Comparing creative thinking skills through the Osborn learning model among junior high school students
DOI:
10.62941/ijaer.v2i1.178Issue:
Vol. 2 No. 1 (2025): JulyKeywords:
Osborn learning model, creative thinking, junior high school, experimental studyResearch Article
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Abstract
Creative thinking is one of the essential skills students must possess to identify multiple solutions in problem-solving. However, in practice, students’ creative thinking ability is still relatively low. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population comprised all eighth-grade students at SMP Negeri 2 Delima. The sample was selected using random sampling and consisted of two classes: class VIII-C as the experimental group, which was taught using the Osborn learning model, and class VIII-B as the control group, which received conventional instruction. Data were collected through pre-tests and post-tests and analyzed using paired t-tests. The results showed a significant difference between the experimental and control groups, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. Furthermore, the N-gain analysis revealed that the improvement in the experimental class was significantly higher than in the control class. These findings suggest that the Osborn learning model is more effective in enhancing students’ creative thinking skills compared to conventional teaching methods.
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Author Biographies
Budi Azhari, Departement of Mathematics Education, Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia
Ariefa Qaroena, Departement of Mathematics Education, Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia
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Copyright (c) 2025 Budi Azhari, Ariefa Qaroena
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