Student Creativity Research Articles

PENGARUH KEGIATAN PKM TERHADAP KESIAPAN KERJA MAHASISWA DI LINGKUNGAN UNIVERSITAS PADJADJARAN

This research aims to determine the influence of Student Creativity Program (PKM) activities on student work readiness at Padjadjaran University. Various programs have been created by the government to train students to develop skills in the world of work. One of the programs created to develop these skills is PKM activities. Padjadjaran University is one of the campuses that plays an active role in PKM activities. This activity was attended by various students to achieve a level of enlightenment in creativity and innovation based on mastery of science and technology. The research method used was by distributing questionnaires related to understanding the world of work. The data collection technique uses a survey method using a questionnaire given online via Google Form. The results of this research show that all students who have taken part in the PKM program have a good influence in facing the world of work. The conclusion that can be drawn from this research is that there is an influence of the PKM program which has been held at Padjadjaran University on readiness for the world of work.

Teaching design students machine learning to enhance motivation for learning computational thinking skills

The integration of computational thinking (CT) to enhance creativity in design students has often been underexplored in design education. While design thinking has traditionally been the cornerstone of university design pedagogy and remains essential, the increasing role of digital tools and artificial intelligence in modern design practices presents new opportunities for innovation. By introducing CT alongside design thinking, students can expand their creative toolkit and engage with emerging technologies more effectively. Although many design students may have limited experience with programming, incorporating accessible, no-code tools can help them confidently embrace computational methods, unlocking new pathways for creative exploration and innovation. This study proposes an alternative approach to improve the motivation of design students by introducing machine learning tools into product design processes. We developed an experimental pedagogy in which 56 industrial design university students learned how to use Waikato Environment for Knowledge Analysis (Weka), a machine learning tool, for three hours of design work a week, for a total of eight weeks. Our covariate analysis of data collected in the pretest and posttest shows that the general learning motivations in the group using Weka are significantly higher than those in the group without Weka. However, no significant differences were found between the two groups in terms of learning strategies, collaboration, or critical thinking. Students using Weka spent more time focusing on model training and tended to improve their algorithmic thinking, and the introduction of Weka appeared to enhance their motivation to learn. On the other hand, these students might have been focusing on working individually at their computers, potentially neglecting communication and collaboration. The findings suggest that teaching machine learning applications without requiring coding has the potential to boost design students' motivation to engage with CT skills, though care must be taken to maintain collaborative practices.

Application of the asicc learning model in human physiological system to improve students' critical thinking and creative thinking skills

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

Ethical and effortful: workshopping human and generative AI academic writing collaborations

The launch of Open AI’s ChatGPT in 2022 caused a furore within higher education. While initial reactions were negative – educators imagined the end of the undergraduate essay and an acceleration in academic integrity departures – more recent conversations have emphasised how these tools might enhance teaching and learning experiences. This paper explores one possibility for approaching student use of generative artificial intelligence (GenAI) tools, by considering their use in relation to academic skill development. It focuses on a set of workshops conducted within a graduate professional development course at Queen’s University (Canada) in early 2024. The first workshop examined commonalities in Western, English academic writing structures; identified how demystifying these structures supports academic writing and reading practices; and considered how GenAI tools that utilise large language models (LLMs) mimic these structures to enhance students’ awareness of GenAI’s potential applications and limitations, and to identify the processes inherent in academic work. In the second workshop, students critiqued discipline-specific examples of AI-generated academic assignments. By exploring the qualities of academic writing alongside GenAI outputs, the workshop series invited students to explore the possibilities of what might be achieved through human-AI collaboration and to articulate what can never be replicated by a tool without embodied knowledge. This paper presented this set of workshops as a possible model for discussing GenAI tools with students—a model that demonstrates how GenAI tools might be integrated into students’ academic practices in ways that are ethical and effortful and which support, rather than stifle, student creativity.

STRENGTHENING 21ST CENTURY SKILLS THROUGH AN INDEPENDENT CURRICULUM IN MATHEMATICS EDUCATION IN INDONESIA: CHALLENGES, POTENTIAL, AND STRATEGIES

Several research results show that 21st century skills such as critical, creative, collaborative and communicative thinking in Indonesian students are not as expected. Then the Ministry of Education and Culture launched the Independent Curriculum as an effort to improve the quality of education and adapt it to the needs of the times. The aim of this research is to identify the challenges, potential and strategies for implementing the Independent Curriculum in strengthening 21st century skills in mathematics education in Indonesia. This research is a Systematic Literature Review (SLR) which examines various literature sources. The research results show that the Merdeka Curriculum has great potential in supporting the development of 21st century skills. The Merdeka Curriculum provides flexibility in learning, encourages creativity and critical thinking through a student-centred approach, and strengthens collaboration and communication skills. However, implementation faces challenges such as lack of resources, teacher preparedness, resistance to change, and the need for more flexible evaluation. The Merdeka Curriculum requires an implementation strategy that includes teacher training, development of innovative materials, technology integration, and ongoing evaluation

Systematic literature review: analysis of implementation trends of STEM-based physics learning on dynamic fluid material

This study aims to examine the implementation of STEM-based physics learning on dynamic fluid material. This research falls under the Systematic Literature Review (SLR) category using the PRISMA method. The databases used include Google Scholar, Journal of Physics: Conference Series, and AIP Conference Proceedings. From these three databases, six relevant articles were obtained. Based on the research review conducted, the findings indicate that STEM-based physics learning can enhance students' mastery of concepts and creative thinking skills in dynamic fluid materials. This study implies that implementing STEM-based physics learning on dynamic fluid materials can enhance students' conceptual understanding and creative thinking skills, potentially fostering innovation in physics education in the future.

ANALYSIS OF UNDERGRADUATE STUDENTS' CREATIVE MATHEMATICAL THINKING ABILITIES

This research aimed to analyze undergraduate students’ mathematical creative thinking abilities (MCTA). This study employs a qualitative descriptive method, with the research subjects being Mathematics Education Study Program students. Tests and interviews were the instruments used for mathematical creative thinking ability. The results of the research show that students' mathematical creative thinking abilities vary, as many as 20% are in the low category (CCTA < 33%), 60% are in the medium category (CCTA between 33% and 67%) and 20% are in the high category (CCTA > 67 %). Understanding mathematical concepts, learning experiences, and motivation all have an impact on students creative mathematical thinking skills. It is hoped that the results of this research can be considered when designing learning that can develop students' mathematical creative thinking abilities. Keywords: analyze, mathematical creative thinking abilities, undergraduate students’

RELATIONSHIP BETWEEN CREATIVITY AND INTELLIGENCE ON PERFORMANCE OF ECONOMICS STUDENTS OF SECONDARY SCHOOLS IN BENUE STATE, NIGERIA

The study investigated the relationship between creativity and intelligence on performance of Economics students of secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided the study. Population comprises of all 21,333 students offering Economics from 27 public secondary school in Benue State, Nigeria, and 377 were used as a sample size of the study. Torrance Tests of Creative Thinking (TTCT) and Standardized IQ test (Scores from Economics examinations) were used as instruments for data collection. The TTCT and Standardized IQ were validated and pilot tested, which yielded 0.79, 078 validity indexes for TTCT and Standardized IQ. In addition, the reliability indexes of 0.76 and 0.79 for TTCT and Standardized IQ. Mean and standard deviation was used to answer research question, Pearson’s correlation coefficient and multiple regression analysis was used for testing hypotheses at 0.05 level of significance. The findings revealed that, there is no significant relationship between creativity, performance of students offering Economics, there is a significant relationship between intelligence and performance of students offering Economics, and there is a significant relationship between creativity, intelligence and performance of students offering Economics secondary schools in Benue State. The study recommended that, schools should incorporate creative teaching strategies, organize workshops for teachers, and adopt comprehensive assessment methods to evaluate both intelligence and creativity, promoting a broader approach to academic excellence in Economics.

Integration Of Independent Curriculum Competencies In Craft Learning Content In Junior High School

The Independent Curriculum is a curriculum that emphasizes the development of holistic competencies, creativity, and entrepreneurship of students to face the challenges of complex times more effectively. In secondary education, the application of the independent curriculum is able to have a significant impact on learning objectives, including the craft subject on the topic of processing. The research method used is qualitative by applying interview data collection, observation and field documentation studies. The results of the study found that the implementation of the independent curriculum at Nurul Huda Porong Sidoarjo Junior High School was carried out in stages from grade 7, with teachers who had received training to develop their own learning tools. The learning process for food processing crafts is interactive and fun, despite the lack of equipment and practice rooms. The integration of Independent curriculum in food processing craft in junior high schools produces students who are competent and knowledgeable in the culinary world.

How to Host an Innovation Challenge: Inspire Student Creativity and Problem-Solving

How to Host an Innovation Challenge: Inspire Student Creativity and Problem-Solving

Strategy and Management of Aesthetic Education in Vocational Ability Cultivation—Explore the Practice and Achievements of "Family Culture" of Chinese Business Characteristic Education

Under the background of the rapid development of today's society, vocational ability cultivation has become an important issue that cannot be ignored in education. Aesthetic education, as a key link in the national comprehensive quality education system, is becoming increasingly important. It is not only related to the improvement of individual aesthetic quality, but also the key factor to promote the comprehensive development of students and enhance their professional competitiveness. Through the in-depth study of the practice of "family culture" of Chinese business characteristic education in the cultivation of professional ability, this paper not only verifies the significant role of aesthetic education on the improvement of students' comprehensive quality, but also reveals its unique strategy and management path. According to the data, students who participated in the practice of "family culture" of Chinese businessmen showed higher teamwork willingness and leadership potential in the career orientation test. Their average teamwork ability score was 15% higher than that of the control group, and their leadership self-evaluation score also increased by about 10 percentage points. In terms of management strategy, Through the construction of a multi-level aesthetic education curriculum system, Huashang College organically integrates art appreciation, creative thinking, professional ethics and other contents into daily teaching, forming an interdisciplinary and comprehensive training mode. Using Internet technology to build an online aesthetic education platform, provide rich artistic resources and learning communication space, and further broaden the learning boundary of students. This mixed online and offline teaching mode not only improves students' interest and participation in learning, but also effectively promotes the internalization and application of knowledge. In short, integrating aesthetic education into the vocational education system can not only enhance students' aesthetic perception and creativity, but also show a positive impact on key professional abilities such as teamwork, leadership and social responsibility.

Implementation Learning Based Project To Creativity Study PPKn Class X SMAN 14 Medan

Writing work scientific aim count influence implementation learning with a project focus to improvement creativity Study student in class X at SMAN 14 Medan. Study This started from background behind problem ie exists problem learning happens in the classroom so that hinder the learning process teaching, As for the problem the is students are less open to input where students are reluctant to change bad habits such as picking on friends, being noisy in class and not paying attention to the teacher, then students are less creative in answering questions, the average answer they say and write is the same answer and monotonous, students are less having a sense of responsibility for what is done and no lack of a sense of independence dominates the classroom, where there are only a few students who are able to complete challenges uniquely and uniquely and the rest only look at and follow the answers in book language, so that the answers given tend to be the same. This problem refers to a lack of student creativity because it shows creativity indicators. The low level of student learning creativity means that students are limited in developing themselves, this is because they do not feel the freedom of expression, so solutions must be immediately provided so that learning can take place optimally. Researchers provide a solution in the form of implementing a project-based learning model so that students are free to provide and express unique and unique ideas with supervision and guidance from the teacher. This research uses a quantitative approach with systematic data presentation regarding the assessment of statistical figures which are presented objectively and straightforwardly so that the results obtained are a real picture in the field and not the result of the researcher's subjectivity. The type of research method used is classroom action research or PTK which is carried out in two cycles, where the first cycle is carried out as a solution to problems that have not been resolved in the first cycle. Each cycle is carried out with two meetings. Classroom action research is carried out through four stages, namely the planning stage, action implementation stage, observation and reflection. The subjects in this research were students of class X IKM 5 SMAN 14 Medan with a total of 38 students in one class unit. The results in this research are with results observation about mark creativity Study student so found that's it giving action on the cycle First Not yet find maximum results and not yet passed the graduation limit namely 75%. So that researcher must carry out study cycle second. There are problems that must be solved repaired and found in implementation cycle First is a teacher lacking provide stimulus, too much explanation fast, and giving problem in missing projects concrete so that give rise to interpretation double by participants educate and collaborate group Still in threshold value 55-70 where mark the Still classified to category low value, problems in cycle I create Work The same in group less than optimal and adequate so that must given improvements to the cycle furthermore. exists significant improvement about implementation learning based project to creativity Study PPKn student Where show the average figure was 83% at meetings First with status from not enough become OK, then on to the meeting both also experienced high increase ie of 88% which shows already in category completeness and visibility Work The same in group experience increase Where the average level obtained initially only by 60% increase to 80-85%. So that can concluded that increase the show there is good influence in application of learning models based project in improvement cooperation participant educate in group.

In-service teachers’ and pre-service teachers’ perceptions of interdisciplinary instruction combining music and mathematics

ABSTRACT This qualitative-phenomenological study explores the perceptions of in-service and pre-service teachers regarding the integration of music and mathematics in elementary education. Using interviews, audio recordings, questionnaires, and blog analysis, the research examines the effects of interdisciplinary teaching. The methodology adopted in this study provides a robust framework for analysis, facilitating a comprehensive exploration of the subject matter. Findings show positive views among four in-service mathematics teachers and one music teacher, who observed increased student engagement, motivation, and creativity. Additionally, 50 pre-service teachers expressed curiosity about this approach, emphasizing the need for better training and resources in teacher education. Despite initial concerns, teachers acknowledged the importance of collaborative planning and instructional support for interdisciplinary learning. This study highlights the potential of integrating music and math to enhance student outcomes and innovation in education.

The Effect of Project-Based Learning (PBL) Method on Improving Students' Writing Ability

Education plays a crucial role in shaping intelligent, moral and responsible individuals. The project-based learning (PBL) model emerges as an innovative approach that focuses not only on knowledge transfer, but also the development of students' critical skills, creativity and collaboration. This study aims to analyze the effect of PBL on students' writing ability compared to conventional learning methods. Through a literature study, the data sources obtained show that PBL increases students' engagement, confidence, and in-depth understanding of the material. Students are actively involved in project planning and implementation, which allows them to apply knowledge in a real context, resulting in a more meaningful learning experience. The findings confirm the importance of PBL as an effective method in improving students' writing skills, as well as providing recommendations for educators to integrate PBL in the educational curriculum to create a generation that is ready to face global challenges.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

The Effect of PJBL and IBL on the Learning Independence of Vocational School Students

The influence of Project Based Learning (PJBL) and Inquiry-Based Learning (IBL) learning models on students' learning independence at SMK Solo. PJBL and IBL were chosen as innovative and student-centred learning models, focusing on increasing students' independence and active involvement in the learning process. Based on the results of data analysis, it was found that PJBL provided a significant increase in student independence, with an average pre-test score of 44.01, increasing to 70.38 in the post-test. Meanwhile, students who took IBL experienced an increase from 46.85 to 59.77. The t-test showed a significant difference between the pre-test and post-test with a significance value of 0.000 (sig <0.05), indicating that both learning models contributed positively to increasing student independence. The results of the multivariate analysis supported this finding, with an F value of 3.052 and a significance of 0.018 (sig <0.05), indicating that PJBL was more effective than IBL in increasing independence. However, in the aspect of student creativity, no significant difference was found between the two models, with a significance value of 0.157 (sig > 0.05). In conclusion, PJBL is superior in encouraging student independence compared to IBL, and the results of this study provide important recommendations for educators to prioritize PJBL in the context of learning that focuses on developing student independence in vocational schools.

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study

BackgroundIn the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking. PurposeTo investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course. MethodUsing purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention. ResultsNursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05). ConclusionThe use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

The The Silent Curriculum: Classical Aesthetics as a Catalyst for Emotional and Social Skills in Higher Vocational Education

This study examines the integration of classical aesthetics into the silent curriculum of higher vocational education, emphasizing its potential to significantly enhance emotional and social skills. Incorporating aesthetic principles into education emphasizes the importance of nurturing emotional intelligence, creativity, and cultural awareness in students—skills that go beyond the classroom and are essential for their growth, adaptability, and future careers. It explores theoretical foundations and practical implementations and addresses challenges such as the need for specialized educator training, overcoming institutional resistance, and securing adequate resources. Advocating for empirical research and strategic cultural partnerships, the paper proposes a transformative approach to vocational education, aligning it with contemporary societal and labor market demands, and underscores the vital role of classical aesthetics in enriching vocational training and enhancing student outcomes.

Implementasi Model Pembelajaran Contextual Teaching and Learning (Ctl) dalam Proses Pembelajaran di Sekolah Dasar

The problem of education, especially in learning, is the low quality, relevance, and efficiency of learning so that the responsiveness and comprehension of students are very low. A learning approach is needed that fosters creativity and innovation in students, namely through the application of Contextual Learning (PKB). This article aims to explain the concept of implementing the Contextual Learning (PKB) model in the educational process in elementary schools. Contextual learning is an educational approach that allows instructors to connect learning materials with real-world scenarios and their relevance in the role of students as family members, citizens, and employees, while fostering active participation in the learning tasks required. The contextual approach (PKB) must be applied, because education is still dominated by the perception that knowledge consists of facts that require memorization. In this scenario, the function and role of the teacher remain dominant, so that students become obedient and uncreative. Students are expected to learn from personal experience rather than memorizing through this contextual approach. PKB emphasizes the importance of student involvement in finding material, highlights the importance of direct experience, and does not anticipate that students only absorb lessons; instead, PKB encourages students to actively seek learning resources. CTL improves students' ability to apply knowledge in real life, which shows that CTL not only aims for students to understand the topic but also understand how the topic affects their behavior in everyday life.