Low creative thinking skills among elementary school students indicate that project-based cocurricular activities within Indonesia's Merdeka Curriculum have not been fully optimized. This study aimed to analyze the influence of project-based cocurricular implementation on elementary school students' creative thinking skills. A quantitative ex post facto design was employed, involving 20 fourth- and fifth-grade students selected through purposive sampling at a Merdeka Curriculum elementary school in West Java. Data were collected using a validated questionnaire (Cronbach's α = 0.941) and a creative thinking test assessing fluency, flexibility, originality, and elaboration. Descriptive statistics and simple linear regression were applied for data analysis. Results showed that 95% of students achieved a high level of project-based cocurricular implementation, and 90% demonstrated high creative thinking skills. Simple linear regression revealed a significant positive influence of project-based cocurricular implementation on creative thinking skills (R² = 0.49; B = 0.572; p = 0.001). These findings confirm that project-based cocurricular activities, embedded within the Merdeka Curriculum, constitute an effective pedagogical mechanism for developing all four creative thinking dimensions. The study contributes empirical evidence to the discourse on innovative learning in Indonesian elementary education.
Fanya Yuniawati, Effy Mulyasari, Atep Sujana· Journal of Innovation and Re...· 0 citations
This study aims to analyze the effect of using e-books as a learning medium on fourth-grade students’ conceptual understanding of the topic of changes in the state of matter. The study employed a quantitative approach using a pre-experimental design, specifically a one-group pretest–posttest design. The study was conducted at Karangpawulang Elementary School, Cimalaka Subdistrict, Sumedang Regency, West Java, with 37 students as research subjects, consisting of 20 boys and 17 girls. Data collection techniques included tests (pretest and posttest), observation, questionnaires, and documentation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank test, N-Gain calculations, and effect size (Cohen’s d). The results showed that the students’ average scores increased from 74.19 on the pretest to 90.41 on the posttest. The percentage of students meeting learning standards also increased from 45.95% to 100% after instruction using e-books. The results of the normality test indicated that the pretest and posttest data were not normally distributed (p < 0.05); therefore, hypothesis testing was conducted using the Wilcoxon Signed-Rank test. Furthermore, an N-Gain value of 0.701 classified as high and an effect size (Cohen’s d) of 1.424 classified as large were obtained, indicating that the use of e-books has a strong effect on improving students’ conceptual understanding. Thus, e-books have been proven effective in enhancing students’ conceptual understanding of the topic of changes in the state of matter and can serve as an alternative digital learning medium in elementary schools.
Vina Khoirunnisa, Ani Nur Aeni, Atep Sujana· IJGIE (International Journal...· 0 citations
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