Publication Search

This study aims to determine the effect of using the Fun Thinkers Book learning media on critical thinking skills and learning creativity in IPAS among fourth-grade students of SDI Bontobu’ne, Bajeng District, Gowa Regency. This study employed a quantitative approach with a quasi-experimental design using the One Group Pretest–Posttest Design. The research subjects consisted of 21 fourth-grade students selected through purposive sampling. Data were collected using critical thinking tests, learning creativity questionnaires, and student activity observation sheets. Data analysis was conducted using descriptive and inferential statistics with SPSS version 27, including normality tests, homogeneity tests, t-tests, simple linear regression, and MANOVA tests.The results indicate an improvement in students’ critical thinking skills and learning creativity after the implementation of the Fun Thinkers Book learning media. The t-test results show a significance value less than 0.05, indicating a significant effect of the Fun Thinkers Book on students’ critical thinking skills and learning creativity. Furthermore, the MANOVA results reveal that the use of the Fun Thinkers Book has a simultaneous effect on both critical thinking skills and learning creativity in IPAS. Therefore, the Fun Thinkers Book learning media is effective for enhancing critical thinking skills and learning creativity among elementary school students..

This classroom action research investigates the effectiveness of the Round Robin cooperative learning model in improving the motivation and creativity of learning science among Grade IV students at UPT SDN Unjuruiya No. 45, Selayar Islands. The study was conducted to address students’ low engagement, limited participation, and insufficient creative expression during IPAS lessons. The research involved 12 students (6 male and 6 female) and was implemented in two cycles, each consisting of three meetings—two for instructional activities and one for assessing learning creativity. Data were collected through observation, learning motivation assessments, and creativity evaluations. Findings indicate a significant improvement in student learning outcomes following the implementation of the Round Robin model. In Cycle I, only 5 students (42%) achieved the creative category, while 7 students (58%) remained in the non-creative category. However, after refinement and continued application in Cycle II, the number of students achieving the creative category increased substantially to 11 students (92%), leaving only 1 student (8%) in the non-creative category. These results demonstrate that the Round Robin model effectively enhances student motivation, encourages active participation, and supports the development of creativity in science learning. Overall, the study concludes that cooperative learning through Round Robin provides a meaningful and engaging instructional alternative capable of improving both motivational and creative learning aspects in elementary science classrooms.