Publication Search

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

History learning in elementary schools plays an important role in shaping students' understanding of past events and instilling national values. However, the conventional approach that is still widely applied often results in low student interest and participation in history learning. This article aims to analyze various interactive and creative methods in history learning in elementary schools through a literature review. Interactive methods, such as group discussions, role-playing, and the use of digital media, as well as creative methods, such as storytelling, concept maps, and exploration-based projects, have been shown to increase student engagement and deeper understanding of historical concepts. Various studies have shown that the application of these methods not only increases students' learning motivation but also develops critical, analytical, and collaborative thinking skills. In addition, the use of technology such as educational applications and historical simulations further enriches students' learning experiences, making them more contextual and relevant to everyday life. However, the application of this method still faces challenges, such as limited resources, teacher readiness, and support from the school environment. Therefore, an appropriate implementation strategy is needed, including teacher training and the provision of adequate learning facilities. This literature review is expected to provide insight for educators and researchers in developing more effective and interesting history learning methods for elementary school students.    

The school's fifth-grade kids receive jumputan batik instruction with the goal of enhancing both their creative abilities and extracurricular accomplishments. One batik-making technique that makes use of the tie-dye procedure is jumputan batik. Jumputan batik is made by tying thread in specific areas of the material and then dipping it in dye to create a unique design. In order to ensure that activities may be carried out efficiently and have the greatest possible influence on students' development, the process of carrying out this community service is structured from planning to evaluation. As a result, kids are able to freely and creatively express themselves through art-related activities. Students can make their own designs and patterns when making jumputan batik, which promotes original and creative thinking. The ability to create original designs is made possible by the jumputan batik process, which incorporates tie-dye elements. Pupils can use their imagination to create motifs, patterns, and color combinations that represent their own personalities and concepts. Students' critical and creative thinking abilities are greatly enhanced by this creative process. According to the findings, students now possess much greater creativity, self-confidence, discipline, and teamwork. In addition to teaching pupils traditional batik techniques, this instruction aids in the development of social and character traits that will benefit them greatly throughout their life. It is anticipated that by exposing more students to Indonesian art and culture, this instruction would be expanded and perpetuated. It is anticipated that by exposing more students to Indonesian art and culture, this instruction would be expanded and perpetuated.

  Abstract. This study aims to determine the significant effect of the Problem Based Learning (PBL) learning model on the creative thinking skills of grade 4 students of Kleco 1 Surakarta Elementary School. This study uses a quantitative approach based on the philosophy of positivism. The population and sample used in this study were 25 grade 4 students of Kleco 1 Surakarta Elementary School. The sampling technique used was purposive sampling. This study used a One-Group Pretest-Posttest Design research design. In this design, before the treatment is given, a pre-test (initial test) is carried out, then treatment is given, and after the treatment is given, a post-test (final test) is carried out. Data collection techniques use observation, testing, and documentation. Based on the results of the study, it can be concluded that the application of the Problem Based Learning (PBL) model has a significant effect on improving the creative thinking skills of grade 4 students of Kleco 1 Surakarta Elementary School in the material of Style Around Us. This is indicated by an increase in the average value from the pretest of 54.4 to 80 in the posttest, as well as the results of the Paired Sample T-test which showed a significant difference before and after treatment.

The low reasoning ability of students in processing information has an impact on learning outcomes and creative thinking skills. So it is necessary to develop a valid, practical, and effective learning model to improve students' creative thinking skills. The research method used was the Borg and Gall model which was modified into 8 stages. This research was tested on fourth grade students of SD Negeri Kalisalam 2. Data collection used questionnaires for student expert validators, and teachers, non-test assessments to measure students' creative thinking skills, and interviews. This research evaluates the validity, practicality, and effectiveness of the developed learning model. The results of expert validation showed that the model and learning materials were very valid with an average score of 90.16%. In detail, the learning model validator gave a score of 93.66%, while the material expert gave a score of 86.66%. The practicality assessment before and after the trial was 84% and 80% respectively, both in the “practical” category. The effectiveness of the model was measured through student questionnaires with an average of 79% (“effective”) and non-test assessment of creative thinking skills, where 16 out of 23 students showed improvement after the application of the learning model. This guidebook/prototype of inquiry-based learning model development with scaffolding techniques is considered effective for improving students' creative thinking skills, besides that this model can also help teachers in encouraging innovation in classroom learning to be more interesting.

In the beginning, the Natural and Social Sciences (IPAS) Learning Activities in Grade III of Elementary School 116/X Lambur II used a learning model that was not varied, especially still using conventional learning models, so that the learning process in the classroom did not use technology at all. The lack of use of learning models that were less varied, coupled with learning media that only relied on books, made students feel bored and less interested in participating in learning. This research is a Classroom Action Research (CAR) which was carried out in two cycles consisting of planning, implementation, observation and reflection. The subjects in this study were Grade III students of Elementary School 116/X Lambur II. Data analysis techniques: data reduction, data presentation, and conclusions or verification, while data sources: resource persons, documentation, and teaching and learning processes. The results of this study indicate that there is an increase in students' creative thinking skills. Starting from the pre-cycle of learning activities that have not used the Game Based Learning model, student learning outcomes are only 5 out of 20 students who are said to have completed with a percentage of 20% with an average score of 49. Furthermore, from the results of the cycle I action, the minimum score has not been reached, so the study was continued in the cycle II action by making several improvements from the results of the cycle I reflection. From the results of the cycle II action, there was an increase where 18 out of 20 students were declared complete with a percentage of completion of 90% and obtained an overall average score of 85.

This study examines the integration of Islamic Religious Education and Mathematics within a digital learning environment and its potential role in shaping students' character in the context of Society 5.0. The study employs the Systematic Literature Review (SLR) method to analyze existing studies on the integration of these two subjects through digital learning platforms. The results of the literature review reveal various models of integration, highlighting the role of technology in facilitating the merging of religious education with mathematical thinking. Additionally, this study evaluates the impact of this integration on the development of students' moral and ethical values, as well as the enhancement of their critical, logical, and creative thinking skills. The findings suggest that the integration of Islamic Religious Education and Mathematics not only improves academic learning but also plays a crucial role in character building, fostering values such as responsibility, honesty, and respect. Despite its great potential, this integration faces challenges such as limited technological infrastructure and teacher readiness. This research provides insights into the practical implications of this integration in educational practice in the digital era.  

This article is to capture the mentoring of the Treasure Hunt and Know Your Environment Workshop Activities in Malangsari Village, Bulu Temanggung District. The mentoring strategy goes through three stages, namely preparation, implementation and evaluation. The results of the mentoring show a positive influence on strengthening the motivation to learn for students because it makes the mind clear so that the orientation of life becomes clearer. Workshops often include challenging activities for students to think outside the box and find creative solutions to a problem. This training activity can stimulate students' analytical and critical thinking skills, so that they feel more prepared to face life's challenges. Research provides future direction for more specific themes and broader areas.

Indonesian is the national language used as the main means of communication in everyday life, both in education, government, and in the mass media. In this context, literacy methods are important to be applied in the process of learning Indonesian. Indonesian language education at the Senior High School (SMA) level plays an important role in shaping students' literacy skills, both in reading, writing, speaking, and listening. One of the main objectives of learning Indonesian is to develop effective communication skills and improve literacy skills that can support students' academic success and daily lives. The application of appropriate literacy methods is very necessary to help improve the quality of Indonesian language learning. Literacy methods in learning Indonesian can encourage students to be more active in reading, writing, and thinking critically. With the right method, students not only master Indonesian language material, but are also able to apply literacy skills in various life contexts. This study aims to apply literacy methods in learning Indonesian at SMA Negeri Restorasi Doreng. Literacy as the ability to understand, criticize, and produce texts has an important role in improving students' competence in language. The methods applied in this study involve various literacy techniques, such as critical reading, creative writing, and text-based discussions. This research was conducted with a qualitative approach through observation, interviews, and document analysis. The results of the study indicate that the application of literacy methods can improve students' understanding of Indonesian language materials, enrich vocabulary, and hone their writing and speaking skills. In addition, the application of this method also succeeded in building more active student involvement in the learning process. Thus, the literacy method can be used as an alternative to improve the quality of Indonesian language learning at the high school level.

The 21st century is marked by the advancement of science and technology, driving increasingly complex changes in life. In the context of education, a multidisciplinary learning approach has become relevant in enhancing students' complex thinking abilities. This approach allows students to integrate various disciplines in solving existing problems, thereby improving their critical, analytical, and creative thinking skills. This study explores the relationship between multidisciplinary learning and students' complex thinking abilities, the factors influencing its implementation effectiveness, and effective multidisciplinary learning strategies. Based on previous research, multidisciplinary learning has been proven to enhance complex thinking skills by up to 35% compared to conventional learning methods. However, its implementation faces several challenges, including a lack of teacher readiness, limited resources, and a learning culture that still emphasizes rote memorization. Therefore, problem-based learning strategies, cross-disciplinary collaboration, and the use of technology are recommended to improve the effectiveness of this approach.

This study investigates the use of digital storytelling (DST) as an educational strategy to enhance students’ critical thinking, empathy, and social awareness, particularly in addressing social injustice issues. Despite the growing emphasis on social justice education, traditional teaching methods often fail to engage students meaningfully or to connect personal experiences with broader societal contexts. This research aims to explore how DST can foster reflective learning, empathy, and social responsibility among students. A qualitative methodology was employed, involving data collection through student-created narratives, content analysis using ATLAS.ti, and thematic coding to identify recurring patterns and insights. The findings reveal that DST significantly improves students’ critical thinking skills and emotional engagement, allowing them to articulate personal experiences while understanding social structures and injustices. Students demonstrated increased empathy and the ability to link creative narratives with real-world social issues. Comparative analysis indicates that DST offers advantages over conventional pedagogical methods by promoting interactive, reflective, and socially conscious learning. The study concludes that integrating digital storytelling into educational practices can effectively cultivate socially aware, empathetic, and creative learners, thereby contributing to a more just and inclusive educational environment.

The current research aims to verify the relationship between talent management practices represented by (attracting talent, investing talent, localizing talent, retaining talent) and the creative work behavior of employees represented by (exploratory creative work behavior, investment creative work behavior), among a sample of teaching staff in private universities and colleges in the Middle Euphrates region, numbering (276) instructors. The researchers adopted the descriptive analytical approach, taking the questionnaire as a basic mechanism for collecting the necessary data for the practical aspect of the study. The study concluded that there is a relationship between talent management practices and the creative work behavior of employees. As a result, the study reached a set of recommendations, the most prominent of which is that private universities and colleges must create a flexible academic environment that encourages innovation, such as remote work options or flexible work schedules, which supports work-life balance and makes room for creative thinking, in addition to implementing a periodic evaluation system to measure the level of employee engagement and creative behavior, and using the evaluation results to improve programs and practices. Continuously.

Science Education (IPA) has a very important role in the development of science, technology, and in forming critical and analytical thinking patterns of students. Through science learning, students not only gain knowledge about scientific concepts, but are also trained to think critically, systematically, and creatively in dealing with various problems. One aspect that influences the success of science learning is cognitive psychology, which focuses on how individuals process, store, and remember information. Cognitive psychology plays an important role in designing effective learning strategies, which are tailored to the way students understand and manage information. In addition, the learning paradigm used in science education also greatly influences the success of learning. The two main paradigms that are widely considered in science learning are absolutism and constructivism. The absolutism paradigm argues that knowledge is absolute and must be accepted without change, while the constructivism paradigm assumes that knowledge is built through experience and active interaction with the environment. This article aims to explore how the tradition of cognitive psychology influences science learning and examines the differences in the impact of the two paradigms in the context of science education in Indonesia. This discussion is expected to provide a deeper understanding of the importance of applying cognitive psychology and selecting the right learning paradigm in improving the quality of science education.

The goal to be achieved from this study is to Improve Critical and Creative Thinking Skills, as well as Increase Students' Interest in Learning Biology in Class XI A4 SMA Negeri 1 Airmadidi Through the Application of the Synectics, Mind Maps, Cooperative Learning (SM2CL) Learning Model. The problems in this study are low interest in learning students; Students are more likely to be passive when studying; Teachers have never used learning models that can make students think critically and creatively; Learning is more teacher-centered. The research method used is the Classroom Action Research (PTK) method. The results of the research conducted in class XI A4 of SMA Negeri 1 Airmadidi showed that the acquisition of scores in the first cycle with a classical completion percentage of 38.88% increased to 66.66% in the second cycle. Although the classical completeness did not reach 75%, individually. Namely, 24 out of 36 students got a satisfactory score above the KKM, the highest score of 95, and the lowest score of 85 in cycle II. The score obtained from the learning interest questionnaire in the first cycle was at the percentage of 68% to 70% in the second cycle, and both were in a good category. Then, subject teachers and the school need to consider and evaluate some things, namely, the character of 12 students who did not want to do assignments at all from cycle I to cycle II.

This study aims to determine the impact of possessing the components of strategic cognitive competencein enhancing the quality of health services in the private health sector operating in the holy KarbalaGovernorate through a sample that was studied, which included three important private hospitals, namely(Al-Kafeel Hospital, Al-Hujjah Hospital, and Zain Al-Abidin Hospital). To achieve this goal, threedimensions were adopted for the main independent variable, strategic cognitive competence, which are(information technology, decision-making, creative thinking). Five dimensions were also adopted for thedependent variable, the quality of health services, which are (tangibility, reliability, responsiveness,assurance, empathy), based on ready-made scales. A sample of leaders, administrators, and doctorsworking in these hospitals, amounting to (120) respondents, was selected for the purpose of answering thequestions related to the independent variable, strategic cognitive competence. As for the questions relatedto the dependent variable, the quality of health services, they were answered by a sample of clients ofthese hospitals, amounting to (120) respondents, in order to ensure the credibility of the answers. Anumber of statistical programs were used, such as (SPSS V.25, AMOS V.23). One of the most importantconclusions reached by the study is that the material aspects of health services, such as medical devicesand equipment, are considered good, but they need continuous improvement to keep pace with everythingnew in this field. The study concluded with a number of recommendations, the most important of whichwas the need to work on developing an integrated system to measure and analyze the level of patientsatisfaction with the nature of the health services provided.

The 21st century is characterized by globalization and technological advances that require students to have critical thinking abilities as part of 21st century skills, such as digital literacy, creative thinking, effective communication, and high productivity. These abilities are important to help students solve problems logically and effectively. For this reason, educators need to create relevant learning scenarios, one of which is through the project-based learning (PjBL) model (Hartini 2017), which is centered on solving problem-based projects. However, students' critical thinking skills in science learning in elementary schools are still not optimal due to the lack of appropriate learning media. This research uses a literature review method using a qualitative approach, explaining that various kinds of digital media inventions, such as educational games, videos, YouTube, PowerPoint, AR/VR, & educational implementation (Ruang Guru, Quipper School, Kelas Pintar), can be effective in improving students' critical thinking skills in science learning.

The training titled "Innovative Studentpreneur: Integrating Design Thinking into the Business World" is designed as a solution to enhance students' entrepreneurial competencies through creative and innovative approaches. This training focuses on providing an in-depth understanding of the principles of design thinking to create business ideas that are both solution-oriented and sustainable, thus fostering the development of competitive ventures. The target participants of this training are final-year students from the Faculty of Economics at Universitas Nasional PASIM Bandung, located at Jalan Dakota No. 8A, Bandung. This training aligns with the vision and mission of both the university and the faculty, which aim to produce graduates capable of creating businesses and becoming studentpreneurs. The training is designed to be engaging and interactive by combining various methods such as discussions, simulations, and lectures to enhance participant involvement. Based on the implementation of this Community Service (Abdimas) activity, it can be concluded that the event met the needs of the partner, Universitas Nasional Pasim, and that the material presented was well understood by the participants. However, for future Abdimas activities, it is recommended to focus on more technical training, such as the utilization of artificial intelligence (AI), data analysis techniques, and the use of Microsoft Office, especially Excel. This training is expected to continue supporting the development of students' skills and their relevance to the demands of the workforce.

Advances in technology, particularly Generative AI (GenAI), have opened up great opportunities in improving critical and creative thinking skills in education. It offers the potential for personalizing learning, strengthening collaboration, and creating innovative environments that support the development of essential 21st century skills. This article discusses the relevance and implementation of GenAI in learning, examining the benefits it brings, such as increased student analysis and innovation, as well as the challenges faced, including technology dependency, accessibility gaps, and teacher training needs. With thoughtful implementation strategies, GenAI can be a catalyst for empowering students in an inclusive manner, although it requires regulations and policies that support its sustainability and equitable distribution of benefits. The results of this discussion confirm that the integration of GenAI in education requires a holistic approach to ensure its significant impact on student learning and skill development.

This ponder points to decide the part of the advancement and application of the Picture and Picture Strategy in creating students' Inventive considering abilities in numerical story issues. The consider was conducted within the odd semester of 2023/2024 with 27 Rudimentary School Instruction understudies in semester V as inquire about subjects. The study was conducted employing a subjective investigation strategy with information collection through perception, interviews and documentation. The Picture and Picture Strategy is connected through learning stages, to be specific preparing understudies to utilize different concepts, standards and aptitudes that they have learned to illuminate the numerical story issues they confront. The comes about of the ponder appear that the Picture and Picture Strategy has an affect on the advancement of Imaginative considering aptitudes, since the comes about of inquire about perceptions on Imaginative considering abilities deliver the capacity to recognize, assess, and resolve story challenges and reason reasonably and morally and be able to draw conclusions. The Picture and Picture Strategy gives understudies with the opportunity to apply learning based on fathoming scientific story issues, giving understudies with the opportunity to create Imaginative considering aptitudes.