<![CDATA[Penelitian ini bertujuan menguji pengaruh latihan model Brain jogging untuk meningkatkan kemampuan berfikir kreatif peserta didik Sekolah dasar. Studi ini adalah studi quasi eksperimental dengan desain kelompok kontrol. Sampel dalam penelitian ini adalah peserta didik kelas atas. Peneliti mengambil kelas pararel kelas A dan B untuk ditetapkan masing-masing sebagai kelompok eksperiment dan kelompok control. Kelompok eksperiment diberikan model pembelajaran berbasis brain jogging sedangkan kelompok control mengunakan model direct instruction. Kelompok eksperiment berjumlah 30, begitupun juga untuk kelompok kontrolnya. Sehingga total populasi dalam penelitian ini berjumlah 60 orang. Teknik pengumpulan data menggunakan metode tes kuantitatif kepada peserta didik data pre-test di masing- masing kelompok experiment dan kelompok control. Berdasarkan output pair 1 diperoleh nilai sig (2 tailed) sebesar 0,000 < 0,05 maka dapat disimpulkan ada perbedaan rata-rata hasil kemampuan berfikir kreatif untuk Pretest kelas experiment dengan kelas post test experiment (Model pembelajaran Brain Jogging). Berdasarkan ouput pair 2 diperoleh nilai sig (2tailed) sebesar 0,000 < 0,05 maka dapat disimpulkan ada perbedaan rata-rata kemampuan berfikir kreatif untuk Pre-est kelas control dengan posttest Kelas Kontrol model pembelajaran konvensional. Berdasarkan uji t post-test diketahui rata-rata hasil belajar kelas ekeperimen sebesar 21,00 dan rata-rata hasil belajar kelas kontrol sebesar 19,18, sehingga dapat diimpulkan bahwa rata-rata hasil belajar kelas eksperimen lebih 1,88 lebih besar dibandingkan dengan kelas kontrol (21.00 > 19,18) dan nilai signifikansinya kurang dari 0,05 (p = 0,000 < 0,05). Dapat disimpulkan bahwa terdapat perbedaan skor hasil belajar siswa secara signifikan pada kelas eksperimen dan kelas kontrol. EFFECTIVENESS OF BRAIN JOGGING MODEL TO IMPROVE CREATIVE THINKING ABILITY AbstractThis study aims to examine the effect of the Brain jogging model of training to improve the creative thinking skills of elementary school students. This study is a quasi-experimental study with a control group design. The sample in this study were upper class students. The researcher took parallel classes A and B to be designated as the experimental group and the control group respectively. The experimental group was given a learning model based on brain jogging while the control group used the direct instruction model. The experimental group numbered 30, as well as the control group. So that the total population in this study amounted to 60 people. The data collection technique uses the quantitative test method to pre-test data students in each experimental group and control group. Based on the output of pair 1, it was obtained a sig (2 tailed) value of 0.000 <0.05, so it can be concluded that there is a difference in the average results of creative thinking skills for the experimental class pretest and the post test experiment class (Brain Jogging learning model). Based on the output of pair 2, a sig (2tailed) value of 0.000 <0.05 is obtained, so it can be concluded that there is an average difference in the ability to think creatively for the pre-test control class and the posttest control class with conventional learning models. Based on the post-test t test, it is known that the average experimental class learning result is 21.00 and the control class learning average is 19.18, so it can be concluded that the average experimental class learning result is 1.88 greater than the control class (21.00 > 19.18) and the significance value is less than 0.05 (p = 0.000 <0.05). It can be concluded that there are significant differences in student learning outcomes scores in the experimental class and the control class.]]>
