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Thinking Skills and Creativity Journal
Published by Universitas Pendidikan Ganesha
ISSN : 26154692     EISSN : 26156105     DOI : -
Core Subject : Education,
Education
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Chemistry Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Thingking Skill and Creativity.
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Articles 171 Documents
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The Role of Workshops Using the DECODE Online Model in Supporting STEM Teachers’ TPACK Competence in Teaching Inquiry Skills Devi Kurnia Andri Wardatul Jannah; Rifati Dina Handayani; Bevo Wahono
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.82493

Abstract

Strengthening teachers’ Technological Pedagogical Content Knowledge (TPACK) has become an urgent need in STEM education, particularly to support the development of students’ investigative skills. This study aims to analyze the effectiveness of an online workshop based on the DECODE model in enhancing STEM teachers’ TPACK, as well as to explore the challenges, constraints, and benefits perceived by participants after completing the workshop. The study employed a descriptive qualitative approach involving 60 STEAM teachers as participants. The workshop was conducted online using the Cloud Classroom (CCR) platform and Zoom Meeting. The DECODE model was implemented through three main stages: DEmonstration, CO-train/design/teach, and DEbrief. Data collection techniques included workshop observations, open-ended questionnaires, and in-depth interviews, using observation guidelines and semi-structured interview protocols as instruments. The data were analyzed using thematic analysis, encompassing data reduction, data display, and conclusion drawing. The findings indicate that the use of CCR in the DECODE workshop supported teachers’ improvement in designing investigative learning, stimulated students’ curiosity, and facilitated technology-based investigative processes. In addition, participants reported positive responses to the collaborative and reflective workshop model. The study concludes that online workshops based on the DECODE model have strategic implications for improving the quality of STEM teaching through strengthening teachers’ TPACK.
Animated Video Learning Media in the Implementation of Cognitive Flexibility Learning to Improve Science Literacy and Design Thinking Ni Komang Sari Mahayuni; I Wayan Widiana; I Nyoman Laba Jayanta
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.92107

Abstract

The low ability of elementary school students' science literacy and design thinking is caused by the teacher's teaching method which is still conventional. Teachers do not utilize learning media in the learning process. This study aims to analyze the effectiveness of Animation Video learning media in the Implementation of Cognitive Flexibility Learning to improve Science Literacy and Design Thinking learning of fifth grade elementary school students. This development research uses the ADDIE model. The subjects of this study were 33 fifth grade elementary school students. The data collection methods and instruments used were questionnaires and essay tests. The data analysis techniques used were qualitative descriptive statistical analysis, quantitative descriptive statistical analysis, and inferential statistical analysis (t-test). The results of the study showed that the results of the correlated t-test showed a significance value (2-tailed) of 0.001 or p <0.05, which means that Animation Video in the Implementation of Cognitive Flexibility Learning on the material of animal locomotor organs is effective in improving the ability of Science Literacy and Design Thinking learning of fifth grade elementary school students. With this research, it is expected to provide a reference for readers or teachers at school.
Coding-Based AR Puzzle Media to Improve Mutual Cooperation and Computational Thinking in Elementary School Students Ni Made Ayu Liyoga Sari; I Kadek Suartama; Ni Made Daini Vitri Sinta Sari
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.92907

Abstract

The limited development of students’ collaboration attitudes as part of the Pancasila Student Profile and insufficient computational thinking skills remain major challenges in elementary science and social studies (IPAS) learning. These challenges are exacerbated by the suboptimal use of interactive and technology-integrated learning media. This study aims to develop, validate, analyze user responses to, and examine the effectiveness of a coding-based augmented reality (AR) puzzle medium in enhancing students’ collaboration attitudes and computational thinking skills. This research employed a research and development design using the ADDIE model and involved 30 elementary school students as research participants. Data were collected through interviews, observations, and questionnaires, supported by expert validation sheets, student response questionnaires, computational thinking tests, and collaboration attitude observation rubrics. Data were analyzed using quantitative and qualitative techniques, with content validity assessed through the Content Validity Index (CVI), descriptive statistics used to analyze student responses, and a paired sample t-test applied to examine the effectiveness of the developed media. The findings indicate that the coding-based AR puzzle medium demonstrates high validity, receives very positive responses from students, and is conceptually effective in strengthening collaboration attitudes and improving computational thinking skills in IPAS learning. It can be concluded that the developed medium has strong potential as an innovative learning resource to foster exploratory, contextual, and interactive learning experiences while supporting meaningful technology integration in elementary education.
The TGT Learning Model Assisted by Physics Education Technology Media to Improve Critical Thinking in Mathematics on Fraction Topics Pande Kadek Herry Adi Prastya; I Wayan Wiarta; Dewa Gede Firstia Wirabrata
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.93229

Abstract

Mathematics learning, especially in fraction material, still faces obstacles in improving students' critical thinking skills. This study aims to analyze the effect of the Teams Games Tournament (TGT) model assisted by Physics Education Technology (PhET) in improving students' critical thinking in mathematics. This type of research is an experimental study using a quasi-experimental design. The population of this study was all third grade students in 1 group of 209 students. The research sample was divided into control and experimental classes. The data collection methods and instruments used were 25 multiple-choice tests. The data analysis technique used inferential statistical tests to measure differences in learning outcomes between the two groups. The results showed that students who learned with the TGT model assisted by PhET obtained a significant increase in critical thinking. The conclusion of this study is that the integration of cooperative learning with interactive technology can improve students' understanding of concepts and critical thinking skills in mathematics. The implications of this study are that it can provide motivation to teachers to make learning more active, innovative, and enjoyable so that students' critical thinking skills in mathematics can be achieved as expected.
the Utilizing APOS Theory to Enhance Conceptual Understanding through Interactive E-Modules in Elementary Mathematics Learning Ni Luh Made Puspita Sari; Gusti Ngurah Sastra Agustika; Agung Ayu Dewi Sutyaningsih
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.93434

Abstract

The low learning outcomes in mathematics at SD Negeri 2 Abianbase are caused by reliance on textbooks and a lack of varied learning media, especially digital media. This leads to students struggling to understand the material and being less motivated to learn. This study aims to develop an E-Module based on APOS Theory to enhance the conceptual understanding of grade IV students. The development model used is ADDIE, which consists of analysis, design, development, implementation, and evaluation. The participants in this study were 20 grade IV students at SD Negeri 2 Abianbase. Data were collected through interviews, observations, and essay tests, with data analysis using descriptive quantitative, descriptive qualitative, and inferential statistical analysis. The results show that the APOS Theory-based E-Module is valid based on media expert validation and trials with students, receiving a very high score. This E-Module is proven to be effective in improving students' understanding, as evidenced by the improvement in test scores before and after using the E-Module. This research contributes to the development of digital learning media that can enhance student motivation and mathematics learning outcomes.
HOTS Based E-LKPD Assisted by Liveworksheets to Improve the Critical Thinking Skills of Fifth Grade Elementary School Students Kadek Dwi Murtini; Desak Putu Parmiti; Kadek Yudiana
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.93512

Abstract

The low level of students’ critical thinking skills in IPAS learning remains a significant issue, as indicated by their reliance on textbooks and limited ability to analyze problems and formulate alternative solutions. This condition highlights the need for the development of learning media that can promote higher order thinking skills. This study aims to develop and examine the feasibility, practicality, and effectiveness of Higher Order Thinking Skills (HOTS) based E-LKPD assisted by Liveworksheets in improving the critical thinking skills of fifth grade students. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects involved material experts, media experts, teachers, and fifth grade students. Data were collected through questionnaires and essay tests. Data analysis was conducted using qualitative and quantitative descriptive analysis, as well as statistical testing through a one group pretest posttest design. The results indicate that the HOTS based E-LKPD demonstrates very high validity with an average score above 4.80 and very good practicality based on teacher and student responses, with percentages exceeding 95%. The effectiveness test results show a significant improvement in students’ critical thinking skills after the implementation of the HOTS-based E-LKPD. Therefore, the HOTS-based E-LKPD assisted by Liveworksheets is considered feasible, practical, and effective for use in IPAS learning. This study implies the strengthening of HOTS-based digital learning media utilization and provides references for teachers in developing innovative learning media that support 21st-century thinking skills.
Digital Comic Learning Media Based on Problem Based Learning on Respiratory System Science Material to Improve Students' Critical Thinking Skills: Indonesia Ni Komang Ayu Isa Maharani; I Gede Astawan; Ni Ketut Desia Tristiantari
Thinking Skills and Creativity Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i2.94027

Abstract

This research was motivated by the low use of innovative learning media to enhance students' critical thinking skills in the respiratory system material. The aim of this study was to develop and test the effectiveness of a Digital Comic Media based on Problem-Based Learning (PBL). The development model used was ADDIE. The research subjects were fifth-grade elementary school students. Data were collected through questionnaires distributed to experts, teachers, and students, as well as through critical thinking skills tests. Data analysis was conducted using descriptive quantitative methods and t-tests to assess the media's effectiveness. The results showed that the Digital Comic Media was deemed appropriate based on expert evaluations of subject matter (average score of 3.67; classified as good), media experts (3.33; classified as good), student trials (3.78; classified as very practical), and teacher assessments (3.25; classified as very practical). The effectiveness test using a t-test showed a significance value of 0.941, leading to the rejection of H0 and acceptance of H1. Thus, the PBL-based Digital Comic Media was proven effective in improving students' critical thinking skills. The implication of this research is that digital comic media can be used as an innovative alternative in science learning to enhance student engagement and critical thinking skills, and it can serve as a reference for developing other learning media.
Electronic Student Worksheet Based on APOS Theory to Improve the Strategic Competence of Fourth Grade Elementary School Students Ni Komang Jinggan Sri Ganitri; Gusti Ngurah Sastra Agustika; Dewi Anzelina
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.94143

Abstract

Students struggle to understand fractions due to limited abstract thinking skills and inadequate teaching methods. This study develops and tests the feasibility and effectiveness of an Electronic Student Worksheet based on APOS Theory to enhance fourth-grade students' strategic competence. The research uses the ADDIE-based R&D method, involving analysis, design, development, implementation, and evaluation. Subjects include content, design, and media experts, as well as students (three individual trials, nine small group trials, and twelve effectiveness tests). Data collection involves observation, interviews, questionnaires, and tests, analyzed using descriptive and inferential statistics. Feasibility tests show high ratings: content experts (95.8%), design experts (82.5%), media experts (92.3%), individual trials (93.3%), and small group trials (91.6%), classified as "Good" to "Very Good." A dependent t-test results in tcalculated (11.406) > ttable (2.160), confirming the Electronic Student Worksheet’s effectiveness. In conclusion, the Electronic Student Worksheet based on APOS Theory is effective in improving students' strategic competence. The implication is that this media can serve as an innovation to enhance the quality of Mathematics learning.
Interactive E-Comic Media Based on a Scientific Approach to Improve Students' Critical Thinking Abilities on the Topic of Changes in the Form of Objects in Grade IV Elementary School Luh Mia Gayatriyani; I Made Citra Wibawa; Putu Ari Dharmayanti
Thinking Skills and Creativity Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i2.96289

Abstract

Students’ critical thinking skills in elementary schools, especially in IPAS (Science and Social Studies) learning, remain low due to conventional teaching methods and limited use of interactive digital media. Therefore, innovative media that engage students, match their development, and support the Merdeka Curriculum and 21st-century skills are needed. This study aims to describe the design process, validity, practicality, and effectiveness of interactive e-comic media. The research used a development (R\&D) method with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Subjects included two content experts, two media experts, three teachers, and 35 fourth-grade students. Instruments consisted of validity and practicality questionnaires and critical thinking essay tests, analyzed quantitatively and qualitatively. Results showed content validity index of 3.85 and media validity of 3.78, both rated very good; practicality scores were 95.83% from teachers and 98.61% from students, also very good; effectiveness was proven with a significance value of 0.000 (<0.05), indicating the media effectively improves critical thinking skills. In conclusion, the interactive e-comic media is valid, practical, and effective, and it enhances learning quality while helping teachers implement the Merdeka Curriculum.
Effect of Peer Instruction Flipped with e-LKPD on Critical Thinking and Learning Independence in Informatics Ni Luh Putu Ary Jhuniati; Ni Nyoman Parwati; I Gde Wawan Sudatha
Thinking Skills and Creativity Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i1.96651

Abstract

Low critical thinking skills and learning independence pose crucial challenges in 21st-century Informatics education. This study aimed to examine the influence of the Peer Instruction Flipped learning model assisted by Electronic Student Worksheets (e-LKPD) on both competencies. Employing a quasi-experimental post-test only control group design, the research involved a sample of 89 eleventh-grade students. Critical thinking data were collected through an essay test, while learning independence was measured using a questionnaire. Data analysis was conducted using Multivariate Analysis of Variance (MANOVA) at a 5% significance level. Results indicated a significant simultaneous difference in Informatics critical thinking skills and learning independence between the experimental group (Peer Instruction Flipped model assisted by e-LKPD) and the control group (Direct Instruction model). Separately, significant differences were also found in both variables. Student responses towards the Peer Instruction Flipped model assisted by e-LKPD were highly positive. Thus, it is concluded that the Peer Instruction Flipped model assisted by e-LKPD is effective in enhancing critical thinking skills and learning independence in Informatics. The implication of this study is the necessity of integrating innovative technology-based learning models to prepare students for the demands of 21st-century competencies.

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