Effect of Creative Problem Solving Models with Ethnoscience on Students’ Problem Solving Ability and Scientific Attitudes

Implementation of the 2013 and prototype curriculum requires students to master critical thinking skills. This study aims to determine differences improvement of students' critical thinking skills who were taught using Creative Problem Solving (CPS) and direct learning model in chemistry learning. This research is quasi-experimental research. The research sample was 64 student from class 10th grade, which are 32 students in experimental class and 32 students in control class. The sample was taken by purposive sampling. The instrument used is critical thinking skills test consisting of 15 questions. Data collection was carried out pretest and posttest. Data analysis used N-gain test and independent sample t-test. The results showed that the experimental class's average N-gain of critical thinking skills was 0.84 (high) and the control class was 0.61 (medium). There are differences in students' critical thinking skills taught with CPS and direct learning model. The difference in the highest increase is found in the inference indicator which only exists in the CPS learning model. This proves that the application of the CPS model affects critical thinking skills better than the direct learning model.

This research was motivated by the problem of students’ learning outcomes at SDI Wae Ciu becaused of the use of conventional learning models. The purpose of the study was to describe the comparison of student learning outcomes through the use of the Creative Problem Solving (CPS) model, and also to describe whether using the Creative Problem Solving (CPS) learning model could improve student learning outcomes. This type of research was quantitative research with experimental methods. Experimental research was causal (causation) where its evidence was obtained through comparisons between the experimental group (which was treated) through the use of the Creative Problem Solving (CPS) learning model, and the control group (which was not treated). Data collection techniques was the test to collect data on student learning outcomes. The data analysis technique used was the t-test, after testing the normality and homogeneity. The results showed that the Creative Problem Solving (CPS) model had a positive influence on student learning outcomes. Based on the results of the Paired Samples T-Test analysis, the posttest results obtained in the experimental class and control class were known that the t-count is 0.05 with a significance of 0.000. The significance value (2-tailed) which showed 0.000 > 0.05, then Ho was rejected and Ha was accepted. The Creative Problem Solving (CPS) learning model also determined the accuracy of the expected goals, learning would be effective, efficient and the expected learning outcomes would be achieved. Based on the research that has been done, there was a significant effect on improving student learning outcomes by using the Creative Problem Solving (CPS) learning model.

This study aims to determine the ability of solving mathematical problems through creative problem solving learning model higher than the direct learning model on the students of class X state senior high school of Jambi city. This research is an experimental research because of causal relationship. The way this study is to compare one or more comparison group that have received treatment. The sample of this research is class X MIA 1 as experiment class which is taught by creative problem solving model, while control class is X MIA 2 which is taught by direct learning model. From the result of research and discussion that have been done can be concluded that the ability of solving mathematical problems of students who are studied through the creative problem solving (experiments) learning model obtained an average of 71,9 and students in the learning through direct learning model (control) average 63,3. Of the two clasess obtained tcount is 4,17 and ttable is 1,66 then in this case H0 is rejected and H1 accepted at 95% confidence level. Then it can be concluded that the problem solving ability of mathematical students taught through creative problem solving learning model is higher that the students taught through direct learning model in class X state senior high school of Jambi city.Keywords: Mathematical Problem Solving Ability, Creative Problem Solving Learning Model, Direct Learning Model.

Specifically, this research aims; (1) to describe the difference in increasing students' mathematical procedural abilities between those using the Creative Problem Solving learning model and the direct learning model on integer material; (2) to describe the influence of the Creative Problem Solving on students' mathematical procedural abilities on integer material; (3) to describe students' high motivation to learn through the Creative Problem Solving on integer material; (4) This type of research is Quasi-Experimental Design with research design The Noneequivalent Posttest Only Control Group Design. The population in this study was all class VII SMP Negeri 17 Singkawang which consisted of two classes totaling 40 students. Samples were taken by the saturated sampling technique. The sample consists of two classes, namely class VIIA as the control class and class VIIB as the experimental class. Based on the analysis results, it is concluded that; (1) there is a difference in improvement between the experimental class and the control class. The T-Two Independent Samples test evidences this, it is found that there are differences in the mathematical improvement of the experimental class students and the control class students; (2) the influence of the CPS model on students' mathematical procedural abilities. This is evidenced by the Effect Size, the value of Effect Size is 6.0 which is in the significant criteria; (3) students' learning motivation taught by the Creative Problem Solving high. This is evidenced by the average student motivation of 3.41 which is in the high criteria category.

C
 Creative Problem Solving (CPS) learning model supports students to focus on learning and skill processes. CPS learning, students could select, process, and develop their responses in solving a problem creatively. Metacognition plays an important role in CPS since it could monitor students in selecting and using strategy to improve further cognitive performance. This research aims to find out effectiveness of CPS learning model on mathematics creative thinking skill reviewed from students’ metacognitions. This mixed method research used sequential explanatory design. The population consisted of VIII graders at SMP N 4 Kudus. The samples consisted of experimental class with CPS learning and control class with discovery learning. The first stage of thr research was quantitative data collection. It were done using test and questionnaires to categorized the subject. The next stage was qualitative data collections which were done by using questionnaires and interview. Data of quantitative data were triangulated with the qualitative data to gain the goal of the research. The findings showed that CPS model was effective to improve creative thinking skill reviewed from students’ metacognitions. Students with high metacognition in the experimental class are more creative than the control class. CPS learning can improve students' creative thinking through the stages of idea finding to acceptance finding, because students can find new ideas and choose the right solution from some of the ideas they have. Mathematics creative thinking skill of the students with high metacognition shown form the students’ ability in writing problem solving skill of creative questions logically and could provide other notions. Students with medium category have the similar achievement but can correct errors; meanwhile students with low metacognition can wrote problem solving skill of creative questions quite logically and still have problems in giving ideas.

learning motivation is still low, so to overcome these problems required a learning model that is more focused on students to be more active in thinking on the ability to think creatively, one of which is assumed to improve the Creative Problem Solving learning model ( CPS). This study aims to determine the improvement of students ‘creative thinking skills using the Creative Problem Solving (CPS) learning model compared to students who use conventional learning models and want to know students’ learning motivation. The method used in this study is the explanatory sequential type design (mixed method).Theinstrumentusedinthestudents’creativethinkingskillsintheformof a description problem consisting of seven items in addition to that was also strengthened by questionnaire, interview and observation width to support the test results. The population in this study is the eighth grade students of Rajagaluh 3 Junior High School, while the samples taken randomly according to the class are selected in class VIII-E as the experimental class and class VIII-D as the control class. The experimental class was given learning using the Creative Problem Solving (CPS) learning model and the control class was given learning using conventional learningmodels. Data analysis techniques using two average difference test, correlation test. Based on the results of the analysis and results of data processing, it was concluded that theimprovementofstudents’creativethinkingabilitywasbetterinthecontrolclass using conventional learning models compared to the experimental class using Creative Problem Solving (CPS) learning models and better Student Motivation in the control class compared to experimentalclass. Keywords: Creative Problem Solving(CPS), learning model, creative thinking skills and Learning Motivation

This study aims to determine the effect of the inquiry learning model and the creative problem-solving learning model on student learning outcomes. This research was conducted at MTs Madinatussalam Tembung for the academic year 2020/2021. The research method is quasi-experimental. The sample used in the study was 60 students, the sampling in this study was simple random sampling. The instrument in the study used a pretest and posttest. Based on the results of the research, the results of hypothesis testing on the results of the Inquiry class hypothesis test. From the table above, the value of t(count )= 8,594 and the value of t_(table )= 2.0243 so that t_(count)>t_(table) which is therefore Ho is rejected. Ha accepted. Based on the results of hypothesis testing, there is an influence of the inquiry learning model. The results of the hypothesis test for the Creative Problem-Solving class. From the table above, the value of t(count )= 8, 683 and the value of t_(table )= 2.0243 so that t_(count )>t_(table ) which means that Ho is rejected, Ha is accepted. Based on the results of hypothesis testing, there is an influence of the Inquiry learning model and Creative Problem-Solving learning model on student learning outcomes at MTs Madinatussalam Medan Tembung.

Penelitian ini bertujuan untuk menggambarkan kemampuan penalaran matematis siswa ketika dievaluasi menggunakan model pembelajaran Creative Problem Solving (CPS) yang efektif. Selain itu, tujuan penelitian ini adalah memberikan panduan kepada guru untuk menerapkan model pembelajaran CPS dalam proses mengajar di kelas, karena penelitian ini telah membuktikan bahwa penerapan model pembelajaran CPS dapat meningkatkan kemampuan penalaran matematis siswa secara signifikan. Lokasi penelitian ini dilakukan di SMPN 5 Kota Serang. Subjek penelitian ini terdiri dari 25 siswa kelas 3 SMPN 5 Kota Serang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Instrumen yang digunakan dalam penelitian ini adalah tes dan angket. Siswa menjawab serangkaian soal yang diberikan oleh peneliti. Tes dilakukan untuk mengukur kemampuan penalaran matematis siswa. Hasil tes kemudian dianalisis dan dikalkulasikan berdasarkan rubrik penilaian yang telah disusun oleh peneliti. Skor yang diperoleh siswa diubah menjadi skala angka dari 0 hingga 100. Selanjutnya, siswa mengisi angket yang disediakan oleh peneliti. Hasil penelitian menunjukkan bahwa: 1) 5 siswa dengan kemampuan penalaran matematis yang dievaluasi menggunakan model CPS tinggi berada pada kategori tinggi, 2) 16 siswa dengan kemampuan penalaran matematis yang dievaluasi menggunakan model CPS sedang berada pada kategori sedang, dan 3) 4 siswa dengan kemampuan penalaran matematis yang dievaluasi menggunakan model CPS rendah berada pada kategori rendah. Kata Kunci: Creative Problem Solving (CPS), Kemampuan Penalaran Matematis, Persamaan dan Fungsi Kuadrat

This study aims to examine the effect of the Creative problem-solving learning model accompanied by wordwall assessment media on the higher-order thinking Skills (HOTS) ability of physics class XI students of SMAN Balung. This research used an experimental method with a group pretest-posttest design. The data collection technique used was a written test. The tests given were objective pretest and posttest tests. The data obtained was tested using the Kolmogorov Smirnov statistical test data normality test so that the sig value was obtained. 2 tailed > 0.05 then the mann whitney-u test was carried out and obtained a sig value. (2-tailed) of 0.041. So the results of data analysis of students' physics HOTS ability are 0.001 < 0.05. Based on the criteria used in decision-making in the Mann Whitney - u nonparametric statistical test, it can be concluded that HO is rejected and Ha is accepted, meaning that the average value of the experimental class is greater than the control class. so it can be concluded that the Creative problem-solving learning model assisted by wordwall assessment media has a significant effect on students' physics HOTS Skills ability.

There have been many attempts to improve the habits of mind of high school students in Biology through various learning models. However, only a few research results show efforts to improve students' habits of mind through the creative problem solving learning model with mind mapping techniques. Therefore, the purpose of the study was to determine the effect of the creative problem solving learning model with mind mapping techniques on increasing the habits of mind of high school students in learning biology. The pre-experimental method was used with the one group pretest-posttest design. Involving three research classes with 108 students taken by cluster random sampling and getting the same treatment using the creative problem solving learning model with mind mapping techniques. Research data collection uses essay and habits of mind questionnaires. The implication of this research is to increase students' habits of mind. students become accustomed to using their minds critically, creatively and able to control themselves very well as evidenced by an increase in posttest scores on essay tests and habits of mind questionnaires with an average of 86% and 83% (very good) with an average N-Gain 66% and 52% (medium), so the creative problem solving learning model was recommended to increase the habits of mind of high school students in biology learning.

This study aims to see the Creative Problem Solving (CPS) learning model's effect on the mathematics learning result of eighth-grade students of State Junior High School 21 (SJHS) Dumai. The quasi-experimental with a non-equivalent control group approach are proposed in this research. Purposive sampling was the correct technique to complete the study. To know which one was the best, two classes were used to compare the learning result. One type used CPS, and others used conventional learning. The data collection instrument was in the form of pretest and posttest questions. The data collection technique in this study was done by using a test technique. Data analysis were normality, homogeneity, t-test. The results showed an effect of CPS on the mathematics learning outcomes of the experimental and control class students. Results showed that a significant difference was acquired between CPS and conventional learning. This can be seen from t-count > t-table which is 4.47 > 1.67. Following the criteria, H0 is rejected, and H1 is accepted. The conclusion was a significant effect of the CPS learning model on the mathematics learning results of eighth-grade students of SJHS 21 Dumai

A good comprehension in the both theoretical and practical principles aspects is crucial for nursing students to achieve scientific achievement and attitude. The purpose of this research was observing the effect of CIPPA instructional model on nursing students’ scientific achievement and attitude. The population of this study was 110 nursing students who were in first semester of the academic year 2018/2019. The samples were selected and divided equally into two groups by using cluster random sampling technique. The first group was taught by using inquiry method instructional model while the other was taught using CIPPA instructional model. The research instruments were three plans of inquiry method and CIPPA instructional model, Biology for Health Science Achievement and Students’ Scientific Attitude tests. The data analysis techniques used mean, standard deviation, and t-test. The study results showed that there was no significant difference between the two groups observed in both scientific achievement [t(53) = 0.42, p = .81] and attitude [t(53) = 1.12, p = .313]. Interestingly, albeit that students’ perseverance and responsibility reached the highest score yet their rationality placed in the lowest level. Hence, more intensive and detail attention need to be given in all aspects of students’ scientific attitude.

This research is a quantitative research. This study aims to look at students’ higher order thinking skills to solve linear equations after learning with creative problem solving models is given. The subjects of this study were the XI grade students of SMA N 5 Palembang. The data collection technique used was a test in the form of a description consisting of three questions. Based on data analysis that students’ high-level thinking skills in learning linear equations are categorized low.

Students tend to be not explorative in solving their assignment. Improper learning system is one of several factors that probably be the cause of this problem. This research aims to analyze students’ problem solving abilities through the implementation of Project-Based Learning (PjBL) on Construction and Building Utilities subject. The research design is Quasi-Experimental Design with the type of Two-Group Posttest Only research. The population of this research is the students of XI DPIB in SMKN 9 Garut 2018/2019. The experimental class students use PjBL while the control class students use expository learning. Data analysis is obtained from students’ problem solving abilities test and observation results. The students’ problem solving abilities scores are calculated based on four steps of Polya’s problem solving theory, first is understanding the problem, second is planning how to solve the problem, third is calculating, and fourth is checking the result. The analysis result shows that the experimental class students have better problem solving abilities than the control class students. In addition, the experimental class students are more active and communicative in the class. According to problem solving ability test and observation results, PjBL is quite effective to be implemented on Construction and Building Utilities subject.

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills