IMPLEMENTATION OF GUIDED INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENTS’ CREATIVITY THINKING SKILL

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 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.

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 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.

The goal of this research is to produce learning media used context make pia cake that has category valid, practical and effective to train creativity thinking learning in primary school students. The research was conducted in 5th grade elementary school as many as 30 students. The research method used is three stages of the 4D model, namely definition, planning, development with the design of one group pretest - posttest design. This research produces 1) validity data syllabus (very valid), lesson plan (valid), teaching materials (valid), worksheet (very valid) and creative thinking skills test (valid); 2) Practicality data taken from the implementation practicality of lesson plan with good criteria; 3) The effectiveness of the device produces an N- Gain value from four components of creative thinking i.e. fluency in the high category, flexibility originality and elaboration are medium. The student's response shows delight and intrigue when learning is done using the development of contextual learning devices to train students' creative thinking skills.

Creative thinking skills are one of the 21st century skills that are important to support the long-term success of individuals, companies, industries, and countries, so they need to be provided to students. This study aims to examine the creative thinking skills of pre-service physics teacher students in radioactivity case. Quantitative descriptive method is used in this research. The subjects of this study were 22 final year pre-service physics teacher students at one of in Institute of Teachers Training Banjarmasin, South Kalimantan. The instrument used in this research is a creative thinking skill test in the form of an essay based on indicators objective finding, fact finding, problem finding, idea finding, solution finding, and acceptance finding. The results showed that the students’ creative thinking skills were categorized as not creative. An improvement effort is needed in the lecture activities to improve students’ creative thinking skills

This study aimed to examine the differences in creative thinking skills among seventh-grade students taught using Wordwall and Educaplay in science learning at SMP Negeri 16 Mandai. A quasi-experimental method with a pretest-posttest non-equivalent group design was used. The sample consisted of two experimental classes: Wordwall (n = 32) and Educaplay (n = 31). Data were obtained through a creative thinking skills test and analyzed using ANCOVA. The results showed no significant difference in students’ creative thinking skills between the Wordwall and Educaplay groups (p = 0.788). This indicates that both quiz-based media had a comparable effect on students’ creative thinking performance. Although descriptive data showed improvements in posttest scores in both groups, the statistical analysis confirmed that the difference between the two media was not significant. It can be concluded that Wordwall and Educaplay are equally effective in supporting the development of students’ creative thinking skills in science learning, though neither showed superiority over the other.

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 study aims to determine the application of a mind-mapping Project-Based Learning (PjBL) model to the human digestive system in improving creative thinking skills and creativity in eighth-grade students at SMP Dakwah Pekanbaru. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects consisted of eighth-grade students at SMP Dakwah Pekanbaru. The research instruments included a creative thinking skills test, a product creativity assessment sheet, and learning documentation. Data were analyzed using descriptive statistics, the N-gain test, the Wilcoxon test, and the Spearman correlation test. The results showed an increase in students' creative thinking skills after implementing the mind-mapping-based PjBL model, as indicated by an increase in the average posttest score compared to the pretest and a low to moderate N-gain score. Furthermore, students' product creativity was in the good category and had a significant relationship with their creative thinking skills. Thus, implementing the mind-mapping-based PjBL model is effective in improving students' creative thinking skills and creativity in the human digestive system.

The study aimed to investigate the effectiveness of using inquiry and brainstorming strategies in teaching Arabic language for developing achievement and creative thinking skills of the university students. To achieve the previous objective, a teaching manual was prepared using inquiry and brainstorming strategies. Achievement test was prepared including 20 items multiple chooses questions related to knowledge, application and reasoning levels. In addition, creative thinking skills test was prepared including 10 items related to Fluency, flexibility and originality skills. The validity and reliability of the instruments were measured. The sample was selected randomly; it consists of two groups, experimental group 43 and a control group 39. The study was based on semi-experimental design pre—post-test, where the experimental group was taught using inquiry and brainstorming strategies, but the control group was taught using the usual strategies. The results of the study showed that there were statistically significant differences between the average scores of the experimental and control groups in the post achievement and creative thinking skills in general and their skills separately for the students of the experimental group. Also, the results showed a positive correlation between the scores of the experimental group in post creative thinking skills, and post achievement test in general. The effectiveness of inquiry and brainstorming strategies in the development of achievement levels and creative thinking skills was significant effect. The study recommended using the Inquiry and brainstorming strategies in the teaching Arabic language of university students.

The purpose of this research was to improve the students’ creativity and learning outcomes in basic natural science concept course in PGSD Department by using OPPEMEI, it was a new learning model consisted with the steps of learning, such as the orientation, exploration, research, elaboration, exhibition, and implementation. This research used a qualitative descriptive analysis. The subjects of this research were 4 classes (classes F, G, B, and A). Data collection method used creative thinking skills tests with indicators of creative thinking ability which was consisted of fluency, flexibility, elaboration, and originality. Creative thinking skill ability improvement was analyzed by using N-gain. The results showed that there was an improvement in average score of N-gains from the creative thinking skills in the amount of 0.27, 0.153 and 0.101, an improvement occurred in class F. The highest indicator of creative thinking skills was fluency of N-gain in the amount of 0.67. It was categorized into very high criteria. This research showed that the OPPEMEI learning model improved the creative thinking skill ability which would affect the students’ learning outcomes. OPEMEI model would be one of the solutions in the learning process especially in the use of learning models.

The ability of students in solving problems in science learning is influenced by the thinking skills that determine how people solve problems, make decisions, and understand something. This study aimed to describe the creative thinking skills of students in science learning. The study was conducted in SDN Gunung Sari 1, SDN Gunung Sari 2, SD Inpres BTN IKIP I , and SD Inpres BTN IKIP II Makassar BTN 2017/2018 school year. The study was conducted on 12 students from four schools. The data collection technique using observation, testing and interview. The study was conducted in three stages, starting with the observation during the learning takes place, then give the creative thinking skills test item and continue to do the interview. The results showed that most of the students have a high creative thinking skills. It can be concluded students with the attitude of creative thinking skills high skill fluency, flexibility, Originality, and elaboration and students with the process of creative thinking skills high skill imaginative, feel challenged, dare to take risks, and appreciate nature.

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.