Development of Problem-based Blended Learning (PB2L) model to increase pre-service primary teacher’s creative thinking skill

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 determine whether there are differences in the results of the influence of the application of the Creative Problem Solving (CPS) model, the Problem Based Learning (PBL) model and the Direct Instruction (DI) model in improving mathematical creative thinking skills in the material of quadrilaterals and triangles of class VII students of SMPN 9 Kota Jambi. Using an experimental posttest only control research design, this study involved the population of all class VII students of SMPN 9 Kota Jambi in the 2023/2024 academic year totaling 204 students from 7 classes. Through the Random Sampling technique , three classes were selected as samples, namely VII A, VII B, and VII C. Data collection was carried out using two instruments: observation sheets for the implementation of learning and evaluation tests for mathematical creative thinking skills. To analyze the collected data, statistical analysis using One way Anova showed a significance value of 0.000 which was smaller than 0.005. These findings indicate different effects of the application of the three learning models - CPS, PBL, and DI - on improving mathematical creative thinking skills. Posttest data showed that the group of students who received learning with the CPS model achieved an average score of 16.94, while the PBL group obtained an average of 16.26. Both groups showed superior results compared to the group using the DI (Direct Instruction) learning model

The purposes of this research are to increase creative thinking skills and concept mastery of students in the material buffer solution using Problem Based Learning (PBL) model. The method which is used quasi experiment method with one group pretest –posttest design. The research subjects were 31 students in grade XI school stubs on one of the main international school in the town of Cimahi, West Java. The techniques of data collection are done through a written test like 12 essay question, student worksheets, student questionnaires and teacher interviews. The data is analyzed by statistical tests using SPSS version 16.00 and a descriptive analysis. The results showed that the learning process according with 5 stages in the PBL model; over all creative thinking skills and concept mastery increased significantly with the average N-gain = 0.61; indicators of creative thinking skills that experienced the highest increasing is “elaboration”, N-gain = 0,70; label concepts that experienced the highest increasing is the calculation of pH buffer solution, N-gain=0.86 and PBL model got a positive response from teachers and students.Keywords: buffer solution, creative thinking skills, concepts mastery, problem based learning

This study aims to investigate the influence of the Problem Based Learning (PBL) model on enhancing students' creative thinking skills. Meta-analysis method was employed to collect and analyze data from 17 relevant articles published in online journals between 2018 and 2023. The analysis results indicate that the implementation of the PBL model has a significant impact on enhancing students' creative thinking skills, with an effect size value of 0.40 categorized as a moderate effect. The implications of these findings underscore the importance of integrating the PBL model into educational approaches to facilitate the development of students' creative thinking skills in various educational contexts.


 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.

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

This study aims to evaluate the effect of integrating the Problem-Based Learning (PBL) model with an open-ended approach on the creative thinking skills of 10th-grade students in mathematics, specifically in the topic of Quadratic Functions. The research was conducted at Cahaya Medan Private High School, involving six 10th-grade classes. Two classes were selected as the sample: Class X-2, which participated in the experimental group and received instruction through the PBL model with an open-ended approach, and Class X-3, the control group, which followed traditional teaching methods. Each group consisted of 34 students. A quasi-experimental design was employed, incorporating pretest and posttest evaluations, along with five validated open-ended questions to assess the outcomes. Data analysis was performed using a t-test. The experimental group achieved an average posttest score of 84.94, while the control group scored 77.09. The t-test results showed that the PBL model, when combined with the open-ended approach, significantly improved the students' creative thinking abilities in learning Quadratic Functions.

Education is expected to produce graduates who can compete and have 21st-century skills. The low ranking of Indonesian students from the results of PISA and TIMMS proves that learning is still not optimal for developing Higher-Order Thinking Skills (HOTS). This study aims to determine the influence of the Problem-Based Learning (PBL) model on HOTS in science learning for grade V elementary school students. This study uses a pretest-posttest design and is a type of quasi-experimental research. The research subjects were grade V students. Cognitive problems function to measure students' (cognitive) knowledge starting from C4 (analysing), C5 (evaluating), and C6 (creating). Meanwhile, observation sheets are used to see the process of critical thinking, creative thinking, reasoning, and decision-making skills in learning activities. The data analysis technique uses descriptive analysis techniques and t-test inferential statistical analysis techniques. The findings from the test results showed that there was a significant difference between the HOTS learning outcomes given in HOTS using PBL and students who did not use PBL. In line with the test results, the findings of the observation results also show that the HOTS ability in students who use PBL is higher than the HOTS ability in students who do not use PBL. This study provides strong empirical evidence that the PBL model can be an effective strategy to improve students' HOTS abilities.

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.

The ability to think creatively is one of the higher order thinking skills so it is very important in biochemistry learning. The purpose of this study was to determine students' interest in learning in problem-based learning by providing scaffolding and without providing scaffolding and to see the effect of students' interest in learning in problem-based learning by providing scaffolding on students' creative thinking abilities. The design in this study used an explanatory sequential design with a total sample of 88 students of the Jambi University chemistry education study program. The instrument used in this study was a learning interest questionnaire with 17 statements and a creative thinking ability test question with a total of 10 questions. The data collection procedure was carried out, namely the researcher distributed a questionnaire instrument of student learning interest when learning using the PBL model and learning using the scaffolding integrated PBL model. After distributing the interest in learning questionnaire, the researcher then distributed the instruments for testing the ability to think creatively. The sampling technique used was total sampling. The data analysis technique used descriptive test, t-test and simple linear regression test. The results obtained are that there are differences in students' interest in learning when learning using the PBL model integrated with scaffolding and learning using the PBL model. In addition, there is an influence of students' interest in learning on students' creative thinking skills using a problem-based learning model with scaffolding

The ability to think creatively in mathematics is a crucial aspect of learning, yet evidence shows that students' creative mathematical thinking skills, particularly in the topic of Sequences and Series, remain low. One solution to address this issue is through the use of Problem-Based Learning (PBL)-based Student Worksheets. This research aims to develop a valid and practical Student Worksheet. The study follows the 4D development model, consisting of the stages: define, design, develop, and disseminate. The instruments used for data collection were validation sheets and practicality questionnaires. Analysis of the validation sheet data showed that the Student Worksheet was categorized as highly valid, with an average percentage of 93.73%. Similarly, the practicality questionnaire analysis indicated that the Student Worksheet was rated as practical, with an average percentage of 83.77%. Therefore, the developed Student Worksheet meets the criteria of validity and practicality and can be used effectively in learning activities. The implication of this research is that it allows students to independently build knowledge in mathematics, facilitating their creative mathematical thinking skills.

Objective: This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by a food chain tower diorama in enhancing the creative thinking abilities of fifth-grade students in the Natural and Social Sciences (IPAS) subject at SDN Kalicari 02 Semarang. Theoretical framework: Theoretically, creative thinking is an essential 21st-century skill that allows students to generate innovative ideas and solutions. PBL provides a contextual, student-centered framework that promotes active inquiry, collaboration, and higher-order thinking. Literature review: Previous research has shown that PBL models, when integrated with visual learning media, can significantly improve learning outcomes and student engagement. Methods: This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The research subjects consisted of 27 fifth-grade students. The research instrument was a set of 10 open-ended essay questions that had passed tests of validity, reliability, difficulty level, and discrimination index. Data were collected through pretest and posttest assessments to measure students' creative thinking abilities before and after the intervention. Results: The results demonstrated a significant improvement in student performance. The average pretest score of 72.78 increased to 87.22 in the posttest. A paired sample t-test revealed a significance value of 0.000 (< 0.05), indicating a statistically significant difference between the pretest and posttest scores. Moreover, the N-Gain score averaged 0.5434 (54.34%), which falls into the moderate category, suggesting that the learning intervention was effective in improving creative thinking skills. Implications: The findings imply that the combination of the PBL model with diorama media provides a powerful tool for stimulating creativity in primary school students, particularly in understanding abstract scientific concepts such as food chains. Novelty: This study’s novelty lies in the integration of a concrete visual diorama with problem-based instruction in the IPAS context, which has been less explored in elementary education research. It serves as a reference for teachers seeking innovative strategies to foster creativity through contextual and student-centered learning.

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.

This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) model on students' creative thinking skills in science learning at the junior high school level. The method used in this study is a quasi-experimental design with a non-equivalent control group design. This study involved all seventh-grade students at MTs Negeri 1 Serang, consisting of 10 classes. The research sample was randomly selected, with Class VII A as the experimental group using the Contextual Teaching and Learning model, while Class VII E served as the control group using the Discovery Learning model. Data collection was carried out through creative thinking skill essay tests and non-test observations of students' creative thinking abilities. The test instrument used was validated and tested for reliability. The results showed that the Contextual Teaching and Learning model significantly influenced the improvement of students' creative thinking skills. Although the data distribution was not normal, hypothesis testing using statistical tests indicated significant differences between the pretest and posttest results. Thus, the Contextual Teaching and Learning model can be an effective alternative to enhancing students' creative thinking skills in understanding scientific concepts, particularly concerning environmental pollution issues. Keywords: Contextual Teaching and Learning, Creative Thinking Skills, Environmental Pollution, Integrated Science

Critical thinking skills should be integrated into high school biology education through problem-based blended learning.. This study aims to determine the effect of the Problem-Based blended learning model on students' critical thinking skills in the material on the respiratory system at SMA A. This quasi-experimental study used a nonrandomized control group, pretest-posttest design involving 2 XI classes, namely the control class, which consisted of 33 students and 32 students in the experimental class. Collecting data on critical thinking skills is using a test technique. The test instrument used is a question sheet (pretest and posttest). The data analysis consisted of analysis prerequisites in the form of a normality test and homogeneity test, as well as hypothesis testing in the form of the Mann-Whitney test. This study's results indicate a significant influence on students' critical thinking skills in the respiratory system material for class XI at SMA A after applying the Problem-Based blended learning model assisted by Google Classroom. This can be seen from the average test of critical thinking skills in the experimental class, which is higher than the control class.