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Meaning learning is the learning that students get after experiencing problems around them. This meaningful learning is obtained when students can relate the events that occur with their knowledge. With planned meaningful learning will create a creative behavior (creativity). Creative behavior is one of the characteristics produced by creative people, as for the characteristics of people who are said to be creative, namely high curiosity, have an adjusted attitude (flexible), high spirit of investigation, have tolerance, confidence, like new things and have a high aesthetic sense. [ABSTRACT FROM AUTHOR]

This research is development research of digital space learning which includes an integrated STEM learning model designed to increase students' mathematical creativity. Digital learning spaces (DLS) is an advanced version of the conventional LMS, because in Digital Learning Spaces has features that can be customized with personal teaching environments (PTEs) and personal learning environments (PLEs), PTE and PLE are parts of digital learning spaces (DLS) that can result in the creation of various learning connections. In this version, we have perfected these STEM Learning Spaces by adding several features including STEM learning frameworks, STEM activities, learning videos, quiz practice, evaluation and feedback as well as a chat column that students use to communicate with the instructor. The method used is a research and development model with a 4D model, definition, design, development and distribution. This application has gone through validation tests by material experts and by the media, where the results are valid and reliable to be tested on a wider range of subjects. The conclusion of this research is: The results of the research show that the STEM-based digital learning space developed is suitable for production and use in mathematics learning based on expert validity tests, user practicality tests, and effectiveness tests on students' mathematical creative thinking abilities. Its effectiveness can be seen from the results of analyzing students' mathematics scores through trials of STEM-based digital learning spaces which are proven to be able to improve students' mathematical creative thinking abilities, where the result is an increase in the n-gain value of 0.554 with moderate improvement criteria. [ABSTRACT FROM AUTHOR]

This study aims to describe the ability to think creatively mathematically in class XI SMA Negeri 1 Singosari in the Three Variable Linear Equation System (SPLTV) material with the Problem Posing model. This research uses a descriptive qualitative approach. The research subjects were six students of class XI SMA Negeri 1 Singosari. Subject selection is carried out by selecting candidate subjects who most meet the indicators of creative thinking. The instruments used were in the form of essay test questions, as many as two items about the Three-Variable Linear Equation System with the Problem Posing model, and interview guide instruments used to confirm the results of student answers on the description questions that had been worked on and to find out more about how students' ideas can arise when working on essay questions which are given. Validators from the Department of Mathematics lecturers validated the instruments used during the research. The results of the job description question and the results of the interviews were identified and then described in the form of a description. This research describes the achievement of students' mathematical creative thinking indicators. Based on the study's results, students can think creatively on fluency indicators seen from students not experiencing difficulties when developing problems and being able to convey the information in the questions smoothly during the interview session. The flexibility indicator is owned by students seen from students being able to develop various problems and solve problems using more than one solution method. Originality indicators can be seen in the work of students who use their language when developing problems. Furthermore, elaboration seen from the students can describe or describe the information provided into a problem and detail every solution. Based on the results obtained, it can be said that students have fulfilled all the indicators of mathematical creative thinking. [ABSTRACT FROM AUTHOR]

Physics education is one field that plays an important role in preparing future generations. An increasingly complex and challenging future requires students to own ability think creative Which strong. Think creative is ability For generate innovative ideas, find unconventional solutions, and solve problems in ways never before thought of. The aim of this research is to analyze information about creative thinking skills publications, author productivity levels, countries, keywords, and quotes from creative thinking skills articles in 2013 - 2023. Data collection was carried out using Blibiometrics taken from Scopus data. Researchers use Google Scholar as a data source. Data then analyzed using Rstudio software and other map visualizations. The results of the research increase student creativity in physics education and develop a more rigorous and academic approach to physics. It is necessary to form an educational platform that can bring the potential of thinking to the next level. next in paradigm education new based on experience creative in accordance standard curriculum. Based on a literature review, the author can identify several reasons why honing creative thinking skills in physics learning is becoming increasingly important relevant. [ABSTRACT FROM AUTHOR]

Differentiated learning is organized via the Merdeka Curriculum. This adjustment calls for students to participate actively in differentiated learning in a way that is clear-cut and proficient. The goals of this study were to: (1) demonstrate how differentiated learning is used in Tidar University's biology education program; and (2) examine how students react to it. This was an exploratory study using a qualitative methodology. In the third semester of the 2022–2023 academic year, sixty students from Tidar University's Biology Education Program served as the research subjects. A questionnaire with fifteen closed-ended questions was used to gather the data, which were then descriptively analyzed. The results of completing the questionnaire showed that differentiated learning is beginning to be implemented as a result of the introduction of biology learning in Tidar University's biology education program. This was demonstrated by the introduction of multiple courses that let students organize lecture materials in accordance with their passions and originality. Students who underwent this type of learning process concurred that they understood the concept and had good, consistent learning motivation. The students thought differentiated instruction could enhance their capacity for creativity and conceptual understanding. Nonetheless, there was a need for improvement in the way students understood the features, components, and significance of differentiated learning in carrying out the Merdeka Curriculum. [ABSTRACT FROM AUTHOR]

This study examined the treatment of reading underlining strategies in fostering student interest in reading and creative thinking skills. Samples were taken from three schools, with two classes in each school. The underlying strategy is applied for one semester in class X SMA IPA. Data on reading interest and creative thinking skills were analyzed descriptively qualitatively and descriptively inferentially using a t-test. The results obtained: 1) the reading interest of upper academic students is 64.10%, perfect category, while for lower academic students, only 30.77%, good category; the percentage is almost the same (50%), sufficient category for lower academic students is 33.33%, while the top academic students are 0.26%, 2) The average creative thinking ability and reading interest of the underlining treatment students is 2.95 and 2.57, while the control is 1.95 and 0.60, 3) T-test results It was found that there were differences in creative thinking ability and reading interest in underlining treatment with control for both upper and lower academic students. The conclusions of the research are: 1) the average reading interest of upper academic students is better than that of lower academic students, and 2) the treatment of underlining strategies on reading materials can improve each component of students' creative thinking abilities both in upper and lower academic students. , 3) the underlying strategy can foster interest in reading and stimulate the emergence of creative thinking skills. [ABSTRACT FROM AUTHOR]

Geometry is very important to study in Mathematics, one of which is in the material of curved three-dimensional forms. However, many students still have difficulty learning the material, which affects their creative thinking ability, which is still not optimal. Therefore, we need innovative media development using the right context, one of which is using Augmented Reality-based Ethnomathematics. This study aims to develop ethnomathematical-based media using Augmented Reality, which is oriented toward the ability to think creatively. This research is a type of development research with the ADDIE model. This article will discuss the results of the analysis, design, and development stages. The subjects in this study were ninth-grade students in one of the junior high schools in Semarang. Data collection in this study used the questionnaire method by analyzing Augmented Reality learning media based on Ethnomathematics. The validation data from experts were analyzed using the mean formula to determine the average media validity score. The analysis results showed that the average score of Ethnomathematics-based media validation using Augmented Reality oriented toward creative thinking skills was 87% with excellent qualifications and material validation with 90% with excellent qualifications. Thus, ethnomathematics-based media using Augmented Reality, which is oriented towards creative thinking skills, can be declared valid and have excellent qualifications. This media development can then be implemented in the classroom to find out the potential effect on students' creative thinking ability and is expected to inspire educators to develop media by involving cultural exploration. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between creative thinking skills and collaboration with cognitive learning outcomes in the plant physiology course using the PBL model. Research method using correlation research. The subjects in this study were undergraduate students from the Department of Biology who participated in the plant physiology course. Class with a total of 33 people. The results showed creative thinking skills and collaboration with cognitive learning outcomes with an effective contribution. Learning, learning motivation, and the effect of learning during and offline impact cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

The Case studies are in-depth research of individuals or groups in one condition in a certain place and time with the aim of obtaining a complete and deep description. This research aimed at describing how students mathematical creative thinking ability derived from their self-efficacy. The type of research used is qualitative research with the descriptive method through case study design. The subjects in this research were students in one of the schools in Kampar Regency which numbered 20 people. The techniques of collecting the data were data triangulation with the test using mathematical creative thinking ability test question instrument, self-efficacy questionnaire, interview using interview guidelines. Processing the validity of the data was done by using Miles and Huberman technique involving data reduction, data display, and conclusion drawing. Based on the research findings, it was obtained that (1) students' mathematical creative thinking ability at one of schools in Kampar overall was on low category, (2) self-efficacy was in line with creative thinking ability, students on high self-efficacy category had high ability, students on medium self-efficacy category had enough ability, and students on low self-efficacy category had poor ability. [ABSTRACT FROM AUTHOR]

The Industrial Design programme exposes the student with the knowledge and skills in producing quality products. In order to be an experienced designer, the junior designers need to refer to past designs before designing. This makes the work of the designer creatively better with a more attractive design. The industrial design student or junior designer needs to look for the existing designs in the market and the unpublished works, which include previous students' works, to stimulate their design ideas. Undoubtedly, web searching is the fastest way to look for all these designs. This study aims to develop a Design Ideas Platform (DIP) based on the ADDIE model to collect and display students' work for junior students' reference and intellectual property application. The five phases in ADDIE model have been proven to improve the Design Idea Platform performance through distribution of survey, percentage of importance and assessing respondent feedback using questionnaire. The final DIP has been used by the respondent and more than 50% of the students were able to improve on their creativity level and generate fresh ideas after using DIP. This positive feedback shows that the platform is ready to be used as a reference in the design classes. For future studies, the design interface of this platform will be refined, and the after-submission-process will be improved for faster submission of students' artwork. [ABSTRACT FROM AUTHOR]

Creative thinking is a unit or combination of logical and divergent thinking to produce something new, such as in mathematics. It is one indication of creative thinking. This study aimed to describe students' creative thinking skills in the mathematics education study program especially at algorithms and computer programming courses. Based on the analysis results, it was found that 22.73% of students were creative, 59.09% were quite creative, 13.64% were less creative, and 4.55% were not creative. Based on the study results, the percentage of achievement of each indicator of creative thinking ability, including 60.23% of the fluency indicator, the flexibility indicator at the rate 51.14%, the originality indicator of 45.45%, and the elaboration indicator showed the rate about 46.60%. The conclusions of this study indicated the tendency of students' creative thinking competence categorized in the less creative. The research suggested that the lecturers by determining the creative thinking competencies of their students, they were also can determine the learning models that practically could be improving the students' creative thinking competencies. [ABSTRACT FROM AUTHOR]

The research conducted was a quantitative study with a quasi-experimental design (pseudo-experiment). The population in this study were elementary school teacher education students, Faculty of Education, Padang State University. The sample in this study were Elementary School Teacher Education students, Faculty of Education, Padang State University who were studying mathematics in high grades. the research was carried out in the experimental class by applying the PJBL model assisted by the E-Module and in the control class as carried out by the teacher usually. Based on the calculations performed, it turns out that t count >t (α, dk), meaning that the HO hypothesis is rejected and H1 is accepted. It can be concluded that there is a positive and significant influence of the Project Based Learning (PjBL) model on students' creativity and digital literacy. [ABSTRACT FROM AUTHOR]

Creativity ini mathematics learning is one of goal recommended by Ministry of Education Indonesia. Creativity in mathematics useful for solving mathematics problems which can enhance with project-based learning (PjBL) and problem-based learning (PBL). The purpose of this study is to determine the effect of project-based learning (PjBL) and problem-based learning (PBL) on students' creative thinking ability. The method used was quasi-experimental with a pretest-posttest-only control design. The populations of this study were the senior high school students from senior high school Menggala 1. The sample obtained through the random sampling technique which three classes as the sample of this study. Data were collected using essay test to measure student's creativity. Hypotheses were tested using one-way ANOVA test techniques with unequal cells. Based on the results of the study, it is obtained that the comparative data, so it can be concluded that there are differences in the students' average creative thinking ability based on the PjBL model, PBL model, and direct learning model. This research recommend that teachers must develop their learning strategy instead only using directed learning in teaching mathematics. [ABSTRACT FROM AUTHOR]

Nowadays, people spend more time on entertainment, even when there are numerous things or activities they can do in their free time. After preliminary research, it is identified that people often access entertainment content because they do not know the variety of activities that can be done in their free time. Therefore, an application is designed to increase users' productivity and creativity with their limited free time. The first stage of this study was user needs identification. Interviews were conducted and as the result, 65 user needs statements were generated and grouped into 9 primary needs. Next, 4 concepts of the application were generated through the design workshop and SCAMPER method. The alternatives were then screened using a utility function method to select one best alternative concept. SCAMPER method was an important key to improve the selected concept with features from other concepts. Finally, a high-fidelity prototype was developed based on the final concept and was evaluated via usability testing with 5 criteria to discover the advantages and disadvantages of the prototype. The prototype achieved a score of 92.05% on effectiveness and 82.95% on efficiency, which exceeded the minimum score (70%) needed to be considered acceptable. Satisfaction, usefulness, and learnability criteria scored 3.81, 4.13, and 3.83 respectively which exceeded the minimum acceptable score of 3.4 Overall, the prototype was considered to have good usability. This application to improve users' creativity and productivity is called Creame. [ABSTRACT FROM AUTHOR]

Topology arises from mathematics and architecture in an inherent relationship that stems from their ancient intellectual concepts. Topology originated as a mathematical field and then spread to numerous sciences and arts, leading to contemporary architecture, relying on its theories as evidence of the comprehensiveness of this science and based on digital computing tools, modern technologies and advanced means of production. However, the features of this concept are still not common in the architectural field. Accordingly, the knowledge gap was identified as "the ambiguity of knowledge about the topological features of contemporary architectural products.". The goal of the study is to develop, using an analytical descriptive approach, a comprehensive theoretical framework for the topological features represented by continuity, containment, and permeability. These characteristics were produced by significant topological theories that addressed this idea, such as Homotopy theory, Optimization theory, and Dimensional theory, whose concepts and vocabulary contributed to the development of a formative structure in modern architectural products. Then, using the descriptive-analytical technique, apply it to the chosen samples to generate a knowledge base that allows designers to express their originality, diversity, uniqueness, as well as inspiration. The results of the research showed the emergence of both of them the continuity feature represented by the clarity of the paths and the cancellation of the outage and the permeability feature through movement and spatial communication as the highest representation of the topology in the contemporary architectural products. While the conclusion was reached that topological theories contributed to supplying the structure of architectural products with several features that affected its contemporary formations and developed the ability to creative design. [ABSTRACT FROM AUTHOR]

This study aims to describe students' mathematical critical and creative thinking abilities in solving mathematical problems in terms of abstract sequential thinking style. This type of research is qualitative research. The subjects in this study were class IX students of SMP Negeri 44 Semarang with an abstract sequential (SA) thinking style. The data collection technique was a thinking style questionnaire, tests of critical and creative thinking skills, and interviews. The triangulation technique used is time triangulation. The data obtained was analyzed referring to the data analysis technique modeled by Miles and Huberman, namely data reduction, data presentation, and conclusion. The result of this study is that students with an abstract sequential thinking style show good abilities in critical and creative thinking. Students can fulfill the six indicators of critical thinking skills, namely focus, reason, inference, situations, clarity, and overview, and can satisfy the three indicators of creative thinking ability, namely fluency, flexibility, and novelty, that can be demonstrated in solving mathematical problems. [ABSTRACT FROM AUTHOR]

This descriptive study aims to explore the integration of technology in mathematics learning to enhance students' creative thinking abilities. Data was collected using Focus Group Discussion (FGD) with nine junior high school mathematics teachers who have experience using technology in teaching mathematics. The participants were senior teachers and administrators of the mathematics teacher organization in the district of Sidoarjo. Data were analyzed by sequencing the themes, condensing data, displaying data, and verifying to find conclusions. The results show that teachers still have difficulties integrating technology in teaching when technology is applied mainly to improve creative thinking skills. Not all teachers understand the meaning of creative thinking ability in mathematics, including how to assess it. [ABSTRACT FROM AUTHOR]

This study aims to analyze students' creativity in learning mathematics from the application of project-based learning (PjBL) with a STEM approach in 11th grade of MA 1 Boyolali. This study uses a qualitative approach. The participants of this study were 20 students from class 11 majoring in science and 20 students from class 11 majoring in social studies at MA 1 Boyolali. The instruments used in the analysis of creativity in learning mathematics are guided tests and interviews. The result of this research is that students' creativity in learning mathematics in each aspect is different and after implementing project-based learning with the STEM approach, the ability increases. [ABSTRACT FROM AUTHOR]

The research objectives in this article are 3. 1) Deciphering the creativity of asking questions with new ideas in mathematics learning junior high school students. 2) Describe the creativity of answering with new ideas in mathematics learning junior high school students. 3) Explore the creativity of doing things in different ways in mathematics learning junior high school students. Types of ethnographic qualitative research. The research subjects of mathematics teachers and students (31 people) class VII SMP Negeri 3 Surakarta. Collection techniques with observational data, interviews and documentation. Data validity by source triangulation and techniques. Inductive data analysis techniques. The process of data analysis, data collection, data reduction, presentation, verification and drawing conclusions. The results of the study, 1) Creativity in asking questions with new ideas in mathematics learning is carried out with the teacher delivering the material, then a session is opened to ask about things that are not yet understood. 2) Creativity in answering with new ideas in mathematics learning is carried out with the teacher giving questions. Students are asked to answer ahead in turn. 3) Creativity in doing things differently in mathematics learning still needs to be cultivated. [ABSTRACT FROM AUTHOR]

This study aims to determine the need to develop a problem-based physics e-module with a flipped-classroom approach as an alternative learning medium to improve students' creative thinking ability and collaboration skills. This type of research is a preliminary study with qualitative research methods. This study involved 68 students from several schools in Bandar Lampung City. The instrument used is a questionnaire with 4 categories, totalling 10 statements. The research data obtained from the answers of each student were then analyzed descriptively. Based on the results of preliminary research and data analysis conducted, it showed that most students have low creative thinking ability and collaboration skills, and students strongly need to develop problem-based physics e-modules with a flipped-classroom approach. [ABSTRACT FROM AUTHOR]

The development of technology has motivated learning from different perspectives. Electronic learning has become a trend as 21st-century learning. The aim of this study was to find out: STEAM-based e-module needs analysis can improve students' creative thinking skills. The research method is qualitative. The research sample used was 16 students. The data collection instrument used a questionnaire and interviews. Data analysis used descriptive qualitative. The results of the study indicate that the low creative thinking ability of students is because educators have not fully utilized technology, still using traditional teaching materials. It takes a STEAM-based e-module that can be used in the learning process to improve creative thinking skills in the material for my healthy blood circulation for grade 5 students. [ABSTRACT FROM AUTHOR]

This study aims to measure students' ability in creative thinking on the subject matter of elasticity Hooke law through statistic descriptive using the Rasch model. The students' creativity is determined by logit parameter providing a similar scale. The instrument used was an essay test developed from Torrance indicators. This research involved 35 students including 17 females and 18 males who had prior knowledge about this subject. To obtain the objective, firstly, the analysis of validity and reliability items was conducted for the instrument. The construct validity was obtained by Mean Square (MNSQ) values, and reliability was determined by three indicators including person reliability, item reliability, and alpha Cronbach values. The results of the analysis show that the instrument having been tested is valid because the MNSQ values are in the accepted range which infit and outfit person values are 0,97 and 1,02 as well as infit and outfit item values are 0,98 and 1,02, and the instrument is also reliable in good criteria with 0,83 value. The analysis of person reliability and item reliability shows that the students' answers are consistent and the quality of questions is good namely 0,83 and 0,89, respectively. Furthermore, the logit value indicates that there is a tendency of students having a lower ability than the difficulty level of the questions. This implies that the teachers should put more effort to improve creative thinking students in further learning activities as the creative thinking skill is important to prepare students in their future career. Also, the instrument developed can be utilized to measure creative thinking skill in the similar subject matter. [ABSTRACT FROM AUTHOR]

Creative thinking ability is one of the skills needed in 21st-century learning and self-concept is the core of personality which is the most important aspect of whether or not individuals develop a personality. Students in Indonesia still have not developed the realm of creative thinking when working on practice questions. The purpose of this study was to obtain valid, practical, and effective mathematics learning tools with the help of evaluation media that quiz on circle material to improve students' creative thinking ability and self-concept. The participant in this study were students of Junior High School grade VIII in the year 2019/2020. This research is the development of research with the 4D Thiagarajan model, which is adapted into 3D, namely defining, designing, and developing. The tools developed are the syllabus, lesson plan, student's worksheet, and student books. The data collection technique used the test and questionnaire method. The results showed that using the 3-D development model produced the learning device has gone through a validation process and is declared to meet the content validity and construct validity set by experts in the field and is declared valid, practical, and effective shown from the results to get an average value of 3.6 with very good criteria. Based on the results of the learning media development design can improve students' creative thinking abilities from the results of the pretest and posttest values getting an average N-gain of 0.9 and self-concept getting an average 0,7 that happened was in the high category. This is evidenced by the significance value of the two-sample paired t-test results between the pretest and posttest data on creative thinking abilities in the experimental class 0.00<0.05. That is, there is a significant difference in increasing creative thinking abilities. [ABSTRACT FROM AUTHOR]

This research was conducted to examine and analyze the improvement of students' creative thinking skills using open-ended Learning and conventional Learning. The study used quantitative methods designed with nonequivalent control-groups experimental patterns. The sample is 63 people, not taken at random from two different classes. One class is given open-ended learning, And other classes are given traditional learning. Data collection was done by using tests, That is, pre-test and post-test. They used normalized NGain to measure the difference in increased creative thinking skills. The data was analyzed using an independent sample test. The results of research and analysis have found that open-ended learning and traditional learning can enhance creative thinking skills. The improvement of creative thinking skills of students participating in open learning is superior to that of students participating in traditional learning. [ABSTRACT FROM AUTHOR]

This study aims to describe creative thinking skills in students who have verbalizer and students who have visualizer in solving AKM questions. The study used a qualitative method with purposive sampling technique. The subjects in this study were grade 5 students at SDN Tegalsari 04. The research instrument is through filling out a cognitive style questionnaire and a written test about the AKM. Students are verbalizer able to meet all indicators in mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. But, the students Visualizer are only able to fulfill three indicators in mathematical creative thinking skills, namely fluency, flexibility, and originality. The difference between verbalizer students and visualizer lies in the elaboration stage. students are Verbalizer able to explain completion information clearly and in detail. Meanwhile, visualizer cannot explain completion information clearly and in detail. [ABSTRACT FROM AUTHOR]

Learning in the digital era brings a significant change in the learning process. Among them are teachers and students are required to be adaptive to the ability to use technology. One strategy to overcome this is to apply collaborative learning that emphasizes the learning process in groups. Prioritizing interactions between friends that can make students respect each other, to support the improvement of creative thinking processes and problem-solving abilities in types of questions open-ended. This study aims to develop learning tools collaborative learning and determine their effect on students' creative thinking skills. This study uses a method with a sequential exploratory combination model. The development design uses a 4D model (define, design, develop and disseminate). This type of research uses a nonequivalent control group design experimental model. The results showed that-based learning tools collaborative learning had a significant influence on students' creative thinking abilities. In addition, the developed devices are practical and effective if implemented in the learning process. [ABSTRACT FROM AUTHOR]

Creativity considers as a fundamental issue of architecture at all levels, i.e., designer, design action, design environment, and an architectural product. Understanding these classifications is essential to review creativity in previous literature through different contexts: psychology, philosophy, and architecture. The research problem is non-presence a clear definition of creativity in the design action. The research depended on the hypothesis that many indicators, values, and factors affect design action. This study aims to reach a multi-dimensional definition of creativity that illustrates the impact of the indicators of creativity on design action. According to analytical data collection, a questionnaire depended on the research objective by selecting Kufa University students as a community. The findings reveal that creativity is a mixture of personal characteristics that help to use all brain skills that play a role in the design process and lead to producing an innovative product. The paper concluded that, first, creativity indicators affect most design stages, and these indicators are divergent thinking, originality, flexibility, novelty, sensitivity to problems, imagination, and adaptation. Secondly, creativity can be developed by education. [ABSTRACT FROM AUTHOR]

Creative thinking ability is a problem-solving skill that produces a lot of answers and solutions, also create new and different things through idea or work. Observing and developing students' creative thinking abilities can be done by providing open-ended-based problems. This research was aimed to: 1) describe students' creative thinking abilities in the aspect of originality, and 2) describe students' creative thinking abilities in the aspect of elaboration. This type of research was qualitative-ethnographic. In collecting the data, the researchers used student learning outcomes documents and interviews. The subjects of this research were teachers of mathematics and students of class X at Madrasah Aliyah. The researchers used triangulation techniques to test the validity of the data. As for the technique of data analysis, this research used an inductive approach through data reduction, displaying data, and drawing conclusions. From the data, the researchers found: 1) student completions met the aspect of originality by producing a different answer than usual, it showed that students completed SPLTV tasks using an unusual method, namely the matrix method which was more simple and practical, and 2) student completions met the aspect of elaboration by answering meticulously, which meant students understood the context of SPLTV task, did the task in detail, concluded it precisely and clearly. [ABSTRACT FROM AUTHOR]

Creative thinking is an ability that must be possessed by students, because this ability is very important to support mathematics learning. Teachers must be able to identify the level of students' creative thinking skills, especially at the elementary school level. One way to find out the level of Creative Thinking Ability (CTAL) of students is to use High Order Thinking Skill (HOTS) oriented questions by asking students to solve problems using various ways. This study aims to determine the level of students' creative thinking skills in solving HOTS-oriented problems on proportion material. This descriptive qualitative research was conducted on fifth grade students of SD Muhammadiyah Bekonang. Data collection methods are tests and interviews. Triangulation method is used by comparing the data obtained from the test method with data obtained from the interview method. Data analysis techniques are carried out by reducing data, presenting data, and drawing conclusions. The results showed that 17% of students who had CTAL 4 met all indicators, 21% of students had CTAL 3 met 3 indicators, 29% students had CTAL 2 met 2 indicators, 25% students had CTAL 1 only met one indicator, and 8% students have TKBK 0 because they do not meet all indicators. This analysis result can set the basis for teaching references in elementary school and actualizing a better teaching model in order to increase students creative thinking skills. [ABSTRACT FROM AUTHOR]

This study aimed to analyze creative thinking ability in geometry mathematics learning through the discovery strategy-based SAVI model. The type of research used is descriptive-qualitative with research subjects 6 students selected by purposive sampling technique. Data collection techniques used are interviews, observation, and tests of creative thinking ability. There are five indicators of creative thinking ability analyzed: Fluency, Flexibility, Originality, Elaboration, and Evaluation. The results showed that the upper group students met all indicators of creative thinking ability. Middle and lower group students met the indicators of fluency, flexibility, and authenticity. The indicators of skills in elaborating and evaluating answers have not been achieved. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop an open ended e-learning project model assisted by Geogebra. This learning model is a combination of an open ended approach and project-based learning carried out through an electronic learning system with the help of the Gegebra application learning media. The open ended project based e-learning model assisted by geogebra is one of the learning models that is expected to be able to develop mathematical creative thinking skills. Mathematical creative thinking ability at the school level is expected to be able to offer new insights on solving mathematical problems so that the aspects of measuring mathematical creative thinking abilities in this study consist of: fluency, flexibility, elaboration, and originality. The development of an open ended e-learning project model assisted by geogebra consists of 5 stages, namely analysis, design, development, implement and evaluate. The subjects of this study were high school students in class X for mathematics subjects with specialization in vector material. The results showed that the open ended project based learning model assisted by geogebra was valid, practical and effective. [ABSTRACT FROM AUTHOR]

Mathematical reasoning is defined as deriving statements from an investigation's line of inquiry and developing arguments to arrive at and justify conclusions. It is a necessary mathematical ability for students. The purpose of this study is to examine how students use imitative and creative thinking to solve problems involving number patterns. Additionally, this research serves as a reference for teachers, who should be aware of this mode of reasoning and employ appropriate instructional strategies to assist students in developing their creative abilities. This is a descriptive qualitative research design. Thirty eighth-grade students from a junior high school in Jambi City, Indonesia, served as research subjects. Six students were classified as having memorized reasoning, 22 as having algorithmic reasoning, and two as having creative mathematical reasoning. Students who demonstrate creative mathematical reasoning category can demonstrate methods of reasoning that are novel, logical, and mathematical in nature. Meanwhile, students in the imitative category of memorized reasoning could only recall the answers to previous practice questions, whereas students in the algorithmic reasoning category could reason using the task's algorithm. The study's findings indicate that the majority of the students continue to use memorized and algorithmic reasoning. Mathematics teachers must constantly hone their ability to reason creatively during the learning process and create problem-solving activities for the students. [ABSTRACT FROM AUTHOR]

The relevance of the study is due to the need to improve competitiveness and increase the scientific and technical potential of both an individual enterprise and the country as a whole, thanks to the rapid development of the economy and its digitalization, it became necessary to apply methods to maintain competitiveness and increase scientific and technical potential, to work out and develop new approaches that will be able to adapt to the rapidly changing conditions of the modern market, considering employees' ownership of a particular technology and the ability to improve it using team creativity. The work aims to study the dependence of the creation of new technology, and, consequently, to achieve a leading position in terms of science intensity at all stages of technological forecasting. [ABSTRACT FROM AUTHOR]

Mathematics learning innovations in teaching materials used in schools are still in the form of printed books from the government. In this 4.0 era, the use of technology can be used to make teaching materials in the form of e-modules or electronic modules using the Kvisoft Flipbook application. The purpose of this study was to determine the validity, practicality, and student responses to the design of the number pattern e-module based on mathematical creative thinking skills using the kvisoft flipbook application so that it can be used as a learning resource for students both in the classroom learning process and independent learning. The method used in this research is descriptive qualitative research method. The data collection technique used is through a validation questionnaire, user practicality questionnaire and student response questionnaire to e-modules. The results of the study show that this e-module is very feasible to use with the results of material expert validation of 95%, media expert validation of 87%, user practicality of 94%, and student responses to e-modules of 81%. Based on the results of this study, the e-module design using the kvisoft flipbook maker application based on mathematical creative thinking skills is appropriate for use in the learning process for class VIII number pattern material. [ABSTRACT FROM AUTHOR]

The aim of this study is to measure students' creativity and digital literacy in chemistry learning based on the STEAM digital project. The method used is descriptive quantitative on 79 students of MAN Sidoarjo selected by purposive sampling. This study uses the integration of the STEAM project by providing an informative e-poster project uploaded on Instagram social media. Data was collected from a questionnaire that contains 25 items. The results of developing students' creativity in the very high category with an average percentage of 85.2% as well as digital literacy at 84.8% in the high category. This shows that STEAM digital project-based chemistry learning has a positive impact on students' creativity and digital literacy. Students get direct experience in identifying, solving problems, looking for scientific research from journal articles or credible sources, processing information about natural acid-base indicators by making scientific e-posters, and becoming positive content on digital platforms. This experience can indirectly foster the spirit of creativity and build students' digital literacy. The results of this study can be used as scientific information on the importance of building creativity and digital science literacy for students in STEAM project-based chemistry learning. [ABSTRACT FROM AUTHOR]

In recent years, STEM-based education has constantly been developing worldwide and nationally in Vietnam. Through STEM lessons, high school students build core and professional competencies in line with the orientation of general education reform in Vietnam. The paper presents the framework of creativity competence and the procedure of delivering STEM activities to develop creativity competence through Chemistry subjects. A pedagogical experiment of 200 students in Grade 11 shows that students' creativity developed through STEM activities in Chemistry subject. Students can discover and solve practical problems through the oriented questions. In addition, students also choose the appropriate plan and have ideas to improve the processes and the products. [ABSTRACT FROM AUTHOR]

The development of the 21st century requires students to have creative thinking abilities. However, students' creative thinking ability is still low. Meanwhile, STEM-based animation interactive multimedia with feedback to build students' creative thinking skills on motion topics is still rarely developed. The purpose of this research is to develop a validity, feasibility, and effectiveness animation interactive multimedia based on STEM with feedback to improve students' creative thinking skills on motion topics. This research and development use the ADDIE model with 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. This study uses two instruments, namely a questionnaire for validation of media and material substance, and media feasibility test; and the creative thinking ability test on motion topic with a reliability of 0.79 to test the effectiveness of the media. The validation of the media and material substance involved a university lecturer and a teacher, the media feasibility test involved 30 students who had studied motion topic, and the media effectiveness test involved 10 students who had never studied motion topic. The data analysis of this research includes percentage calculation, paired t-test, and N-gain. The results showed that this multimedia product obtained media validation 95.2% (very valid), material substance validation 92.36% (very valid), and student readability test 98.49% (very feasible). The results of the effectiveness test showed that the posttest score was significantly higher than the pretest score, and was equipped with an N-gain increase of 0.72 (high). The increase in students' creative thinking skills from high to low occurs in sub-topics, successively Newton's law, straight motion, and force. Therefore, it can be concluded that STEM-based animation interactive multimedia with feedback is very valid, very feasible, and effective to improve 8th-grade students' creative thinking skills on motion topics. Recommendations for future research are adding "Art" and "Religious" aspects in the STEM approach and formative assessment in interactive media to build students' creative thinking skills even better. [ABSTRACT FROM AUTHOR]

Creativity is a competency that must be possessed by student's to be able to compete globally in the 21st century. These competencies can be trained through classroom learning activities. The purpose of this study was to describe the learning process based on local wisdom to develop student's creativity in high school physics courses. This type of research is descriptive quantitative. The subjects of this study were 27 people in the 5th semester at one of the universities in Mataram. Learning is done online through LMS (Learning Management System) for 8 meetings. The instrument used was a student's creativity observation sheet, with an assessment using a scale of 4. The increase in student's creativity from the first meeting to the last meeting was obtained through the N-gain equation. The number of local wisdom that has been identified and analyzed by student's through interviews, books, and scientific articles is 17 types of local wisdom that are in accordance with the concept of science in physics subjects in high school. The average value of student's creativity is 3.38 (good category), with an N-gain value of 86 (high criteria). Thus, learning based on local wisdom can develop student's creativity in high school physics courses. [ABSTRACT FROM AUTHOR]

Finding innovative and beneficial solutions necessitates the application of creativity. Increasing student creativity necessitates a high level of achievement motivation. The goal of this study is to see how accomplishment motivation in learning mechanics affects student creativity. Achievement motivation can help people increase their inventiveness and capacity to achieve their goals. This was a quasi-experimental study conducted in one of Mataram's higher schools, utilizing a pretest-posttest one-group design. The students were chosen using a purposive sample technique, which involved a total of 31 students. A creativity test in the form of an essay was used, as well as a questionnaire on accomplishment motivation. During the development stage, the instrument was validated by professionals. According to the data, the increase in students' creative ratings was closely linked to their motivation to succeed. Students with a high level of accomplishment motivation have a higher level of inventiveness. Students that were somewhat motivated to achieve exhibited a medium level of creativity. In addition, based on accomplishment motivation, there were disparities in the rise in student creativity in each element. [ABSTRACT FROM AUTHOR]

One of the most important aspects of a student's learning process is their ability to think creatively. This ability needs to be used as a foothold in curriculum development by promoting contextual learning. Therefore, teachers should seriously design and develop creative teaching and learning. Creative thinking skills can be developed through learning activities. This study aims to develop effective guided inquiry-based learning tools to help students improve their creative thinking skills. The participants in this study were 60 students in class X from one of the Senior High Schools in West Lombok, NTB. The 4D model was used in this study to conduct development research. The research design used one Group Pretest and Posttest design with experimental and the control classes. Guided inquiry-based learning tools were applied in the experimental class, while conventional learning tools were used in the control class. The results show that the experimental class's creative thinking ability increased with high criteria, while the control class's creative thinking ability improved with moderate criteria. When compared to other indicators like "flexibility," "elaboration," and "originality", the indicator of creative thinking skills "fluency" received the highest average score. On the contrary, the "originality" indicator received the lowest average improvement score. It can be suggested that guided inquiry-based learning tools enable students to improve their creative thinking skills, especially in terms of the "fluency" indicator. [ABSTRACT FROM AUTHOR]

This research was purposed to find out interaction science process skills to creative thinking ability with implementation of guided inquiry models in Analitytical Chemistry course. Therefore, a research was conducted to 83 students at Department of Chemistry Education, Universitas Negeri Medan in fourth semester of 2019/2020. The result show: The science process skills of preservice chemistry teacher who are taught by guided inquiry are better than those of conventional models because there is a difference in the average N-Gain value of 25.32% with N-gain in the experimental class 73.10% and the control class 47.78%. Based on the t-1 test, the t-statistical value is 5.1999 > t.-table for = 0.05 and df 81 is 1.663, meaning that the science process skills of preservice chemistry teacher in the experimental class are better than the control class. There is an interaction between science process skills and students' creative thinking skills in guided inquiry learning, because it examines the creative thinking ability group, the average value of science process skills in the upper group (82) students is higher than the lower group (74) in the experimental class. [ABSTRACT FROM AUTHOR]

This paper analyses the diversity of the shapes and styles of woodcarving artworks in Southeast Asia, specifically in Jepara, Indonesia which is the centre of woodcarving artworks production which is produced by exceptional art skills on beautiful and attractive woods. The artworks are created through a carving process with the use of specific carving equipment that is executed by the talented and skilful engravers who have had developed their talents and skills since their early days. Various models and patterns of calligraphy woodcarving were found in Jepara. That was spread to the entire archipelago were not merely as the woodcarvings for decoration and furniture, but they have been instigated as the Islamic art in the forms of the pulpit, doors, palaces, offices, museums, schools, mosques, houses, and others. They had become the manifestation of artistic and aesthetic works that underlie local customs, traditions, arts, and cultures. The woodcarving has its model, style, symbol, and philosophy that reflect the life of the individuals or society, but the creativity in its making represents the challenges, the opportunities, and the hopes. This study relies on the methodology of collecting data from the field investigation through the theory and practice of woodcarving art in Jepara. The objective of this study is to elevate the creativity of the woodcarving art of the Southeast Asia and to preserve the local cultural heritage. The outcomes of the research will present the analysis of the woodcarving calligraphies from Jepara as the primary producer of various engraving works in Indonesia, and to become a scientific discourse that reveals the richness and the legacy of the Islamic calligraphy art in the Southeast Asia. [ABSTRACT FROM AUTHOR]

The integrated Project Based Learning with STEM (Science, Technology, Engineering, Mathematics) approach can increase students' learning motivation, creativity, and interest. This study aims to evaluate a integrated Project Based Learning with STEM approach implemented by TKRO SMK NU Ma'arif Kudus. The evaluation model used is the CIPP evaluation model which includes of evaluation for context, input, process, and product. Data were collected through filling out questionnaires, documentation, and observations, then analyzed descriptively. The results obtained are as follows (a) context evaluation shows that the school has a permit and can implement the program; (b) evaluation of inputs states that infrastructure and all resources are adequate and can support the program; (c) process evaluation shows that the planning has been carried out well and can be carried out according to the plan to achieve the objectives; (d) product evaluation indicates that the performance of student assessments have reached the specified competencies and the project has been successfully implemented with the realization of the EV-Green electric car product. Overall, the integrated Project Based Learning with STEM approach implemented by TKRO SMK NU Ma'arif Kudus has been successfully implemented and is expected to continue. [ABSTRACT FROM AUTHOR]

HOTS should be facilitated for students. So that students not only have the ability to achieve competence but are able to illuminate issues with more basic, open, and creative consideration. So, HOTS is very important to be improved. where at this time during the covid-19 pandemic, lecturers had difficulty measuring HOTS in students. This study conducted distance learning (PJJ). This study aims to determine the HOTS ability of students in the differential equation course during the Covid-19 pandemic. This study uses a descriptive qualitative approach. The subjects in this study were students who contracted differential equations courses, totaling 9 students from each class. The instrument used is an ability test with a description of 6 questions and an interview test sheet. The study found that the students' HOTS ability in the differential equation course was at a sufficient level. This can be seen from the overall percentage results related to achievement indicators in the aspect of analytical ability (C4) of 39.8 which are at the less level; the aspect of the ability to assess/evaluate (C5) of 58.44 is at a sufficient level; the aspect of creative ability (C6) of 59.66 is at a sufficient level. Therefore, the conclusion is that the students' HOTS ability in the differential equation course is sufficient with several shortcomings and the online learning process is not yet fully efficient. Therefore, we must find solutions to support online learning by increasing students' HOTS abilities in the differential equations course during the covid-19 pandemic. [ABSTRACT FROM AUTHOR]

Mathematical creative thinking is an essential mathematical ability that needs to be mastered and developed by students. Although this skill to think creatively is crucial and must be mastered by students, many pupils struggle. As a result, learning aids that can aid in the development of pupils' creative thinking abilities are required. Brain-Based Learning is learning that is based on these features. This project aims to create a valid and practical learning aid for class X SMA students in the form of a lesson plan (RPP) and worksheet (LKPD) based on Brain-Based Learning. The Plomp development model was used to conduct the development research. The essential research stage, the development or prototype stage, and the assessment stage are the three stages of the Plomp development model. The findings of this study reveal that mathematics learning tools based on the Brain-Based Learning model were valid and practical for the themes sine and cosine in class X senior Hight student semester II. [ABSTRACT FROM AUTHOR]

This paper examines the creative mathematical abilities of grade 4 to grade 5 primary school students using face-to-face Sundanese ethnomathematics learning, which is limited due to the covid 19 pandemic. This quantitative research uses a quasi-experimental pretest-posttest one-sample test method. This research involved 17 students in grade 4 and 11 students in grade 5. The study results showed the t-test results that Sundanese ethnomathematical learning by using the Endog-Endogan game proved beneficial for students because it could develop mathematical creative thinking skills in fractional number material. The creative thinking ability test found that fluency is higher than flexibility. Traditional games help students easily understand mathematical ideas contextually by involving interesting games in learning fractions activities. [ABSTRACT FROM AUTHOR]

The digital industry is growing very rapidly due to the industrial revolution 4.0 and society 5.0. The COVID-19 pandemic accelerates digital literacy for all ages from children to adults. This is marked by the emergence of youtube channels. Content managers who are usually called YouTubers must have videography competence, besides that creativity, emotional intelligence, social intelligence, and adversity intelligence are no less important. This study aims to reveal the influence of Emotional Intelligence, Social Intelligence, and Adversity Intelligence on Videography Creativity. The method used in this study is a quantitative method with a survey approach, data analysis techniques using multiple regression. The research population was all students of SMK Negeri 4 Bekasi City majoring in Broadcast and Multimedia as many as 186 students. The sampling technique used is random sampling, with a population of 180 students, the number of samples is 142 students with a significance level of 1%, referring to the Isaac and Michael sample tables. The research data was obtained using a valid and reliable instrument. Research Results 1) Emotional Intelligence affects the creativity of videography; 2) Social Intelligence Affects Videography Creativity; 3) Adversity Intelligence affects the creativity of videography; 4) Emotional Intelligence, Social Intelligence, and Adversity Intelligence simultaneously affect Videography Creativity. [ABSTRACT FROM AUTHOR]

Metacognitive abilities and creative thinking skills are the essential skills for students in the online learning. The students who possess adequate metacognitive abilities and creative thinking skills will be able to stabilize or improve the learning outcomes in online learning. This study aims to investigate the students' metacognitive abilities and creative thinking skills based on their gender. The study focuses on the students who are engaged in online learning during the pandemic of covid-19. The respondents of this study were 95 students (34 male, and 61 female students). This study employed a qualitative study. The instruments used were a metacognitive ability questionnaire and creative thinking questions. The results of the study revealed an insignificant difference between the score of metacognitive ability in male and female students. Each gender got an average score of 81.84 (male) and 77.23 (female) was in the high and enough metacognitive category. The creative thinking skills, on the other hand, presented an adequate difference between male and female students' scores. Each gender (male and female) got an average score of 39.01 (low creative thinking category) and 58.70 (moderate creative thinking category). This indicates the students' metacognitive abilities should be maximized and the students' creative thinking skills in online learning should also be improved. [ABSTRACT FROM AUTHOR]

Creative thinking ability is one of the high-order competencies considered one of the key competencies for the success of the 21st century. This ability makes it easy to face opportunities and challenges that are part of a complex and rapidly changing world. Creative thinking abilities include fluency, flexibility in thinking, originality, and elaboration. This study aims to do a need analysis for e-module development with creative thinking abilities. This need analysis for e-module development with creative thinking abilities needs to be conducted to support online learning. This study used a qualitative method. The research subjects were natural science teachers and 32 seventh-grade students at SMP N 2 Mojolaban. The data collection techniques employed were questionnaires and interviews, which were analyzed descriptively, and the percentage of the results of the number of answers given was divided by the maximum score for each indicator multiplied by 100, then averaged. This study revealed several results: students' creative thinking abilities were still low on indicators of fluency (49.78%), originality (44%), and elaboration (54.49%). The flexibility was moderate, with a percentage value of 57,81 %. POGIL-SSI is a learning model that can be applied to improve students' creative thinking abilities with the following steps: orientation, exploration, concept formation, application, and closure. Further, teachers and students need e-modules to support the online learning process. This research can be developed with the POGIL-SSI-based Natural Science e-module development to improve students' creative thinking abilities. [ABSTRACT FROM AUTHOR]

Project-based learning is a method of learning by doing projects and producing products. The product produced in this project-based learning is a short film. Creative Thinking is one of the highest levels of abilities that students should have at this time. Creative thinking is also able to make students break down new problems more effectively, even allowing students to produce new discoveries to help in everyday life. This study aims to determine the effect of project-based learning models in short filmmaking to improve students' creative thinking abilities on the concept of environmental pollution. The study was conducted on April 21, 2021 to May 21, 2021. The sample in this study consisted of 76 10th-gradestudent of Mathematics and Natural Sciences of State High School 3 Serang City with sample groups namely experimental and control. The instrument used is a creative thinking test instrument. The data were analyzed using independent sample t-test to analyze the effect of project-based learning in making short films on creative thinking skills. The results showed: (1) project-based learning in short filmmaking had an effect on increasing students' creative thinking abilities (2) the experimental class had higher creative thinking abilities than the control class. [ABSTRACT FROM AUTHOR]