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According to the KBBI, the meaning of literacy itself, as reported on the Ministry of Education and Culture's official website, is the ability to write and read.  Etymologically, the term literacy itself comes from the Latin "literatus" which means someone who learns.  In this case, literacy is closely related to the process of reading and writing.  Literacy activities in the learning phase aim to develop the ability to understand texts and relate them to personal experiences, think critically, and process communication skills creatively through activities responding to the texts of enrichment books and textbooks.  Literacy or literacy is a general term that refers to a series of individual abilities and skills in reading, writing, speaking, calculating and solving problems at a certain level of expertise required in everyday life.  Benefits of literacy Expanding insight and knowledge.  Sharpen the ability to capture and understand information from reading.  Literacy is not the same as reading.  Reading and books are the surface technical and physical forms of literacy.  The essence of literacy is how humans gain knowledge and learn to gain knowledge.  Raising self-confidence in children is a parent's responsibility, although cultivating self-confidence is not an easy job.  Apart from requiring patience and example, parents must be clever in creating an atmosphere that is conducive to growing children's self-confidence.  Especially an atmosphere that is able to foster a child's sense of self-esteem which must be understood together, by building a child's self-esteem it will not automatically be able to grow a child's self-confidence.  However, if a child has a healthy sense of self-esteem by knowing and being able to accept himself as he is, including all his limitations, then he will be able to feel ashamed of himself and see everything as part of the reality of life.

The scientific method is a systematic and structured approach used to gather data, observe natural phenomena, and develop scientific understanding. The scientific method helps students in developing critical thinking skills, problem-solving abilities, and a deep understanding of physics concepts. This article explains how the scientific method can be integrated into physics education to create a learning environment focused on experiments, observations, and data analysis. This method also encourages learners to develop research skills and think creatively. Developing a physics curriculum based on the scientific method can enhance students' interest in science and prepare them to face challenges in our increasingly interconnected and science-based society. This article is based on the results of previous related journal reviews, which provide a research foundation and in-depth information about the role of the scientific method, and it then links it to physics education.    

Mathematics anxiety has long been recognized as a barrier to student achievement, particularly in an era where digital technologies are reshaping education. This study aims to investigate the role of cognitive psychology in modern mathematics learning as a means of reducing math anxiety and enhancing numerical creativity among digital generation learners. Employing an experimental classroom design informed by neuroeducation principles, the research explored how interventions rooted in cognitive regulation, emotional control, and cognitive load management influence student outcomes. Data were collected through pre-test and post-test instruments measuring levels of math anxiety and creativity in numerical problem-solving. The findings demonstrate a significant reduction in mathematics anxiety following the implementation of the neuroeducation-based intervention. Simultaneously, students exhibited marked improvements in creative approaches to numerical challenges, indicating that addressing psychological factors is essential to unlocking mathematical potential. These results highlight the importance of integrating cognitive psychology into mathematics instruction, moving beyond procedural learning toward a holistic approach that considers students’ emotional and cognitive states. The implications extend to educators, curriculum designers, and policymakers, suggesting that modern mathematics education should balance cognitive development, emotional well-being, and creative problem-solving skills to prepare students for the challenges of a rapidly evolving digital world.

Education is a conscious effort to change character, morals, morals and also fosters creativity in thinking. Creative in thinking is something that is very urgent in life. Education has value to be able to solve problems precisely and quickly. The purpose of this study was to determine the extent to which the Collaborative Role of Creative Problem Solving and the Quiz Team Method played a role in increasing creative thinking. This study uses a qualitative descriptive analytical approach, which is one of the approaches used in qualitative research to understand phenomena in detail and depth. Researchers collect data through interview techniques, observation, case studies, or document analysis. Researchers used the class action research method (CAR). CAR involves iterative cycles of planning, action, observation, and reflection in order to achieve continuous improvement in student learning and achievement. The results showed that learning Creative Problem Solving (CPS) and quiz teams can improve students' creative thinking and this method is very good to use because students feel happy and not bored.

Mathematics is one of the subjects taught at all levels from basic education to higher education, which has a significant role in preparing students to have the ability to think logically, analytically, systematically, critically and creatively, as well as have the ability to work together. One of the activities in learning mathematics at school is through problem solving. Problem solving aims to see students' understanding of a material. Mathematical problem solving ability is a very important part of learning mathematics. However, in reality, the problem-solving ability of junior high school students' mathematics is still very low. From these problems, then one of the lessons that can improve the ability to solve mathematical problems is Problem Solving learning. One of the factors that influence differences in problem solving ability is learning style. Learning styles have a close relationship and influence on the learning process in order to achieve learning goals. With students knowing their learning style, learning Problem Solving can be done easily. The subjects of this study were students of class VIII A MTs Plus Sunan Drajat Kedungsantren Bojonegoro. The purpose of this study was to determine the effectiveness of Problem Solving learning on mathematics learning outcomes when viewed from students' learning styles. The type of research used is quantitative research with the One Group Pretest-Posttest Design. The results showed that testing the data on mathematics learning outcomes with the Paired Sample T-Test stated that the t_count value was -9.726. The t_count value is negative, because the pretest average value is lower than the posttest average value. In this case, the t_count value can be positive so that it becomes 9.726. Meanwhile, the value of t_table with α = 0.05 and degrees of freedom (dk=n-1) with 24 students is 1.714. Then it can be seen that t_count > t_table, then H0 is rejected and Ha is accepted, meaning that there is a significant difference. So it can be concluded that the application of the Problem Solving learning model is quite effectively carried out in the teaching and learning process for class VIII A students of MTs Plus Sunan Drajat Kedungsantren on the material of geometric shapes on the flat sides of cubes and blocks.  

Improving cognitive skills in early childhood is an important part of their development. An effective learning environment can be a means to that end. One type of learning media that can be used is loose parts. Looseparts is a term used to describe materials or objects that have certain properties and can be used creatively in children's play and learning. These materials are often available in a variety of sizes, shapes, textures, and flexibility, so that children can manipulate them, combine them, and use their imagination to create a variety of possibilities for play and exploration. Examples of looseparts are rocks, sand, branches, pieces of wood, leaves, paper, shells, rubber bands, rubber rings, ropes, boxes and other everyday objects. The purpose of writing this article is to find out the analysis of the needs of looseparts learning media in the implementation of improving early childhood cognitive skills, the data collection method in this study is by distributing questionnaire sheets, interviews and documentation. When children play with looseparts, they can develop various cognitive aspects such as categorization, problem solving, visualization, abstract thinking, spatial skills, and comprehension. It is important to give children time and space to freely explore the open passages so that they can develop cognitive skills in a natural and interesting way  

    This study aims to describe students' ability to solve open-ended problems based on aspects of fluency, flexibility, and novelty. This type of research is qualitative. The subject taking technique in this study was purposive. The instruments that the researchers used were open-ended tests and interview guides. The research subjects were 3 students of SMP Negeri 2 Puring class VIII for the 2021/2022 academic year who had high abilities. The data collection technique used is in the form of test sheets in the form of circle questions, field notes, interviews, and documentation. The data analysis technique used is the analytical technique from Miles & Huberman which includes three activities, namely data reduction, data presentation, and drawing conclusions. The results of this study indicate that students with high abilities have a level of creative thinking 3 (creative). Students with high abilities in solving circle problems can fulfill two of the three indicators that the researcher used. The indicators are fluency and flexibility. Fluency indicators are shown by students being able to answer questions fluently and correctly. The indicator of flexibility (flexibility) is shown by students being able to answer questions with more than one way of solving.

This study aims to improve students' ability to write poetry creatively through the discovery-inquiry method for class VII students of SMPN 2 Marioriwawo. This research is a class action research (PTK) meaning class-based research in which the procedure is carried out with various actions (action research). Classroom action research can be defined as a part in the form of a reflective study by action actors, which is carried out to increase the rational ability of the actions taken and improve the conditions in which the learning practices are carried out. This classroom action research is intended to develop new skills or approaches to solving problems with direct application in schools. Classroom action research is also carried out thematically by following certain procedures or steps. This study uses a class action research design (CAR) with two cycles, namely the action process in cycle I and cycle II. In the first cycle aims to determine students' skills in creative writing poetry. While the results of the process research held in cycle II aimed to determine the level of students' abilities in writing poetry after making improvements in student teaching and learning activities. Cycle I aims to determine students' poetry creative writing skills, from cycle I it is used as a reflection to carry out cycle II. While the second cycle aims to find out the increase in students' poetry creative writing skills through the Discovery-Inquiry method after making improvements to the implementation of the teaching and learning process based on cycle I. Students' poetry creative writing test scores in cycle I reached an average of 56% of students in class or the class doesn't understand about creative poetry writing. The average results of cycle II tests reached an average of 75% for the number of students in the class or in the good category. The students' poetry test results from Cycle I to Cycle II increased by 19%. This increase was caused by the adaptability of students in cycle II with the discovery-inquiry learning method used by researchers.

This article discusses the teacher's perception of Problem Based Learning to improve students' thinking skills. Critical thinking is something that every individual has in developing abilities. This model can be applied to increase student excellence in thinking to find a way out of a problem through direct experience and student knowledge. Problem Based Learning is a learning model that is given based on problems, where students are given a problem and asked to solve the problem critically. Researchers use descriptive qualitative because the information collected is in the form of verbal. Samples were taken from fifth grade elementary school teachers. This study states that students' ability to think in grade V elementary school increases by implementing PBL-based learning. Before using the PBL model in class V students, learning was too monotonous, lack of enthusiasm and passivity, and students also had difficulty understanding the material, less sharp dexterity of opinion, students' excess in thinking was less developed and less flexible. However, after using the PBL learning model, students' ability to think in class V is increasing in solving problems, students also become more responsive to the essence of the problem, students also become creative, active and critical and are increasingly able to find solutions to a problem, as well as students' thinking skills. growing and flexible.

This research was explored in depth from the contextuality aspect of the study, and the research methodology design aspect. With a mixed method design (a combination of qualitative and quantitative methods), the results of data analysis show that the implementation of the CTL concept at SMK Darunnajah II Bogor is carried out by following its main components, namely constructivism, inquiry (finding and solving problems), questioning (asking questions). ), learning community (learning community), modeling (modeling), reflection (reflection), and authentic assessment (authentic assessment). The CTL approach implemented in the entrepreneurship subject at Darunnajah Cipining Vocational School, in addition to teaching students to be more critical in the learning process, to be more active, sensitive, and creative in analyzing issues relevant to entrepreneurship subject matter, teachers also teach students to in the context of the values ​​taught by Islam and internalized at the Darunnajah Islamic Boarding School, namely the principle of mutual benefit, not tyrannizing, and not dominating or harming each other, and intended to build a better life and economy for the ummah. The outline of the results of the analysis of student perceptions regarding the implementation of CTL in the entrepreneurship subject at SMK Darunnajah II Bogor shows that as much as 91.38% of the total respondents stated that the CTL concept was very effective in the context of the relevance of material to everyday life experiences and reflections on learning from problem analysis . Keywords: contextual teaching and learning, reflection, inquiry, learning model.

This study aims to find out how to improve students' mathematical creative thinking skills after using the Problem Based Learning model assisted by Geogebra media and to find out how students' answers process in solving problems on the mathematical creative thinking ability test after applying the Problem Based Learning model assisted by Geogebra media. This type of research is Classroom Action Research (PTK) which was conducted in two cycles, the subjects in the study were class IX-3 MTs Citra Abdi Negoro, totaling 27 students. This research is said to be successful if it meets the indicators of success, namely, (1) The level of students' mathematical creative thinking ability increases with a value of ≥ 85% at least in the medium category, (2) The process of completing student answers with a value of ≥60% at least in the good category, (3) The results student and teacher observations show a good category. Based on the results of the study, the average initial ability test score of 58.10 increased to 61.34 in cycle I and 80.55 in cycle II. There was also an increase in classical completeness, in the creative thinking ability test of 8 students (29.63%) in the initial ability test increased to 12 students (44.44%) in cycle I and 25 students (92.59%) in cycle II. For the process of student answers from cycle I with an average presentation of 50 students' answer processes, 31% increased to 70.67% in cycle II. Based on the results of the study it can be concluded that the Problem Based Learning model assisted by Geogebra media can improve students' creative thinking skills.

Critical thinking is a process of solving problems based on good judgment and experiences that are by facts. A thought process of solving problems in learning is said to be achieved and can improve critical thinking skills in solving problems during the learning process if the implementation is student-centered. To improve critical thinking skills, improve the quality of education, and produce quality learning outcomes, the government made a breakthrough by holding the School Literacy Movement (GLS) program. Namely a mass movement to foster a love of literacy to meet the need for information and reading for this nation's generation. Literacy is the ability of individuals to read, write, speak, calculate and solve problems at the level of expertise required in work, family, and society. Good literacy and followed up by giving assignments or recitations, can hone skills to make students able to think critically, creatively, innovatively and develop student character.