The Influence of the Creative Problem Solving (CPS) Learning Model on the Creative Thinking and Collaboration Skills of Junior High School Students Sintia Desi Rahmawati, Annisa Nur Khasanah*, Sri Yamtinah
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
*corresponding author, email: annisanurkhasanah[at]staff.uns.ac.id.
Abstract
This research aims to ascertain how the Creative Problem Solving (CPS) learning model^s syntax is applied to students^ creative thinking and collaboration skills as well as the impact of the Creative Problem Solving (CPS) learning model on these skills. This study uses a quasi-experimental research method with a nonequivalent pretest-posttest control group design. Cluster random sampling was used to choose the study population, which included all seventh-grade students at SMP N 2 Gemolong for the 2024-2025 school year. Class VII H was the experimental class, and class VII G was the control class. Data was gathered using a test in the form of essay questions to assess creative thinking skills and a nontest in the form of observations to measure collaboration skills and the application of the syntax of the Creative Problem Solving (CPS) learning model. Data on creative thinking and collaboration were analyzed using the Mancova Test. The results showed that every learning task effectively used the syntax of the Creative Problem Solving (CPS) learning model. The application of the Creative Problem Solving (CPS) learning model has an effect on creative thinking skills with a significance value of 0.000<0.05. The Creative Problem Solving (CPS) learning model has an effect on collaboration skills with a significance value of 0.005<0.05. The Creative Problem Solving (CPS) learning model has an effect on creative thinking and collaboration skills with a significance value of 0.000<0.05.
Keywords: Creative Problem Solving (CPS), Creative Thinking Skills, Collaboration Skills
