Problem-Based Learning Model and Discovery Learning Model by Learning Media: Students' Creative Thinking and Mathematical Collaboration Skills

Has be done research about the effect of Problem Based Learning model on students’ creative thinking abilityin SMAS Katolik St. John Paul II maumere. This type of research is a quasi experiment with the Nonequivalent Control Group Design. Sampling is done by nonprobability sampling technique, (class XI MIA 1 and class XI MIA), which is satueated sampling where all populations are sampled. The creative thinking ability of students in this study were collected with creative thinking ability test in the form of essay test consisted 10 items and observation sheets. The result showed that : 1) the average score of creative thinking ability from students who take learning using Problem Based Learning model are 73.80; 2) the average score of creative thinking ability from students who take learning with Expository Learning model are 65.97; 3) there are differences in creative thinking ability significantly between students who learn to use the Problem Based Learning model with students who learn to use Expository Learning model. Students who learned Problem Based Learning model show better think creative than who learned Expository Learning model. Thus, Proble, Based Learning model influences students creative thinking abilities.

The purpose of this study was to determine the increase of students' creative thinking, which taught using problem-based learning with local culture (PBL-Local Culture). In this study also saw the interaction between students' gender and students' prior mathematics ability. This type of research is quasi-experiment research, using pre-test post-test control group design. Data were analyzed using SPSS 25 through Two-Way ANOVA. The result shows that increasing the creative thinking abilities of students taught using problem-based learning with local culture is significantly higher than the creative thinking abilities of students taught using classical learning. Based on the result, we found that the use of problem-based learning local culture (PBL-Local Culture) offered the opportunity to give student new experience to solving real problems in their daily life, primarily related in their local culture. Students can describe how to solve the daily life problem with mathematically modelling. This learning model has given the facility to students at the end to improve their creative thinking ability. Students make the new model of problem-solving and finally they can solve that problem with their model. This study also found that the factor of students' gender and students' prior mathematics ability has not given the effect of students' creative thinking ability. It means that there is no gap in gender and the contribution of students' prior mathematics ability in students' academic skills. Based on this study, we recommendation of this model to using in other subjects in the learning class and to improving other learning ability, not limited in creative thinking ability.

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.

Abstract: This research aims to analyze the influence of the guided inquiry learning model on students' mathematical critical and creative thinking abilities. This research problem focuses on the effect of applying the guided inquiry model on the mathematical critical and creative thinking abilities of fourth grade elementary school students compared to applying the direct learning model. The research was conducted on fourth grade students at SD Negeri 010015 Sei Serindan, Kecamatan Sei Kepayang Barat, with a research sample of 2 classes determined using the cluster random sampling technique. The research instrument tests students' critical thinking and creative mathematical thinking skills in the form of essays. The research data were analyzed using the one-way MANOVA technique. The results of the research show that: (1) there is an influence of the guided inquiry learning model on students' mathematical critical thinking abilities; (2) there is an influence of the guided inquiry learning model on students' mathematical creative thinking abilities; and (3) there is an influence of the guided inquiry learning model simultaneously on students' critical thinking and creative mathematical thinking abilities. Keywords: Guided Inquiry, Critical Thinking, Creative Thinking, Mathematics. Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa. Masalah penelitin ini difokuskan pada pengaruh penerapan media berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa dibandingkan dengan penerapan model pembelajaran langsung. Penelitian dilakukan pada siswa kelas IV SD Negeri 010015 Sei Serindan, dengan sampel penelitian sebanyak 2 kelas yang ditentukan dengan teknik cluster random sampling. Intrumen penelitian tes kemampuan berpikir kritis dan berpikir kreatif matematis siswa dalam bentuk uraian (essai). Data hasil penelitian dianalisis dengan menggunakan teknik MANOVA satu jalur. Hasil penelitian disimpulkan bahwa: (1) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis matematis siswa; (2) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kreatif matematis siswa; dan (3) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing secara simultan terhadap kemampuan berpikir kritis dan berpikir kreatif matematis siswa. Kata Kunci: Media, Inkuiri Terbimbing, Berpikir Kritis, Berpikir Kreatif, Matematika

This research aims to examine efforts that can be made to improve students creative thinking abilities in science learning. The method used is a literature review. The literature review method is used to identify, examine, evaluate, and interpret all available research on the topic area of an interesting phenomenon, with certain relevant research questions. Several learning models that can be used to improve students creative thinking abilities in science learning include project-based learning, problem-based learning¸ talking stick, guided inquiry and pictures and pictures. Searching for articles through literature studies resulted in 25 articles that met the criteria and were relevant for review. The research results show that there are many learning models that can be applied in science learning to improve students creative thinking abilities. Based on the results of literature studies, it shows that the picture and picture learning model is the most effective model for improving students creative thinking abilities, which is characterized by an average achievement of students creative thinking abilities of 93.76. The range for the number of articles with the highest value that often appears is in the 60-80 range.

One of the elements affecting students' success rates in the learning process is their capacity for mathematical creativity. According to survey findings, pupils still have a limited capacity for mathematical creativity in their learning, as evidenced by the markers of this capacity. This study sought to ascertain how adopting open-ended problem learning models affected students' mathematical and creative thinking skills. This study employs quantitative research and descriptive methodologies. This study employed a research design was quasi-experimental research. The investigation employed a posttest-only control group design. Students in class VII made up the study's population. Class VIIb and VIIc samples were used in this study. Class VIIc serves as the control class and follows a traditional learning approach while Class VIIb serves as the experimental class. Research strategies for gathering data take the shape of tests. t-test data analysis formula. Based on the one-sided test calculation results, it can be seen that the average mathematical creative thinking ability of students using the Open-Ended Problem learning model is higher than the average mathematical creative thinking ability of students using conventional learning models, meaning that there is an influence using the Open-Ended Problem learning model on students' mathematical creative thinking abilities. The study's overall conclusion is the Open-Ended Problem learning approach has an impact on students' mathematical and creative thinking skills.

This study aims to determine 1) the level of creative thinking ability of class VIII students of SMPN 18 Makassar before and after the application of ClassPoint interactive media with the Discovery Learning model. 2) increasing the creative thinking skills of class VIII students of SMPN 18 Makassar through the application of ClassPoint interactive media with the Discovery Learning model 3) There is a significant increase in the average value of creative thinking skills after applying ClassPoint interactive media with the Discovery Learning model. This type of research is experimental research (experimental research) using the Pre-Experimental Design. The treatment is the application of ClassPoint Interactive media with the Discovery Learning model in the experimental class. The research population was all class VIII students at SMPN 18 Makassar for the academic year 2022/2023 which consisted of 10 classes with a total of 300 students. The research sample was determined by Purposive Sampling Technique so that class VIII8 was assigned with a total of 30 students. The instrument used in the study was a test instrument in the form of essay questions containing indicators of the ability to think creatively as many as 10 items. Data collection was carried out by giving a Pretest and Posttest. Data were analyzed with descriptive statistics and inferential statistics. The results of the descriptive statistical analysis of students' creative thinking abilities before application (pretest) were in the very less creative category with a value of 12.40 and after the application of ClassPoint interactive media with the Discovery Learning model (posttest) were in the moderately creative category with a value of 55.60. The increase in students' creative thinking skills is in the medium category with an N-Gain of 0.49. The results of inferential statistical analysis show that there is a significant increase in the average value of creative thinking skills after the application of ClassPoint interactive media with the Discovery Learning model.

Themainpurpose of this resaerch was to conduct a study focusing on the use SSCS model is assumed capable to increase students mathematical creative thinking abilityand see the impact on mathematical disposition, based on student of all and Prior Mathematical Ability (PMA) students (high and low). The method of this research is a mixed methods type of Embedded Design. The population of thisresearch is X graders of SMA Pasundan 3 Bandung, and the samples are the students in X-1 as the experimental group and student in X-2 as the control group. Thisresearch used two kinds of instruments: PMA test, mathematical creative thinking ability test, mathematical disposition scale, observation sheet and interview. This research used Independent Sample t-Test and Two-Way ANOVA. Conclusion of this research are: 1) based on students of all, the enhancement mathematical creative thinking ability of students who were given SSCS model are better than students who were given expository learning. When based on PMA category , increase mathematical creative thinking ability of students high and low who were given SSCS model are better than students who were given expository learning; 2) based on students of all, the enhancement mathematical disposition of students who were given SSCS model are better than students who were given expository learning. When based on PMA category , increase mathematical disposition of students high and low who were given SSCS model are better than students who were given expository learning; 3) Mathematical disposition to support the successof learning mathematics, in this case the mathematical creative thinking ability.. Students who have high disposition to be more persistent, persevere and interested to explore new things. This Allows students to have more knowledge than the students who did not show such behavior. Knowledge is what causes students to have Certain abilities. 4) There is a positive impact on the mathematical creative thinking ability of student to mathematical disposition

The creative thinking ability of students in physics learning is still relatively low, especially because the strategies, methods or learning media are less varied and do not involve students actively in the learning process. This study aims to determine the effect of project-based learning physics e-modules on students' creative thinking abilities. This study is a pre-experimental study using a one group pretest-posttest design. The sample consisted of 90 students selected using the purposive sampling technique. This project-based learning physics e-module product is effective in improving students' creative thinking abilities as seen from the results of the n-gain test to the three schools, an average n-gain of 0.71 was obtained in the high category. Based on the interpretation of the effectiveness of the n-gain value of 71% obtained, it is classified into the fairly effective category. And seen from the hypothesis test, it produces sig. 0.05. This study has implications for the effectiveness of students' creative thinking abilities because of the influence of project-based learning physics e-modules.


 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 low creative thinking ability of students in understanding physics concepts, especially in static fluid material, is one of the problems that needs attention in the learning process. Therefore, this study aims to determine how the Project Based Learning (PjBL) learning model that uses a scientific approach affects students' ability to think creatively about static fluid material. The research method used is a quasi-experimental design with a Nonequivalent Control Group Design. The research subjects consisted of two eleventh grade high school students, namely the experimental class using the scientific PjBL model and the control class using the Inquiry Learning model, each consisting of 30 students. The research instrument was a descriptive test consisting of eight questions developed based on Torrance's creative thinking indicators, including fluency, flexibility, originality, and elaboration. The data obtained were analyzed through normality tests, homogeneity, and N-gain calculations. The results showed that the average N-gain of the experimental class's creative thinking ability was 0.41 (medium category), higher than the control class which only reached 0.29 (low category). Specifically, significant improvements were seen in the fluency and flexibility indicators, while the originality and elaboration indicators also increased although relatively lower. Thus, it can be concluded that the application of the scientific PjBL model is more effective in improving students' creative thinking abilities compared to the Inquiry Learning model in static fluid learning. These findings are expected to contribute to the development of physics learning strategies oriented towards strengthening creativity, independence, and active involvement of students in the knowledge construction process.

Advanced calculus is a mandatory subject in the Mathematics Study Program, Faculty of Science and Technology, Jambi University. Advanced Calculus studies functions of multiple variables, ordinary derivatives, partial derivatives, double integrals, fold integrals, applications of double integrals, triple integrals and applications of triple integrals. CPL from the advanced calculus course includes students being able to develop mathematical thinking starting from procedural/computational understanding to a broad understanding including exploration, logical reasoning, generalization, abstraction and formal proof. One learning model that facilitates students to fulfill the CPL for advanced Calculus courses is the project-based learning model (Project-based Learning). It is hoped that the Project-Based Learning model can be a learning alternative to help students think creatively in learning Advanced Calculus. It is hoped that the creative thinking abilities of Mathematics Study Program students will increase and support the fulfillment of CPL courses which will result in the formation of creative and systematic mathematics students who are skilled in solving problems and have the capabilities and competencies needed by the world of work (industry, services and government). The results of the analysis showed that the creative thinking abilities of students in class R001 were classified as creative and 1 group was very creative, while in R002 all groups were classified as very creative. The conclusions of this research show a tendency for students' creative thinking abilities to be in the creative category.

This study aims to: (1) describe the creative thinking skills of fifth grade elementary school students on the ecosystem theme in terms of personality type; (2) Describe the factors that affect the creative thinking ability of fifth grade elementary school students. This research method is a qualitative descriptive research. The subjects in this study were 12 fifth grade students at SDN 26 Singkawang which consisted of 3 students in the sanguine personality type category, 3 students in the chorelic personality type category, 3 students in the melancholic personality type category, and 3 students in the phlegmatic personality type category. The data collection technique in this study was a test technique in the form of a student's creative thinking ability sheet and The non-test technique is in the form of a student personality type questionnaire and interviews. The data analysis technique uses the analysis technique by Miles and Huberman which consists of data reduction, data presentation, and drawing conclusions. The results showed that: (1) The creative thinking ability of students in the sanguine personality type did not master the indicators of flexibility and did not master the indicators of fluency, originality, and elaboration. Students with the corelis personality type do not master the indicators of fluency, flexibility, originality, and elaboration. Students in the melancholic personality type have mastered the elaboration indicator, lack the fluency indicator, and do not master the flexibility and originality indicators. Students in the phlegmatic personality type do not master the indicators of fluency, flexibility, originality and elaboration. (2) Factors that affect students' creative thinking abilities are caused by internal and external factors. Internal factors, namely students do not understand the material that has been studied, students do not understand the material about ecosystems, do not like science subjects so that their creative thinking skills are not satisfactory, students are not able to answer and develop their ideas to solve the problems given, and students are less able to answer and develop their ideas to solve the problems given.

This research is motivated by the existence of information related to the ability that students must possess today, namely collaboration, communication, critical thinking, and creative thinking ability. The purpose of this study was to analyze in more detail the students' 4C abilities in solving science problems in terms of gender. This research includes quantitative research involving the first-semester of science students of FTK UIN Mataram who are taking introductory physics courses. The participants used in this study were 67 students, of which 32 were male students and 35 were female students. Collaboration and communication ability are measured during the lecture process using observation sheets. Critical thinking and creative thinking were measured using written test questions with a description of 10 questions each. The data obtained were analyzed using descriptive statistics and Rash modeling. The results showed that female students' collaboration and creative thinking abilities were better than male students. The results also showed that male students' communication and critical thinking ability were better than female students. In general, the 4C abilities possessed by female students and male students are not much different

Objective: The researcher chose a topic of discussion regarding the comparison of 2 learning models that are theoretically effective for use in the classroom when learning Aqidah Akhlak. In its application, learning the Aqidah Morals can be delivered through several methods. This research aims to test the effectiveness of collaborative and discovery learning models on students' creative thinking skills. Method: The research method used was a pre-test and post-test design experiment. The research sample consisted of 2 classes divided into two groups, namely two experimental groups that used collaborative and discovery learning models. The data analysis technique used in this research is the normality test using the Shapiro-Wilk, independent sample t-test, paired sample t-test, and N-Gain tests. Results: After the treatment, the data analysis from the post-test scores can be seen. Based on the N-Gain Test shows that creative thinking skills increased significantly in both groups after treatment, with data results in the collaborative group being 0.46 < 0.70 in the medium category and the discovery group only 0.27 < 0.30 in the low category. These data showed a more significant improvement in the group that received collaborative learning than in the discovery group. Novelty: This research presents novelty, which lies in the comparative approach taken to analyze the two methods simultaneously, as well as the use of holistic, quantitative measuring tools to identify significant changes in students' creative thinking abilities.