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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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Systematic Literature Review: Optimizing the Use of Case Based Learning Models in Augmented Reality Media to Enhance Student Engagement and Critical Thinking Marcel Prastiko Arthana; Ketut Agustini; I Kadek Suartama
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.v8i1.97606

Abstract

The integration of the Case Based Learning (CBL) model with Augmented Reality (AR) has gained increasing attention as an innovative educational approach; however, its effectiveness in enhancing student engagement and critical thinking remains underexplored. This study aims to analyze the implementation of the combined CBLAR model and evaluate its impact on active engagement and critical thinking across various formal education levels. A systematic literature review using the PRISMA framework was conducted, analyzing 21 relevant journals selected from an initial 150 sources obtained through the Publish or Perish application and Google Scholar. The study examined diverse learning contexts implementing CBL AR integration. Data were analyzed thematically to identify trends, model effectiveness, integration strategies, and their effects on student engagement and critical thinking. Findings indicate that CBL AR integration significantly enhances students’ active participation, promotes critical thinking skills, and strengthens conceptual understanding through immersive and contextual learning experiences. The combination of CBL’s reflective and problem solving structures with AR’s narrative and interactive visualizations supports the development of 21st century skills. The study concludes that the effectiveness of the CBL AR model strongly depends on digital infrastructure readiness and educators’ competencies. Practically, professional development for teachers and institutional investment in technology are strategic priorities to maximize the adoption and effectiveness of this model widely.
The Panca Pramana Learning Model for Scientific Literacy and Critical Reasoning in Fourth Grade Elementary School Students Ni Made Alit Arisandi; 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.v8i2.98045

Abstract

The low level of scientific literacy and critical reasoning among elementary school students indicates that learning practices have not yet optimally fostered active engagement and meaningful conceptual understanding. Instruction that is predominantly teacher-centered tends to limit students’ opportunities to observe, reason, and construct knowledge independently. This study aims to analyze and examine the effectiveness of the Panca Pramana learning model on students’ scientific literacy and critical reasoning skills at the elementary school level. This research employed a quasi-experimental approach using a nonequivalent pretest–posttest control group design. The research subjects consisted of 34 students divided into an experimental group and a control group selected through random sampling. Data were collected using multiple-choice and essay tests designed to measure scientific literacy and critical reasoning skills. Inferential statistical analysis was applied to determine differences in learning outcomes between the two groups. The findings indicate that the implementation of the Panca Pramana learning model has a significant positive effect on improving students’ scientific literacy and critical reasoning compared to conventional instruction. These results suggest that the Panca Pramana model can serve as an effective innovative learning alternative to support the development of 21st-century competencies in elementary education.
Cognitive Creation Monopoly Game-Based Learning Media to Develop Children's Critical Thinking Skills in Group B: Indonesia Ketut Vani Dwijayanti; Putu Aditya Antara; Dewa Gede Firstia Wirabrata
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.v8i2.98078

Abstract

The limited development of critical thinking skills in early childhood and the suboptimal use of instructional media constitute major challenges in creating meaningful and contextual learning processes. This condition restricts children’s active engagement in learning activities that stimulate higher-order thinking skills. This study aims to develop a learning medium based on the Monopoli Kreasi Kognitif game, analyze the validity of its content and design, explore its practicality based on teachers’ and students’ responses, and examine its effectiveness in improving children’s critical thinking skills. This study employed a research and development approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects comprised 25 children from Group B. Data were collected through observation, interviews, and questionnaires, using instruments in the form of expert validation sheets, practicality questionnaires, and critical thinking tests. Data analysis was conducted using descriptive quantitative analysis and statistical testing. The results indicate that the Monopoli Kreasi Kognitif media was validated with an average feasibility index of 3.70 and demonstrated high practicality, as reflected in a 100% positive response from teachers and an 81.6% positive response from students. The effectiveness test using a paired-sample t-test revealed a value of t = 7.985 with Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference between pre-test and post-test results. The findings confirm that this game-based learning medium is effective in enhancing early childhood critical thinking skills and has important implications for the development of adaptable, concrete instructional media in early childhood education.
Discovery Learning-Based Civics Learning Assisted by Kahoot as an Effort to Improve Critical Thinking in Grade 5 Elementary School Students Ni Wayan Ari Kusuma Dewi; Dewa Bagus Sanjaya; Nengah Swastika
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.v8i2.98331

Abstract

The low level of critical thinking skills among elementary school students remains a major issue in Civic Education (PKN) learning, particularly due to the dominance of conventional teaching approaches that limit active student engagement. In addition, the use of interactive digital media has not been optimally integrated to support higher-order cognitive processes. This study aims to analyze the effectiveness of Discovery Learning-based PKN instruction assisted by Kahoot in enhancing fifth-grade students’ critical thinking skills. This research employed a pre-experimental design using a One Shot Case Study model. The subjects consisted of 28 fifth-grade students. Data were collected through a critical thinking skills test developed based on established critical thinking indicators. The data were analyzed descriptively using SPSS to obtain the mean score, standard deviation, and the distribution of achievement across indicators. The findings indicate that Discovery Learning integrated with Kahoot promotes active student engagement and facilitates analytical reasoning, inference, and systematic decision-making processes. Conceptually, students’ critical thinking skills were categorized at a high level, with the indicator of providing simple explanations showing the strongest performance, while the strategy and tactics indicator still requires further improvement. The study concludes that the integration of active learning models and interactive digital media has positive implications for developing students’ critical thinking skills. These findings suggest that such instructional approaches are highly relevant for 21st-century Civic Education learning.
The Effect of Problem Based Learning Model on Computational Thinking Ability of Fifth Grade Elementary School Students Ni Putu Diah Sukma Agustini; Gusti Ngurah Sastra Agustika; Komang Alit Wahyuni
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.v8i2.98501

Abstract

This research was motivated by the low Computational Thinking abilities of elementary school students, particularly in grade V, which have not been optimally facilitated through conventional learning models. The purpose of this study is to describe the effect Computational Thinking of the Problem based learning (PBL) model on students’ Computational Thinking abilities. This study is an experimental research, specifically using a quasi-experimental design. The research design follows the basic pattern of a pre-test post-test non-equivalent control group design. The population in this study consisted of all grade V students from public elementary schools within the same cluster, totaling 15 classes with 417 students. The experimental and control classes were determined using a cluster random sampling technique. The sampling process resulted in two schools being seleComputational Thinking  ed as the experimental and control groups. The results of the study showed a significant difference between the experimental and control groups, where students who learned using the PBL model demonstrated a higher improvement in Computational Thinking skills. The implication of this research indicates that the PBL model is effeComputational Thinking  ive in fostering 21st-century thinking skills at the elementary school level.
Thinking Styles and Cognitive Creativity in Iranian Female Adolescents: The Mediating Role of Optimism - A Structural Equation Modeling Study Zahra Saedi; Elham Taheri; Mehdi Amiri
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.v8i2.101331

Abstract

This Adolescents’ cognitive creativity plays a crucial role in their academic success, psychological well-being, and adaptive functioning in an increasingly complex world. However, many students experience difficulties in developing creativity due to limited adaptive thinking patterns and low levels of optimism, which may constrain their cognitive flexibility and problem-solving capacities. This study aimed to analyze the relationships between thinking styles, optimism, and cognitive creativity, as well as to examine the mediating role of optimism in the relationship between thinking styles and creativity. Employing a cross-sectional correlational design grounded in Sternberg’s theory, this research involved 350 eleventh-grade female students selected through multistage cluster sampling. Data were collected using standardized instruments, including the Thinking Styles Inventory, the Cognitive Creativity Scale, and the Life Orientation Test. Structural equation modeling with bias-corrected bootstrapping was applied to test direct and indirect effects. The findings revealed that legislative, executive, and judicial thinking styles significantly predicted cognitive creativity both directly and indirectly. Optimism functioned as a significant mediator, strengthening the influence of thinking styles on creativity. The model demonstrated strong explanatory power for both creativity and optimism. In conclusion, adaptive thinking styles and optimism are essential determinants of adolescents’ cognitive creativity. These results imply that educational interventions should be systematically designed to cultivate constructive thinking patterns and foster optimism to enhance students’ creative potential and psychological resilience.
Animated Video to Improve Creative Thinking Skills in Plant Reproduction Material for Grade IV Elementary School Made Debita Ismardani; Nice Maylani Asril; Ni Wayan Rati
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.v8i2.102004

Abstract

The mismatch between science learning objectives and the still-dominant conventional methods often hinders the stimulation of students’ imagination, preventing their creative thinking skills from developing optimally. This study aims to develop animated video media that is effective in enhancing the creative thinking abilities of fourth-grade students. The research employed the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through questionnaires and tests, using questionnaire sheets and essay tests as instruments. The effectiveness of the media was measured using a one-group pretest–posttest design.The results show that the developed animated video media obtained a feasibility score of 95% from material experts and 96.19% from media experts. The practicality level, based on individual trials, was 90.95%, and 92.10% in small group trials, both falling into the “very practical” category. The Paired Sample T-Test results indicated a significance value of 0.000 < 0.05, suggesting a significant improvement in students’ creative thinking skills after using the media. In conclusion, the Canva-assisted animated video developed in this study is valid, practical, and effective for use in science learning. This media not only promotes the enhancement of creative thinking skills but also serves as an alternative learning strategy that encourages active student participation. Its implications highlight the potential for teachers to adopt this media as an innovative teaching resource aligned with technological advancements and the educational demands of the 21st century.
The Effect of the Guided Inquiry Learning Model on Critical Thinking Skills in Science Education: A Systematic Literature Review Luh Ririn Indahyani; I Wayan Redhana; I Nyoman Tika; Putu Artawan; I Nyoman Suardana
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.v8i1.102051

Abstract

Students’ critical thinking skills in science learning remain underdeveloped due to teacher-centered instructional practices that limit active engagement in inquiry and reasoning. This study aims to analyze empirical evidence on the effect of the guided inquiry learning model on students’ critical thinking skills. This research employed a systematic literature review (SLR) design involving 20 peer-reviewed scientific articles published in reputable journals. The selected articles were obtained through database searches using predefined inclusion and exclusion criteria. Data were collected using documentation techniques and analyzed through thematic content analysis focusing on learning characteristics, research design, instruments used, and reported outcomes. The results indicate that the guided inquiry learning model consistently demonstrates a positive and significant effect on improving students’ critical thinking skills, as reflected in their abilities to formulate problems, design investigations, analyze data, evaluate evidence, and draw conclusions. Moreover, guided inquiry promotes active learning, scientific reasoning, and student autonomy, although its implementation requires adequate teacher preparation and sufficient instructional time. In conclusion, guided inquiry is an effective and evidence-based instructional model for enhancing critical thinking skills in science education. These findings imply that educators and researchers are encouraged to integrate and further investigate guided inquiry to strengthen the quality of science learning and support the development of higher-order thinking skills.
Artikel Directive Speech Acts in the Context of Learning: Analysis of the Principle of Cooperation as a Strengthening of Communication Ethics Syamsiyah Sitisyam; Sudiyana B.; Nurnaningsih
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.v8i2.104107

Abstract

Primary school Indonesian language instruction still faces challenges in fostering effective communication ethics through teacher student interactions. This study aims to analyze directive speech acts and the application of the cooperative principle in strengthening communication ethics in Indonesian language learning. A qualitative case study design was employed, involving teachers and students as participants, with data collected through participant observation, semi structured interviews, and document analysis of classroom interactions. A total of 40 speech acts were analyzed interactively using Miles and Huberman’s model, including data reduction, data display, and conclusion drawing, with data validity ensured through source and method triangulation. The findings identified three classifications of directive speech acts: from teacher to students, students to teacher, and among students, realized through requesting, questioning, and suggesting. The cooperative principle, particularly the maxims of relevance and quantity, dominated teacher interactions, effectively reinforcing communication ethics. The results indicate that consistent application of the cooperative principle enhances politeness, mutual respect, and the ability to maintain positive social relationships in classroom interactions. The study highlights the importance of integrating the cooperative principle in developing pragmatic materials and teaching communication ethics, thereby fostering a culture of effective and civilized communication in primary education.
The Effect of the CTL Learning Model on 5th Grade Student Learning Outcomes in the Pancasila Education Subject Ni Putu Ayu Wanda Sukarmi; I Made Tegeh; Ni Wayan Eka Widiastini
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.v8i2.104294

Abstract

Pancasila Education learning in elementary schools still tends to be lecture- and memorization-oriented, thus failing to provide meaningful learning experiences and resulting in low student achievement. This study aims to analyze the effect of applying the Contextual Teaching and Learning (CTL) model on student learning outcomes in Pancasila Education. This study uses a quantitative approach with a quasi-experimental design in the form of a post-test only control group design. The research subjects involved the entire population of fifth-grade students who were randomly divided into two groups, namely the experimental group who received learning using the CTL model and the control group who received conventional learning. Data were collected through multiple-choice objective tests compiled based on Pancasila Education learning achievement indicators and had undergone expert validation as well as validity and reliability tests. Data analysis was performed using descriptive and inferential statistics, with tests of normality and homogeneity prerequisites, as well as hypothesis testing using independent sample t-tests. The results showed that the application of the CTL model had a positive and significant effect on student learning outcomes compared to conventional learning. Thus, the CTL model has implications as an alternative effective learning strategy in supporting the achievement of character education goals and meaningful learning in elementary schools.

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