thinking skills in class VIII C is 60% in the good category, while in class VIII F is 55.0% in the good category. This study concludes that there is a significant relationship between students' science process skills and students' creative thinking skills in class VIII SMP magnetism material. This research implies that it is helpful for teachers and prospective teachers to improve students' science processes and creative thinking skills. Moreover, this research can be used by teachers as a guide to evaluating students' science process skills and creative thinking abilities.

Analisis Kemampuan Berpikir Kreatif Matematis Siswa Kelas VIII MTs Nurus Salam Deli Tua Pada Materi Pola Bilangan

This study aims to analyze and describe students' mathematical creative thinking skills and to find out the causes of students' low mathematical creative thinking skills in number pattern material. This descriptive study uses qualitative methods that provide an overview of student's creative thinking skills in solving mathematical problems. The data collection technique used is a test technique using 20 questions of an early mathematical ability test, four questions of a mathematical creative thinking ability test, and interviews. The indicators of mathematical creative thinking skills are fluency, originality, flexibility, and elaboration. Data analysis found that subjects with high, medium, and low abilities could only meet two indicators: fluency and elaboration. Subjects with high abilities were categorized into the criteria for creative thinking skills with a percentage of 62.5%. Meanwhile, students with moderate abilities are categorized into the criteria for creative thinking skills with a percentage of 50%, and students with low abilities are categorized into the criteria for less creative thinking abilities with 25%.

The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.

Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity

AbstractCreativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non‐linear and iterative processes, namely (a) developing craft knowledge, (b) co‐constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.

Analisis Peningkatan Prestasi Belajar dan Kemampuan Berfikir Kreatif Mahasiswa Universitas Teknologi Mataram melalui Penerapan Focus Group Discussion

The purpose of this study was to find out how to increase student achievement and creative thinking skills through the application of focus group discussions and to find out the supporting and inhibiting factors. In this study the data obtained in the field used observation, documentation and interview techniques. The research method used in this research is qualitative research with a case study approach with two data collection methods, namely primary data and secondary data, primary data by interviews and secondary data by collecting exam questions and quizzes during the lesson for one semester. books and archives of student grades related to research objectives. The results of this study indicate that there is still unsatisfactory relationship between the supporting lecturers and the students involved in learning, especially in class. Shows that students are still overwhelmed, confused in interacting with others.

Pengaruh Pendekatan Open Ended Berbasis Permainan Tradisional Terhadap Kemampuan Berfikir Kreatif Matematika Peserta Didik Kelas III SD

This study aims to determine the effect of an open ended approach based on traditional games that is effective on the creative thinking skills of students in grade III SD Negeri 11 Palembang. This research is a quasiexperimental type of research with a Nonequavalent control group design. The population in this study were allstudents of class III A and III B SD Negeri 11 Palembang, totaling 56 students. The sample in this study used a total sampling technique, namely a sampling technique where all members of the population were all sampled. The sample in this study was divided into two groups, namely the experimental group and the control groupwhere the experimental group consisted of 28 students and the control group consisted of 28 students. The instruments used in this study were tests, observations and documentation. The data analysis technique in this study used the independent sample t-test. The significance level in this study was 0.05 or the 95% confidencelevel. The experimental class that was given treatment with an open ended approach based on traditional games obtained a prettest-posttest average. The number of prettests is 54.6428 and the number of posttests is 84.6428 with an average prettest experimental class of 1,530 and a posttest of 2.370 and a control class prettest and posttest. The prettest was 56.4285 and the post-test was 75.35714, the average pre-test was 1.580and the post-test in the control class was 2.110. The results of the T-test with ttable 1.672 obtained tcount 4,320 it can be concluded that tcount > ttable which means that there is a significant influence on the use of an open ended approach based on traditional games on the mathematical creative thinking skills of third grade studentsof SD Negeri 11 Palembang.

Analysis of Mathematical Critical Thinking Ability and Mathematical Creativity: Judging from the Process of Deriving the Fermi-Dirac Formula

This study aims to see and simultaneously describe the ability to think critically and creatively in student physics teacher candidates in the Fermi-Dirac course. Descriptive quantitative was used as the method of this research. Data collection in the study used tests on the cognitive domain in the form of a description of 8 questions where four measured critical thinking skills and four questions measured creative thinking skills. The data analysis process was carried out qualitatively and then described to determine the students' mathematical critical thinking and creative thinking skills, which were then assessed in distribution based on the categories that had been created. The data and facts that the researchers found after the study showed that the average mathematical thinking ability of students was in the Good Enough category, and the average mathematical communication ability of students were also in the Good Enough category.

Development of pocketbook based on higher order thinking skills of heat and transfer material for fifth grade students

This study aims to assist students in understanding learning materials in science subjects by developing a pocketbook. A pocketbook is a small book that can be stored in a pocket and easy to carry everywhere. This practicality can help students to gain knowledge anywhere and anytime by using a pocketbook. So, the need for innovation and habituation, the researchers develop practical teaching materials that students can learn anywhere and adapting to the demands of the times, namely pocketbook based on high order thinking skills (HOTS) of heat and transfer materials for fifth graders of elementary school. It is expected that students will be able to develop creative thinking skills, high-level thinking and be able to solve problems in their daily lives by using students' thinking skills. The display of colorful pocketbooks, lots of pictures, unique layouts, and clear language makes students have new learning experiences without losing the essence/meaning of the material. The development model used is ADDIE (Analysis, Design, Development, Implementation and Evaluation). Data collection techniques, using product validation questionnaires by educational technology, material experts, and linguist experts, teacher response questionnaires and student response questionnaires. The results obtained from the development of HOTS-based pocketbook teaching materials are very valid. Besides, the teacher and students have positive response toward the developed pocketbook. This research is expected to help teachers in developing students' high-level and creative thinking skills, as well as being a reference in developing HOTS-based pocketbooks in the future.

How Picture Storybook Improve Creative Thinking Skills and Learning Outcomes of Elementary School Students?

The lack of creative and innovative media use can make the atmosphere of learning activities tend to be boring and students find it difficult to understand the subject matter discussed in class, so that students become less active, independence and interaction of students in the learning process is not visible so that students tend to be passive and uncommunicative. This study aims to produce an appropriate Picture Storybook, produce the practical picture Storybook, and reveal the effectiveness of the media produced to improve students’ thinking skills and learning outcomes. This research was R&D with the Borg & Gall model. The subjects in this study were fourth-grade elementary school students. Data collection in the initial study was carried out through observation and interviews. Product validation was carried out by material experts and media experts. Data analysis used independent sample t-test and MANOVA test. The results of this study are in the form of a picture storybook that is suitable for use based on the results of the validation with the "very appropriate" category. Independent sample t-test on creative thinking skills resulted in a significance value of 0.008, which means that there is a difference in the average creative thinking skills of students who use picture storybook media. Independent sample t-test on student learning outcomes resulted in a significance value of 0.001, which means that there is a difference in the average student learning outcomes using picture storybook media. The MANOVA test results show a significance value of 0.001 less than 0.05, which means that the picture Storybook media has a significant effect on creative thinking skills and learning outcomes.

Pengaruh Model Pembelajaran Problem-Solving Terhadap Kemampuan Berpikir Kreatif Siswa Pada Materi Pola Bilangan

This study aims to determine the effect of using the Problem-Solving learning model on students' Creative Thinking Ability with Number Patterns. This study involved 40 students as the research sample consisted of two classes, every 20 students in class A and 20 students in class B. The research method used was Experimental research with Pretest-Posttest Control Group Design. The data collection technique was obtained through the pre-test and post-test results, and the data analysis technique used the covariance analysis test. The analysis results show that the creative thinking ability of students who are taught using the Problem-Solving model is better than the creative thinking skills of students trained using the direct learning model.

Measuring the Effectiveness of Differential Calculus Learning Using Open Ended Based Teaching Materials

This study aims to produce differential calculus teaching materials using a good (valid, practical and effective) open-ended approach to improve students' critical and creative thinking skills, and compare their effectiveness with teaching materials prepared in the context of implementing the implemented curriculum. This research is research and development (Research and Development). The development models referred to are the modified Dick & Carey and Borg & Gall models. The steps in this development are researching and gathering information, developing teaching, selecting and developing teaching materials, initial trials, revisions, main trials, and final product revisions. Initial trials and main trials are carried out in a university. Product validity is validated by experts. Product practicality is assessed by product users, namely lecturers and students. Product effectiveness was tested using an inferential statistical test by looking at the significant differences in the mean of the pretest and posttest scores in terms of students' critical and creative thinking abilities. Next, the effectiveness will be compared between the control class and the experimental class. The results of the research show that the product developed is in the very valid category according to the experts, practical according to the teacher's assessment, and very practical according to the students. The resulting product is also effective, even more effective when compared to teaching materials in terms of critical and creative thinking skills student.

Conduct a Collaborative Effort of Teachers to Strengthen Students’ Creative Thinking Skills

This research aimed at developing the creative thinking skills of students by using Participative Action Research methodology. The research was done in two cycles, one semester each in the Academic Year of 2021. The expected results of the study should result in changes in learning and the knowledge gained from action in the specific context of the Faculty of Education of Mahamakut Buddhist University (MBU). The research participants were 15 professors, who were responsible for bachelor's degree programs in the fields of teaching the Thai language, the English language, and Social Studies. In addition, 258 students were the group targeted for development. The results showed the following expected changes. Firstly, a comparison of the mean of the participants' performance assessment and the assessment of the creative thinking skills of the students was conducted in 3 phases (before and after the first cycle and after the second cycle). For both cases, the means were higher. Secondly, the research team, co-researchers, and educational institutions learned by taking an action, especially with regard to the benefits of using participatory principles and teamwork principles, both of which make work more efficient than when individuals take an action alone. Thirdly, knowledge was gained by utilizing the conceptual framework of Force-Field Analysis, which is a model called the Driving Forces that Affect the Success of the Project entitled ‘Conduct a Collaborative Effort of Teachers to Strengthen Students’ Creative Thinking Skills at MBU.’

Development of Project Learning Model Based on H OTS d i S D Wetlands Banjar Regency

This research is motivated by the demands of the 21st century which requires students to have skills such as communication, collaboration, critical thinking and problem solving and creativity and innovation. These skills are in the stage of higher order thinking or what we usually call HOTS. Like critical thinking skills, creativity is equally important in learning at school. Therefore, educators can find appropriate learning models to develop the creativity of students. The purpose of this study was to determine the effectiveness of the steps of the HOTS-based Project Learning model and to analyze students' critical thinking skills and creativity through the HOTS-based Project Learning model in learning . The Project Learning model which is a combination of PBL and PjBL is an answer to a model that can be used to develop critical and creative thinking skills of elementary school students. The method used for this research is research and development (Research and Development) . This R&D method is intended to produce a product. The research stages can be detailed as follows: (1) pre-field stage or preparation stage, (2) advanced stage, Development of HOTS-based Project Learning Learning Models, (3) post-field stage where the research team prepares reports. The research activity begins with basic research on the learning model that has been used by teachers at SD Lahan Basah, Banjar Regency, then to the stage of developing the Project Learning learning model which is a solution to stimulate students' critical and creative thinking skills . Based on the results obtained in learning using the Project Learning model, it is concluded that learning using this model can improve students' critical thinking skills and creativity in learning, the average student also shows an increase and achieves N gain in the high category. The results of the research will be followed up in the form of scientific publications which are implemented in community service programs and further research and research outputs include publications in reputable international journals.