Artificial Intelligence (AI)-based Learning Media: Definition, Bibliometric, Classification, and Issues for Enhancing Creative Thinking in Education

Using Project-Based Learning to Foster Mathematics Creative Thinking and Problem-Solving Skills of Elementary School Students . Objectives: This research aims to describe creative thinking skills and mathematical problem-solving abilities by implementing the Project-Based Learning model. Methods: This research used a quasi-experimental approach with a posttest-only control group design. The research was conducted at the Mano I of Catholic Elementary School during the odd semester of the 2023/2024 academic year. The research sample involved 53 fifth-grade students selected using random sampling techniques. The data collection instrument employs a descriptive test consisting of five questions each to assess creative thinking skills and problem-solving abilities. These instruments have undergone testing and have demonstrated reliability coefficients of 0.84 and 0.81, within the high category. The data collection method used in this research uses a test technique on fraction material, which consists of 10 questions with details of 5 creative thinking skills test items and 5 problem-solving ability test items. The instruments in this research are test questions, divided into creative thinking skills tests and problem-solving ability tests, each of which uses high-level thinking indicators, classified into C4 and C5 questions. The rubric for assessing creative thinking skills and problem-solving abilities is used in this research as a basis for consideration when assigning grades. The data analysis employed the Multivariate Analysis of Variance (MANOVA) test technique using the Statistical Package for Social Sciences (SPSS) version 23.0 program for Windows. Before this, several assumption tests were conducted, including tests for normality of data distribution, homogeneity of variances, and multicollinearity. Findings: Simultaneously, students taught utilizing project-based learning demonstrate higher creative thinking and problem-solving skills than those taught using conventional methods. The PjBL model significantly impacts elementary school students' creative thinking and mathematics problem-solving skills. Conclusion: The PjBL approach is an acceptable choice for educators to foster creativity. Keywords: creative thinking skills, problem solving mathematics, project-based learning. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202453

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This research was conducted in Alkarim Junior High School of Bengkulu City which aimed to improve students’ creative thinking and learning independence skills in mathematics, specifically in polyhedron material through the application of ARIAS learning model assisted by Castle Math application in smartphone. The method used in this research is classroom action with 2 learning cycles. The result of this research showed that the N-Gain value of students’ creative thinking skill is 0.7064, it indicated that there is high improvement on students’ creative thinking skill after participating in the learning activity. The data analysis of test result showed students’ improvement of creative thinking skill in each cycle. The mean of students’ creative thinking test in cycle I is 75.19 with learning success percentage of 62.5%. In cycle II, the test’s mean increased to 91.3% with an increase of 16.11 from the mean of cycle I’s value. The classical learning success in cycle II reached 93.33%. Students’ learning independence also improved in each cycle. In cycle I, the observer’s mean score for student learning independence is 77.03 with good criteria. In cycle II, the score increased to 94.76 with very good criteria. Therefore, it can be concluded that ARIAS learning model assisted by smartphone-based Castle Math application succeeded in significantly improving the students’ creative thinking skill which can be seen from the N-Gain value, test result, and students’ learning independence in each learning cycle.

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.

This study aims to see the influence of digital technology of toponym rays on students' creative and critical thinking skills. The use of technology in the classroom is essential to improve educational standards in the rapidly evolving digital era. This study uses experimental design and quantitative methodology. The subject of the study was a randomly selected student of class X at Pontianak State High School. The research implementation method involves the use of digital toponym ray applications for one semester of school. The instruments used include creative and critical thinking skills tests that have been validated. Data is collected based on the measurement of specific skills, such as creative and critical thinking skills, which are measured with valid and reliable instruments. The data analysis technique used is experimental statistics. The t-test was used to determine the significance of the difference between the scores of the experimental class and the control class. The results showed that there was a significant improvement in students' creative and critical thinking skills after using digital technology of toponymic rays, namely the results of data analysis showed that the average score of creative and critical thinking skills of students in the experimental group was higher than that of the control group. The average score of creative thinking skills in the experimental group was 85.2, while in the control group it was only 70.4. For critical thinking skills, the average score in the experimental group was 82.7, while in the control group it was only 68.3. and The results of the t-test showed that the t-value for creative thinking skills was 3.45 with a p-value < 0.05, which means there was a significant difference between the two groups. For critical thinking skills, the t-value was 3.87 with a p-value < 0.05, which also showed a significant difference. Keywords: Digital Technology, Creative Thinking, Critical

This study aimed to: (1) describe differences in fourth-grade students’ creative thinking skills between the experimental and control classes; (2) determine the magnitude of the effect of the Problem-Based Learning (PBL) model assisted by the Fun Thinkers Book media on students’ creative thinking skills; and (3) describe the implementation of the PBL model supported by the media. The research employed a quantitative approach using a posttest-only control group design. The sample was selected through purposive sampling, with Class IV B as the experimental group and Class IV C as the control group. Data were collected using a creative thinking skills test and an observation sheet to assess the implementation of the learning process. Data analysis was conducted using statistical techniques. The results indicated that: (1) there were differences in students’ creative thinking skills between the experimental and control groups; (2) the PBL model assisted by the Fun Thinkers Book had a substantial effect on improving students’ creative thinking skills; and (3) the average implementation of the learning process was categorized as very good. In conclusion, the PBL model supported by the Fun Thinkers Book is effective in enhancing students’ creative thinking skills.

This study aims to enhance students’ creative thinking skills through ­the biotechnology module based on socio-scientific issues. This is pre-experimental research with a one-group pretest-posttest design. The learning is carried out online using the Zoom meeting application, which is familiar to the students. The instrument for collecting data is a valid creative thinking skill test sheet. The students’ responses were analyzed using a questionnaire. The data analysis was done by descriptive quantitative and inferential. The result of the inferential statistical test shows that there is a significant effect of using SSI-based biotechnology modules on students’ creative thinking skills. The SSI-based biotechnology module is effective to improve creative thinking skills, indicated by the N-Gain value is 0.63 in the moderate category. The learning implementation has an average value above 75%, indicating that the learning process is carried out very well. 87.50% of the students gave excellent responses to the use of the SSI-based module in learning. There is an increase in the N-Gain value in creative thinking skills, so we can conclude that the biotechnology module based on the socio-scientific issue is effective to improve creative thinking skills

Higher education in the 21st Century must equip students with various skills, including creative thinking skills.This study was intended to investigate the effect of Brain-Based Learning-Reading, Mind Mapping, and Sharing (BBLRMS) on the creative thinking skills of pre-service Biology teachers at Universitas Islam Negeri Raden Fatah in Palembang, Indonesia.A non-equivalent pretest-posttest control group design was employed in this study.The study participants were all students enrolled in the Animal Physiology course in the odd semester of 2021/2022.The sample was chosen at random.Seventy-five students were assigned into an experimental group, a positive control group, and a negative control group.The experimental class was instructed using the BBLRMS model, the positive control class was instructed using the Brain-Based Learning (BBL) model, and the negative control class was instructed using the conventional learning model.An essay test was used to obtain research data on the participants' creative thinking skills.The test answers of participants were graded using a rubric and then analyzed using ANCOVA.The analysis revealed that (1) there were disparities in the creative thinking skills of students whose learning was facilitated by the BBLRMS, BBL, and conventional models; (2) the creative thinking skills of students taught by BBLRMS were superior to those taught by BBL and conventional models.Based on the findings of this study, it can be stated the BBLRMS model can enhance the creative thinking skills of pre-service Biology teachers at Universitas Islam Negeri Raden Fatah in Palembang, Indonesia.The BBLRMS model can also be used as an alternative learning model that helps improve the quality of learning.

This study aims to analyze students' creative thinking skills based on Contextual Teaching and Learning (CTL) in basic physics 1 subject, the physics education study program at Pattimura University. The research subjects were 22 students in semester 1 class of 2022. This research uses quantitative and qualitative descriptive research types. The research design used is a one shot case study. The instruments in this study are, 1) Observation sheets, to assess student creativity during the learning process. 2) Questionnaire sheet, to see student responses related to CTL learning and creative thinking skills. Data analysis in this study was carried out using quantitative descriptive analysis. The results of the study show that indicators of creative thinking skills have percentages, namely Elaboration of 60.61%, Flexibility of 57.58%, and Originality of 56.06%. The three indicators have percentages above 50% and the average final score for creative thinking skills for physics students class of 2022 is 58.08. So it can be said that creative thinking skills are sufficiently mastered by students. Student response data to learning using the CTL model was obtained at 73.27% in the satisfactory category. Based on the results of the study, it can be concluded that students' creative thinking skills based on CTL are sufficiently mastered by students

During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate students. A total number of 50 subjects, 25 in an experimental group and 25 in a control group were selected and a design of pre and post-test with an experimental and a control group was employed in this study. Torrance Test for creative thinking (TTCT) form (A) was applied on both groups. The experimental group was taught to design electronic instructional slides using Microsoft PowerPoint. After six weeks, both groups were given the TTCT form (A) again. Using Analysis of Covariance (ANCOVA), the findings revealed significant differences between the two groups favoring the experimental group over the control in the total creative thinking scores. Designing electronic slides can enhance the creative thinking skills for students, and the expansion of using computer applications in promoting thinking and learning skills is recommended.


 This study aims to determine the effectiveness of the Internet of Things (IoT) integrated problem-based learning model on students' creative thinking abilities. This type of research is a meta-analysis research by evaluating the effect of the size of IoT-based problem-based learning models on students' creative thinking skills. Data search keywords are problem-based learning models; IoT-based problem-based learning model; and Students' creative thinking skills. Data collection techniques are through direct observation of journal databases and documentation. The eligibility criterion is that research comes from journals indexed by SINTA, Scopus and Web of Science; Research must be published in 2020-2024; Research obtained through mendeley database, google scholar, Researchgate; ERIC, and ScienceDirect, research related to the effectiveness of IoT-based problem-based learning models on students' creative thinking skills and research has complete data to calculate the value of effect size. Data analysis is a quantitative analysis by calculating the effect size value with the Microsoft Excel 2020 application. The results of the study concluded from 12 journals analyzed the application of the Internet of Things (IoT)-based problem-based learning model had a significant influence on students' creative thinking ability with an average value of effect size of 0.942 This finding provides important information for teachers, the application of the problem-based learning model exerts a high category of influence to improve creative thinking skills in the learning process.

The purpose of this study was to analyze creative thinking skills in the use of local materials as reagents in qualitative biochemical practices. The use of local material reagents can improve students’ creative thinking skills. This research method is quasi-experimental design with pre-test post-test group design. The research instrument consisted of pre-test and post-test questions using tests of creative thinking skills in the form of descriptions and student questionnaires. Data analysis was performed using the SPSS 22.0 program and the percentage of student responses to the practicum was carried out. The results showed that the average claim score of the experimental group was 59.95 and the post-test score was 80.00 with N_Gain 0.50 in the moderate category. In the control group the average pretest score was 38.70 and the posttest score was 44.80 with the lowest category N_Gain 0.09. Further analysis was carried out on each indicator of creative thinking skills which reached 23.16% fluency, 40.28% flexibility, 17.50% originality and 19.06% elaboration. It can be concluded that the use of local materials as reagents in the project-based qualitative biochemical analysis laboratory can improve students’ creative thinking skills, especially in terms of originality and elaboration.

This study aims to determine (1) the magnitude of the increase in students' creative thinking skills after applying scientific-based Prezi presentation media. (2) large Effect Size of the application of scientific-based Prezi presentation media to improve students' creative thinking skills (3) a significant increase in the average score of students' creative thinking skills after applying scientific-based Prezi presentation media (4) there is no difference in the average score of creative thinking skills of grade VIII G and class VIII H students after applying scientific-based Prezi presentation media. The sample in the study consisted of 35 students and VIII H consisting of 31 students with a total sample of 66 students. The data was analyzed with descriptive statistics and inferential statistics using the help of SPSS 21.0 for Windows. The results of this study are: (1) Improvement of creative thinking skills of students in class VIII Hi SMPN 6 Makassar who were taught using Scientifically based Prezi presentation media obtained N-Gain, which is 0.46 in the medium category. (2) the level of results of the Effect Size analysis of students after the application of Scientifically-based Prezi presentation media in the learning process is 4.48 for class VIII G and 4.68 for class VIII H which is in the Strong Effect category. (3) there was a significant increase in the average score after the application of scientific-based Prezi presentation media. (4) There is no difference in the average N-Gain score of creative thinking skills between class VIII G and class VIII H because both classes are given the same treatment, which is taught using scientific-based Prezi presentation media. This shows that the application of Prezi presentation media can improve students' creative thinking skills.

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.

This study was aimed at analyzing the effectiveness of guided inquiry learning model in improving students’ creative thinking skills in science learning. It was a quasi-experimental research with nonequivalent pretest-posttest control group design. The population was the eighth-grade students in secondary school. The sample included 54 students; 26 students in the experimental group and 26 students in the control group. The students in the experimental group learned through guided inquiry learning model, whereas the ones in the control group learning through direct instruction model. The data on students’ creative thinking skills were collected through the creative thinking skills test. The data were analyzed through descriptively and inferential analysis, namely the independent sample t-test with 5% significance level. The results showed that guided inquiry learning model more effective than direct instruction model in improving students’ creative thinking skills. The average score of students’ creative thinking skills in experimental and control groups were 90.0 and 79.4 respectively.