Articles

The Effect of Project-Based Learning Models and Learning Styles on Creative Thinking Skills of Students

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The purposes of this study are: (1) to examine the effect of the Project-Based Learning model on the creative thinking skills of students, (2) to examine the effect of Learning Styles on the creative thinking skills of students, (3) to examine the effect of the interaction between Project-Based Learning and Learning Styles on creative thinking skills of students. The research design is quasi-experimental research. The subjects of this study are 22 students majoring in Mathematics Education at Wisnuwardhana University, and the instruments used are questionnaires and tests. The analysis technique used is two-way ANOVA (Analysis of Variance). The results of the study showed that there is an effect of the PjBL learning model on students’ creative thinking skills because the calculated F value is 5.976 with a probability value or significance of 0.04 < 0.05. The hypothesis test results for the Learning Styles factor obtained a calculated F value of 34.012 with a probability value or significance of 0.03 < 0.05. This means that there is a significant difference in creative thinking skills among students with Visual, Auditory, and Kinesthetic learning styles. Additionally, there is an influence of the interaction between the Learning Model and Learning Styles on creative thinking skills because the calculated F value is 7.760 with a probability value or significance of 0.04 < 0.05.

 

Development of LKPD Based on ExCluSiVE Learning Model to Improve Creative Thinking Skills in Mathematics Learning in Grade IV Elementary School

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This study aims to develop LKPD based on the ExCluSiVE learning model that is feasible, practical and effective to improve creative thinking skills in mathematics subjects in grade IV elementary schools. The type of research and development used refers to the theory of Research and Development (R&D) Borg and Gall. The population in this study was 36 students in grade IV UPTD SD Negeri 5 Metro Timur. The samples in this study were class IVA as an experimental class and class IVB as a control class. Data collection techniques in this study are observation, interviews, documentation, and questionnaires. Data analysis techniques use qualitative descriptive analysis with data review and quantitative descriptive analysis using expert data, product practicality, validity, reliability, difficulty level, N-gain, normality, homogeneity, and effectiveness. The results showed an average expert test of 89.78% with feasible criteria, an average practicality test of 87.50% with very practical criteria; validity test V Aiken LKPD for material of 0.66, media of 0.67, language of 0.65 with valid criteria; reliability test of Cronbach’s Alpha material 0.817, medium 0.720, language 0.796 with high category; the average increase in students’ creative thinking ability before and after the study was 26.20%; the average N-Gain value is 0.83 in the high category; Test the effectiveness of independent sample t-test: 1) tCalculate value is 5.469 and tTable (df-34, α=5%) is 1.690, then tCalculate ≥ tTable, α=5%, 2) Sig. (2-tailed) value is 0.000 < 0.05. The results of the study can be concluded LKPD based on the ExCluSiVE learning model to improve creative thinking skills in mathematics learning in grade IV SD Negeri 5 Metro Timur on feasible, practical and effective flat building materials.

Development of Quizz-Based Creative Thinking Skill Assessment in Thematic Learning of Elementary School Class V Students

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This research and development aims to develop Quizizz-based assessment instruments of creative thinking skills. This study applies the type of development research using the ADDIE model (Analysis Design-Develop-Implement-Evaluate). The Quizizz-based creative thinking skills assessment instrument was tested on a limited scale with 15 students from 3 different schools (SDN 1 Pasir Gintung, SDN 1 Kota Baru, and SDN 2 Kampung Baru). The improved instrument was tested on a large scale in 3 schools (SDN 1 Pasir Gintung, SDN 1 Kota Baru, and SDN 2 Kampung Baru). Data collection techniques using non-test in the form of questionnaires and interviews. Data analysis in this research is descriptive qualitative and quantitative analysis. (1) Qualitative descriptive analysis techniques are used to analyze data from experts and user validation results. (2) Quantitative analysis descriptive techniques are used to analyze the data obtained from the questionnaire scores. The results of this study indicate that research on the development of Quizizz-based creative thinking skills assessment instruments in thematic learning of fifth grade elementary school students is declared valid (suitable for use), the instrument questions are categorized as sensitive and practical.

 

The Implementation of PBL-STEAM Equipped with JBatik Software as Learning Media to Enhance Students’ Creative Thinking Skills in Designing Batik Motifs of Indonesian Local Heritage

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The aim of this research is to analyze the student’s creative thinking skills under the implementation of the Problem-Based Learning Model equipped with JBatik software. This study used a quantitative approach with a quasi-experimental design: pretest-posttest non-equivalent group design. The research respondents consisted of two classes: the control class with 31 students and the experimental class with 29 students. The research instruments used were interviews, questionnaires, observations, and creative thinking tests. Data analysis techniques used a one-way ANOVA test, LSD post hoc test, and independent sample t-test. The one-way ANOVA test results showed a sig value of 0.000 < 0.05, indicating a significant influence of applying the Problem-Based Learning Model Integrated with Information Technology on independence. The LSD post hoc test showed a mean difference between the experimental group of 9.600 and the control group of 5.067. The results showed that based on the independent sample t-test analysis on the post-test, there was a significant difference between the control class and the experimental class. It is due to the sig (2-tailed) score is 0.002 (p = <0.05). The qualitative analysis shows all the Pearson Correlation Coefficient values are less than 0.7. Based on this, there is no significant similarity between the interviews Thus, it can be concluded that the experimental group taught using the Problem-Based Learning Model Integrated with Information Technology has a better effect on independence compared to the control group taught using the Problem-Based Learning Model-STEM.