Engineering Management In An Interdisciplinary Senior Design Project

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 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.

The creative thinking skills of Indonesian citizens are ranked 115th out of 139 countries, meaning that the creative thinking skills of the Indonesian state are low. This needs to be overcome by giving treatment to everyone, one of which is through education. The research conducted aims to determine creative thinking skills in science learning for class V SD by applying the Read; Answer; Discuss; Explain and Create (RADEC) learning models. In this study, the researcher used qualitative methods with a population of fifth grades at elementary school Cisarua areas and a samples of 31. The results showed that fifth grade students had difficulties in improving creative thinking skills on indicators of fluent thinking and elaboration skills, but this can be overcome by applying them. RADEC learning model. The application of the RADEC learning model produces a positive response to science learning in improving creative thinking skills

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.

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.

In today's digital environment, using technology in learning is a requirement for staying relevant to the needs of the twenty-first century. The goal of this study is to develop learning tools that combine Project-based learning (PjBL) with STEM-based e-learning to assist students enhance their creative thinking skills and self-regulation. This study is a quantitative descriptive study using a one-shot case study research design and a research sample of 25 high school students in class for the academic year 2020/2021. The N-Gain score is used to collect data using test and non-test instruments before and after treatment to assess if there is an improvement in learning outcomes. All indicators of critical thinking skills and self-regulation increased as a result of the study. On the fluency indicator, the creative thinking skills indicator received the highest score of 0.86, while self-regulation received the biggest rise on the organizing and transforming indicator with a score of 0.83. The average increase in critical thinking skills is 73.66 percent, and the average rise in self-regulation is 79.42 percent, both of which are high

Creative thinking skills are skills to develop or find original, aesthetic, and constructive ideas or ideas related to views and concepts and intuitive and rational thinking aspects, especially in information and materials to raise or explain the perspective of thinkers. Students creative thinking skills will emerge when learning about how to solve a problem. This study aimed to determine the effectiveness of the implementation of the IDEAL problem-solving model to improve students creative thinking skills on solubility and solubility product. The research design used was One-Group Pretest-Posttest. The subjects in this study were 25 students of class XI IPA 1 as 1st replication class and 25 students of class XI IPA 2 as 2nd replication class at SMA Negeri 4 Sidoarjo. The research instrument is a test sheet consisting of 10 description questions. Students creative thinking skills were analysed by answering the creative thinking skills instrument, which contained four indicators, namely fluency, flexibility, originality, and elaboration. Differences in the value of students creative thinking skills were analysed using N-gain when pre-test and post-test scores. The results showed that each component of students creative thinking skills experienced an increase between the pre-test and post-test scores. 36% of students get an N-gain score in the high category, while the remaining 64% are included in the medium category in the 1st replication class. 24% of students get an N-gain score in the high category, while the remaining 76% are included in the medium category in the 2nd replication class. The study results concluded that the IDEAL problem-solving model applied could improve students creative thinking skills.

The study aims to implement learning media guided inquiry-based to improve students’ creativity thinking skill of grade X on Pteridophyte material. The type of research was pre-experimental study which used one class without a control class. The study was conducted on March 2019. The research subject was 22 senior high school students of grade X on Pteridophyte sub material. The research design was One Group Pretest-Posttest Design. The learning media used was lesson plans, student activity sheets, and creative thinking test instruments. The research instrument used was the observation sheet of learning model implementation, the activities of students and the instruments test of creative thinking skills. The data result of creative thinking skills’ pre-test and post-test was analyzed by N-Gain analysis which was the result of the students’ progress of creative thinking skill after learning conducted. The conclusion was the implementation of guided inquiry-based learning model on Pteridophyte material to improve students’ creativity thinking skill. This can be seen from the results of students' thinking skills tests that improved after posttests. Keywords: guided inquiry-based learning, Pteridophyta, 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

The creative thinking skills of Indonesian students are still relatively low, even though this is one of the important skills that need to be developed so that students can compete and succeed in facing the challenges of the 21st century. This study aims to improve students' creative thinking skills through the use of inquiry training based on local wisdom. This is a quasi-experimental study using a pretest-posttest nonequivalent control group design. The sample consisted of 60 students from the experimental and control classes, selected using cluster random sampling because the sample was drawn from class groups. The instrument was a creative thinking skills test consisting of five items. The questions were analyzed using an Independent Sample T-Test with SPSS 22. The results showed that the inquiry training model integrated with local wisdom could improve students' creative thinking skills to a high level. The improvement in creative thinking skills in the experimental class was higher than in the control class. Additionally, there was a difference in students' creative thinking skills between the experimental class and the control class. Inquiry training based on local wisdom can be an alternative for teachers to address the issue of underdeveloped creative thinking skills in students.

This research aims to examine the effectiveness of Project-based Learning (PjBL) method based on ethnomathematics of Walewangko house on students' creative thinking skills and mathematical disposition. This study employed a quantitative approach with a quasi-experimental design. The sample consists of one experimental class with 34 eighth-grade students. The research instruments included pretests and posttests on creative thinking skills as well as a mathematical disposition questionnaire, both of which have been validated for reliability and validity. Data analysis comprised descriptive and inferential statistical analyses. The inferential statistical methods used were paired sample t-tests and one-sample t-tests. The results of this study indicated that: (1) there is an improvement in students' creative thinking skills and mathematical disposition before and after the learning method was applied, (2) the posttest results for creative thinking skills and mathematical disposition meet the respective standard scores, (3) the percentage of classical completeness in the posttest results for both creative thinking skills and mathematical disposition exceeds 85%. It can be concluded that the Project-Based Learning method based on the ethnomathematics of Walewangko house is effective in improving students' creative thinking skills and mathematical disposition. Integration of ethnomathematics as a basis for learning, in addition to acting as a contextual learning innovation, teachers are also expected to introduce and instill in students cultural values related to the ethnomathematics used.