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All Journal Academia Open Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Salsabilla Octavia Putri
Universitas Muhammadiyah Sidoarjo
Medicine & Pharmacology Public Health

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Project Based Learning Improves Creative Thinking in Elementary Science Students: Pembelajaran Berbasis Proyek Meningkatkan Pemikiran Kreatif pada Siswa Sekolah Dasar Mata Pelajaran Sains Salsabilla Octavia Putri; Vanda Rezania
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11893

Abstract

General Background: Creative thinking is a crucial competency in 21st-century education, particularly in elementary science learning where students are expected to explore real-world phenomena through inquiry and problem solving. Specific Background: Project Based Learning (PBL) is a student-centered approach that engages learners in designing and completing projects to construct knowledge actively. Knowledge Gap: Despite growing adoption, empirical evidence on students’ creative thinking development through PBL in Indonesian elementary science classrooms with small-scale experimental designs remains limited. Aims: This study aimed to examine the change in fourth-grade students’ creative thinking skills after participating in science learning using a Project Based Learning model. Results: Using a quantitative pre-experimental one-group pretest–posttest design with 13 students, data from eight essay tests showed normally distributed scores and a significant difference between pretest and posttest results (paired sample t-test, sig. 0.000 < 0.05), with an average gain indicating a creative category. Novelty: The study demonstrates measurable improvement in multiple indicators of creative thinking—fluency, flexibility, originality, and elaboration—through a friction-force project implemented in a real classroom context. Implications: Findings suggest that integrating project-oriented activities in elementary science instruction can foster active participation, innovation, and problem-solving abilities, supporting the development of higher-order thinking skills in primary education. Highlights: Post-instruction scores were significantly higher than baseline measurements. Learners actively generated diverse ideas while producing tangible science projects. Statistical analysis confirmed meaningful progress across assessed thinking indicators. Keywords: Project Based Learning; Creative Thinking Skills; Elementary Science Education; Pre-Experimental Design; Primary School Students  
School Strategy to Prevent Bullying Through the Habit of Congregational Prayer in Muhammadiyah Elementary Schools Supriyadi; Nadia Prasetya Retno Putri; Farah Abida Ryzqiyah; Reysniah Uswatun Hasanah; Salsabilla Octavia Putri
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25201

Abstract

This study explores the role of congregational prayer in preventing bullying in schools. Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation, then analyzed with the Miles and Huberman interactive method. The results show that congregational prayer helps build character and internalize Islamic values, which serve as a strategy to prevent bullying. Key findings highlight several strategies: (1) fostering a positive and tolerant environment, (2) instilling Islamic character values, (3) intensive supervision, (4) student involvement, (5) enhancing self-awareness and empathy, (6) applying positive approaches to negative behavior, (7) providing real-life examples, (8) reinforcing anti-bullying commitments, (9) encouraging student role models, and (10) integrating Islamic values into daily school life. These efforts collectively create a supportive environment that reduces bullying incidents and promotes positive student behavior.
Co-Authors Farah Abida Ryzqiyah Nadia Prasetya Retno Putri Reysniah Uswatun Hasanah Supriyadi Supriyadi Vanda Rezania