98 
 

JESE 2 (2) (2022) 

 

Journal of Environmental and Science Education 

http://journal.unnes.ac.id/sju/index.php/jese 

 

Creative Problem Solving (CPS) Learning to Improve Ability an Strudent’s 
Critical and Creative Thinking on Science Materials 

 
Nur Fahrisa, Parmin* 

Science Education Study Program, Faculty of Mathematics and Natural Sciences, 
Universitas Negeri Semarang, Semarang, Indonesia 

 

DOI: https://doi.org/10.15294/jese.v2i2.55641 

 
Article Info 
________________  
Received 4 Mei 2021 
Accepted 10 Agustus 2021 
Published 26 September 2021  
________________  
Keywords: 

Creative Problem Solving,  
Critical Thinking,  
Creative Thinking, 
Human Digestive System 
 
____________________ 

*Corresponding author: 
Parmin 
Universitas Negeri Semarang 
E-mail: parmin@mail.unnes.ac.id  

 
Abstract 
This study aims to determine the effectiveness of 
using the CPS (Creative Problem Solving) learning 
model to improve students' critical and creative 
thinking skills. This research is an experimental 
study using a quasi-experimental research design 
with a non-equivalent control group design. The 
sampling technique used purposive sampling and 
obtained class VIII A and VIII F. Improving 
students' critical thinking skills based on T-Test test 
data pretest and posttest were 4.01 in the control 
class and 10.29 in the experimental class, both of 
which were higher than the Ttable, which was 1.99. 
Improving students' creative thinking skills based 
on the STUDENT WORKSHEET T-Test Test of 5.035 
in the control class and 10,041 in the experimental 
class, and the T-Test mind mapping of 6,428 in the 
control class and 6,240 in the experimental class. 
From the test results, it was found that H0 was 
rejected so that there was an increase in students' 
critical and creative thinking skills. Thus, the 
application of the CPS (Creative Problem Solving) 
model on the Science material is effectively used to 
improve students' critical and creative thinking 
skills. 
 

 

 
 
 

©2022 Universitas Negeri Semarang  
p-ISSN 2797-0175 
e-ISSN 2775-2518 

 

 

 



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

99 
 

INTRODUCTION 

Education is a process that directs students to 
develop their existing potentials. Based on Law 
no. 20 of 2003, the purpose of National Education 
is to develop capabilities and shape the character 
and civilization of a dignified nation in order to 
educate the nation's life, develop the potential of 
students to become human beings who believe 
and fear God Almighty, have noble character, are 
healthy, knowledgeable, capable, creative, 
independent, and become a responsible citizen. 

According to Agustin (2022), the main 
purpose of education is to increase retention and 
transferability. It is important for students to 
acquire sufficient knowledge so that they can 
overcome and solve new problems encountered, 
one of which is Science learning (Agustin, 2022). 
Science learning is learning through a systematic 
process using the scientific method. Science 
learning provides opportunities for students to 
gain learning experiences through 
experimentation and direct observation of natural 
phenomena (Naezak, 2021). 

Science learning at MTs Negeri 1 Temanggung 
is taught in an integrated manner but is still 
theoretical in nature, has not been associated with 
many problems faced by students in everyday 
life, learning activities have not been optimal and 
tend to be teacher-centered, and have not trained 
students to think scientifically. Science learning 
should be directed to inquiry and discussion so 
that it can help students gain experience and a 
deeper understanding of the natural 
surroundings (Purwanti, 2013). 

Teachers should use methods that are 
considered effective enough to reach the needs of 
all students regardless of their background. One 
of the learning models that can be used is a 
problem-based learning model. Teachers are now 
using methods that they feel are feasible will meet 
all the individual needs of students regardless of 
the student's background (Bada, 2022). The use of 
the right learning model can help the 
effectiveness of the learning process (Budiarti, 
2022). 

Today, this problem-based learning model is 
starting to be adopted., because this model uses 
authentic problems and is around students to 
conduct investigations and inquiries. One type of 
problem-based learning model that can increase 
students' activeness and critical and creative 
thinking skills is the CPS learning model. 

The CPS learning model is a learning model 
that focuses on learning problem solving skills 
(Hamzah, 2011). In using this model students are 

required to be able to solve problems by selecting 
and developing responses, not only by 
memorizing without thinking, but solving 
problems by expanding the thinking process. 

This learning model is considered capable of 
improving students' critical and creative thinking 
skills (Udiyah, 2017). This is because in the 
learning process it involves students who think 
critically about a problem and think creatively 
about each assignment that has been given to 
students. So that this research is needed to find 
out whether the CPS learning model is effective in 
improving students' critical and creative thinking 
skills. 

 
METHOD 

The type of this research is quasi-experimental 
with Non Equivalent Control Group Design as the 
design. This design is to measure in two classes, 
with one class receiving X treatment using the 
CPS learning model and the other class not 
receiving this treatment. Both classes were given 
pre-test and post-test. The research design can be 
seen in Table 1. 

 
Table 1. Non Equivalent Control Group Design 

Class Pretest Treatment Posttest 

Control √  √ 
Experiment √ X √ 

Information 
X: treatment in the learning process 

 
This research was conducted at MTs Negeri 1 

Temanggung, having its address at Mandisari, 
Parakan, Temanggung Regency, Central Java, 
56254. The population used in this study was 
class VIII students in even semesters. The 
technique used in this research is purposive 
sampling technique . The samples taken were two 
classes, 1 as the control class, namely class VIII A, 
which consisted of 32 children, and the 
experimental class, namely class VIII B, which 
consisted of 34 children. 

The steps of data collection include (1) the 
documentation method used to obtain data 
regarding the total population and sample, 
sample members, the value of sample members, 
and documentation during research activities, (2) 
the test method, to determine students' critical 
thinking skills after giving the material using CPS 
model with pre-test and post-test using Essay 
questions of 10 questions that have previously 
been tested for validity, reliability, difficulty, and 
discriminating power, (3) a questionnaire, the 
questionnaire in this study was to determine the 



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

100 
 

response to the effectiveness of using the CPS 
learning model in learning. The questionnaire 
sheet was consulted with the supervising lecturer. 

 
RESULT AND DISCUSSION 

Test for Increasing Students' Critical Thinking 
Ability 

The results of the research on students ' critical 
thinking skills were measured using the pretest 
and posttest scores . The results of the pretest and 
posttest scores were then analyzed for the 
normality test which was used to determine 
whether or not the distribution of the test list 
obtained from the study was normal. The analysis 
used in this study uses the Chi Square test , the 
results of the normality test are from Table 2. 
 
Table 2. Pretest and Posttest Normality Test 
Results 

Treatment X 2 count X 2 tables Information 

Pretest 10,13 
15.51 

Data is 
normally 

distributed Posttest 11.85 

The calculation results show that both the 
control class and the experimental class show 
data that are normally distributed so that the 
hypothesis calculation uses T-Test test . The 
results obtained from the test on the students' 
pretest and posttest scores show the results that can 
be seen in Table 3. 
 
Table 3. Results of T-Test for Improving 
Students' Critical Thinking Ability 

Class t count t table Information 

Control 4.01 1.99 H 0 is rejected, 
t count is higher 

than t table 
Experime

nt 
10.29  

The results of the analysis in Table 3. show that 
the value of t arithmetic is higher than t table so that 
there is an increase in students' critical thinking 
skills between before and after treatment. 

Test for Increasing Students' Creative Thinking 
Ability 

Improving students' creative thinking skills 
can be seen from the STUDENT WORKSHEET 
scores and mind mapping . The results of the 
assignment scores were then analyzed for the 
normality test which was used to determine 
whether or not the distribution of the test list 
obtained from the study was normal. The analysis 

used in this study uses the Chi Square test , the 
results of the normality test can be seen in Table 
4. 
 
Table 4. Task Normality Test Results and Mind 
Mapping 

Treatmen
t 

X 2 count X 2 tables Information 

Task 7.91 
7.81 

Data is 
normally 

distributed 
mind 

mapping 
1.31 

The calculation results show that both the 
control class and the experimental class show 
data that are normally distributed, so that the 
hypothesis calculation uses the One Tail T-Test 
Test . Calculation results The results obtained 
from the test on the task scores and students' 
minds show the results that can be seen in Table 5. 
 
Table 5. T-Test Results for Improving Students' 
Creative Thinking Ability 

Class t calculate 
STUD
ENT 
WOR
KSHE

ET 

t count 
mind 

mapping 

t 

tabl

e 

Informati
on 

Control 5.03
5 

6,428 1.
09
7 

H 0 is 
rejected, t 

count is 
higher 
than t table 

Experim
ent 

10,0
41 

6,240 

The results of the analysis in Table 5. show that 
the value of t arithmetic is higher than t table so that 
there is an increase in students' critical thinking 
skills between before and after treatment. 

Students' creative thinking ability was also 
measured using observation sheets taken by two 
observers at each meeting. The indicators that are 
used as guidelines on the observation sheet 
consist of 4 indicators which are described in 10 
sub-indicators, namely generating many answer 
ideas to solve problems/questions smoothly, 
providing many ways or suggestions for doing 
various things, producing varied answers or 
questions, being able to see a problem from a 
different point of view, looking for many 
alternatives or different directions, able to change 
the way of approach or thinking, able to produce 
new and unique expressions, able to make 
unusual combinations of parts or elements of the 
material, able to enrich and develop an idea or 
product, and adding or detailing the details of an 



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

101 
 

object, idea or situation to make it more 
interesting. 

The percentage of achievement scores for each 
sub-indicator between the experimental class and 
the control class at the first meeting is presented 
in Figure 1. 
 

 

Figure 1. Presentation of the Observation Results 
of Creative Thinking Ability Meeting 1 

At the first meeting, it was stated that the 
experimental class had 9 good sub-indicators and 
1 good enough sub-indicator, while the control 
class had 9 fairly good sub-indicators and 1 bad 
sub-indicator.  

The percentage of achievement of each 
indicator of the results of observing students' 
creative thinking abilities at the second meeting 
can be seen in Figure 2. 
 

 
Figure 2. Presentation of the Observation 
Results of Creative Thinking Ability Meeting 2 

At the second meeting, it was stated that the 
experimental class had 9 good sub-indicators and 
1 good enough sub-indicator, while the control 
class had 6 good sub-indicators and 4 good 
enough sub-indicators. 

The percentage of achievement of each 
indicator of the results of observing students' 
creative thinking abilities at the third meeting can 
be seen in Figure 3. 
 

 
Figure 3. Presentation of the Observation Results 
of Creative Thinking Ability Meeting 3 

 
At the third meeting, it was stated that the 

experimental class had 8 very good sub-
indicators and 2 good sub-indicators, while the 
control class had 2 very good sub-indicators and 
8 good sub-indicators. 

Student Response Questionnaire Test 
Response questionnaire data analysis was 

used to collect student responses to the use of the 
CPS in Science Learning on the Human Digestive 
System Material. The response questionnaire was 
given at the last meeting, namely the 5th meeting, 
after students finished working on the posttest 
questions with the results of the student response 
questionnaire analysis as shown in Figure 4. 

 

0

10

20

30

40

50

60

70

In
d

ic
a

to
r 

1

In
d

ic
a

to
r 

2

In
d

ic
a

to
r 

3

In
d

ic
a

to
r 

4

In
d

ic
a

to
r 

5

In
d

ic
a

to
r 

6

In
d

ic
a

to
r 

7

In
d

ic
a

to
r 

8

In
d

ic
a

to
r 

9

In
d

ic
a

to
r 

1
0

Exsperiment Control

0

10

20

30

40

50

60

70

80

Eksperiment Control

0
10
20
30
40
50
60
70
80
90

100

In
d

ic
a

to
r 

1

In
d

ic
a

to
r 

2

In
d

ic
a

to
r 

3

In
d

ic
a

to
r 

4

In
d

ic
a

to
r 

5

In
d

ic
a

to
r 

6

In
d

ic
a

to
r 

7

In
d

ic
a

to
r 

8

In
d

ic
a

to
r 

9

In
d

ic
a

to
r 

1
0

Eksperiment Control



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

102 
 

 
Figure 4. Results of Teacher and Student 
Responses to Science Learning Using the CPS 
Learning Model  
 

While the average value of the questionnaire 
responses obtained was 84.7% with a very good 
category. 
 
The Effectiveness of Creative Problem Solving 
Models to Improve Students' Critical Thinking 
Ability 

Critical thinking ability is an ability that can 
be trained, so that this ability can be learned . 
Wahyuni (2021) said that critical thinking skills 
are students' cognitive skills that can be 
developed by integrating several subjects. Critical 
thinking skills can be improved by developing 
learning models, one of which is Creative Problem 
Solving. According to Fisher in Fatimah (2020), so 
far the teaching that has been applied only 
teaches the content of the subject matter and puts 
aside the ability to think, even though thinking 
skills really need to be taught. Morison et al in 
Fatimah (2014) reveal that there are five criteria 
for essay questions that are used to measure 
students' critical thinking skills, namely each 
answer choice contains clear information, 
requires more than one scientific concept to 
answer the question, has a high level of 
discriminating power, the percentage of cognitive 
questions is mostly in the form of applications . 
Critical thinking ability in this study was 
measured using pretest and posttest questions 
conducted in the control class and experimental 
class to measure students' critical thinking skills.  
The research process was carried out with a non-
equivalent control group design research design . The 
researcher gave treatment to the experimental 
class in the form of using the CPS learning model 
while for the control class the researcher used a 
conventional model. Before learning science on 
the material of the digestive system in humans, 
students were given pretest questions to determine 
the initial score of students and at the end of 

treatment students were given posttest questions . 
Observations were carried out for 5 meetings by 
two observers. There are 10 essay questions with 
the 5 criteria mentioned earlier. The results of 
data analysis of the CPS model are effective for 
improving students' critical thinking skills, which 
are marked by an increase in the average pretest 
and posttest scores of the control class and 
experimental class. It can also be seen from the 
results of the T-Test which can be seen in Table 4.1 
where the t count of the control class is higher than 
the t count of the experimental class, but both the 
control class and the experimental class have a t 

count greater than the t table . This is what causes this 
learning model to be effective for improving 
students' critical thinking skills. The cause of the 
control class t count is lower than the experimental 
class t count because some students did not 
experience an increase or even decrease in posttest 
scores . 

 
The Effectiveness of Creative Problem Solving 
Models to Improve Students' Creative Thinking 
Ability 

Creative thinking skills are able to make 
students develop their thinking to see problems 
from various perspectives (Septian, 2020). 
Creative thinking skills are needed in science 
learning. Learning and proof can be done if 
students have creative thinking skills. In this 
study, to measure the increase in students' 
creative thinking skills using the scores from the 
student worksheet and also the value of mind 
mapping . The student worksheet sheet is 
composed of 4 indicators, namely, fluency 
(fluency), flexibility (flexible thinking), originalty 
(original thinking), elaboration (elaboration). This 
indicator is also used as an indicator for mind 
mapping assessment . There are 3 LDS/LKS scores 
obtained from each student which is then 
calculated on the average of each value. This 
average value is used for the One Tail T-Test test, 
which is also carried out on the mind mapping score 

The results of the data analysis of the CPS 
model are effective for improving students' 
creative thinking skills which are indicated by the 
tcount results of the student worksheet scores and 
the mind mapping is higher than the ttable value. It 
can also be seen from the results of the T-Test 
which can be seen in Table 4.2 where the tcount 
student worksheet of the control class is lower 
than the tcount of student worksheet of the 
experimental class. The tcount value of the control 
class mind mapping is higher than the tcount value of 
mind mapping, but both tcount student worksheet 
and mind mapping of both classes is greater than t 

Very 
Good 
60%

Good 
40%



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

103 
 

table. 
From the data obtained, the average value of 

the student worksheet in the experimental class is 
85.82, which is higher than the control class, 
which is 80.59. While the average value of mind 
mapping in the control class is 81.84, which is 
higher than the experimental class, which is 79.38. 
This is because in the experimental class students 
become more active when given treatment , in 
contrast to the control class which tends to be 
more shy during learning so that the 
experimental class has a higher student 
worksheet score. The difference in the average 
value of mind mapping occurred because several 
groups from the experimental class were late in 
submitting the mind mapping and according to the 
collective agreement when they were late in 
collecting the mind mapping , the group received a 
penalty in the form of a reduction in grades. But 
even so, both the control class and the 
experimental class collected all the assignments 
that had been given.  

The difference is quite high in the student 
worksheet scores between the control class and 
the experimental class because there are 5 
students from 32 control class students who still 
have an average score below the KKM value that 
has been determined by the school. However, 
both the control class and the experimental class 
for the average value of student worksheet and 
the average value of mind mapping have exceeded 
the KKM value that has been determined by the 
school. 

KKM is not achieved because students are not 
present during the learning process. Therefore, 
the average score of students has not been able to 
reach the KKM. In addition, students are also 
reluctant to ask the teacher for assignments so 
they cannot catch up with other students' grades. 
However, the final result of the class average has 
a good score. 

From the observations obtained, it is shown 
that the experimental class has a better 
achievement value in each meeting than the 
control class. This is also seen when students in 
the experimental class are more active than 
students in the control class. Besides, the curiosity 
of the experimental class is higher than the control 
class. Students in the experimental class were also 
more active during a question and answer session 
and answered with more varied answers. In 
contrast to the control class, where students tend 
to be more passive and only listen to what the 
teacher explains. 

 

Student Responses to Learning Using the 
Creative Problem Solving Model 

Student responses regarding the learning 
process using the Creative Problem Solving model 
are needed to find out whether the Creative Problem 
Solving learning model is effective or not to 
improve students' critical and creative thinking 
skills on the material of the human digestive 
system. Student responses were carried out on the 
experimental class. The assessment aspect for 
student responses to this learning model consists 
of 10 statements, with the response scale for 
positive statements being 4 with strongly agree; 3 
agree; 2 disagree; 1 strongly disagree and for 
negative statements is 4 strongly disagree; 3 
disagree; 2 agree and 1 strongly agree. 
Questionnaire of students' responses to the 
Creative Problem Solving learning process to 
improve students' critical and creative thinking 
skills on the material of the human digestive 
system. 

The results of the student response 
questionnaire data analysis showed that students 
gave a positive response to the learning process 
by using the Creative Problem Solving model on the 
human digestive system material. This can be 
seen from the percentage of each statement 
stating very good and good. This positive 
response arises from new knowledge and 
experiences that have never been obtained before. 
In this study, there were 67.6% of the total 
experimental class students who gave a positive 
response to this study. This shows that the 
Creative Problem Solving learning model on the 
human digestive system material that has been 
carried out states that based on the questionnaire 
responses, the students overall stated a positive 
response to the application of the Creative Problem 
Solving learning model that was considered 
effective for improving students' critical and 
creative thinking skills. 

 

CONCLUSION 
 

Based on the results of research and data 
analysis that has been carried out, it can be 
concluded that the CPS learning model is 
effective for improving students' critical thinking 
skills with the T-Test results on the pretest and 
posttest scores of the experimental class 3.63, where 
the T -test results The test is higher than t table which 
is 1.99 . The CPS learning model is also effective 
for improving students' creative thinking skills 
with the T-Test results in the experimental class of 



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

104 
 

10,041 (for student worksheet scores) and 6,240 
(for mind mapping scores ). Treatment also has a 
positive impact on students such as making it 
easier to understand the Human Digestive 
System material and training students in solving 
problems. 

 

REFERENCES 

 
Afandi, M., E. Chamalah, & OP Wardani. (2013). 

Models and Methods of Learning in Schools . 
Semarang: Unissula Press 

Agustin, A., Retnowati, E., Ng, Khar Toe. (2022). 
The Transferability Level of Junior High 
School Students in Solving Geometry 
Problems. Journal of Innovation in Educational 
and Cultural Research , 3 (1), 59-69. 

Alghafri, A.S.R., & Ismail, H.N.B. (2014). The 
Effects of Integrating Creative and Critical 
Thinking on Schools Students' Thinking. 
International Journal of Social Science and 
Humanity , 4 (6), 518-525 

Arikunto, Suharsimi. (2012). Research Procedures A 
Practical Approach . Jakarta: Rineka Cipta 

Bada, A.A. (2022). Effectiveness of Brain-Based 
Teaching Strategies on Level Student 
Achievement and Scores in Thermal Energy. 
Journal of Innovation in Educational and 
Cultural Research , 3 (1), 20-29. 

Budiarti, I.S., Winarti, & Viyanti. (2022). 
Designing Local Potential-Based Physics 
Learning During the New Normal Era. 
Journal of Innovation in Educational and 
Cultural Research , 3 (1), 30-40. 

Bungkaes H.R., J.H Posumah., Burhanuddin K. 
(2013). The Relationship between the 
Effectiveness of Raskin Program 
Management and Improving Community 
Welfare in Mamahan Village, Gemeh 
District, Talaud Islands Regency. Acta 
Diurna, vol – (-): 1-23 

Cahyasari, A.A. (2016). Effectiveness of Mathematics 
Moral Education with Thinking Aloud Pair 
Problem Solving (TAPPS) Method on 
Mathematical Reasoning Ability and Character 
Development of Students. Yogyakarta: UIN 
Sunan Kalijaga 

Choridah, D.T. (2013). The Role of Problem Based 
Learning to Improve Communication Skills 
and Creative Thinking and Mathematical 
Disposition of High School Students. 
Scientific Journal of Mathematics Study 
Program STKIP Siliwangi Bandung , 2(2): 194-
202 

Dewi, N.R., & Masrukan. (2018). Improving 
Creative Thinking Ability of Master Program 
Students. Journal of Mathematics Education . 
1,539-546 

Ennis, Robert. (2011). Critical Thinking: 
Reflection and Perspective Part II. Inquiry: 
Critical Thinking Across the Disciplines, 26(2): 
5-19 

Fatimah, F., & Arif W. (2014). Development of 
Science comics based on Problem Based 
Learning as Learning Media on Sound and 
Hearing Themes for Junior High Schools. 
Indonesian Science Education Journal . 3(2): 
146-153 

Fisher, Alec. (2009). Critical Thinking: An 
Introduction . Jakarta: Erlangga 

Hasan, A.A.A. (2022). The Effect of Rubric-Based 
Feedback on the Writing Skills of High 
School Students. Journal of Innovation in 
Educational and Cultural Research , 3(1), 49-58. 

Hamzah, B. Uno. (2011). Theory of Motivation and 
Its Measurement: Analysis in the Field of 
Education . Jakarta: Earth Literacy 

Huda, M. (2014). Teaching and Learning Models. 
Yogyakarta: Student Library 

Istiqomah, F., A. Widiyatmoko, & IU Wusqo. 
(2016). The Effect of Kokami Media on 
Creative Thinking Skills and Learning 
Activities on Chemical Themes. Unnes 
Science Education Journal , 5(2): 1202-1212. 

KBBI software. KBBI offline v1.1 
centre.diknas.go.id/kbbi 

Khusniati, M. (2012). Character Education 
through Science Learning. Indonesian Science 
Education Journal, 1(2): 204-210 

Khusniati, M., & SD Pamelasari. (2014). 
Application of Critical Review of the 2013 
Curriculum Science Teacher Books to 
Develop Students' Ability in Developing 
Scientific Approach Learning Tools. 
Indonesian Science Education Journal, 3(2): 168-
176 

Marisa, Theresa. (2020). Application of the Poblem 
Based Learning Model to Improve Critical 
Thinking Ability and Learning Outcomes in 
Mathematics Subjects for Grade 5 Students at 
SD Negeri Mangunsari 01. Journal of 
Tembusai Education , 4(2): 256-263 

Mayasari, P., AH & S. Ilyas. (2013). Fashion; 
Creative Problem Solving Learning to 
Improve Concept Mastery and Generic 
Science Skills for Junior High School 
Students. Indonesian Journal of Science 
Education 1(1) : 57-67 

 



Fahrisa, N. et al. / Journal of Environmental and Science Education 2 (2) 2022 
  

  

105 
 

Muhammad, G.M., A. Septian, & MI Sofa. (2018). 
Use of Creative Problem Solving Learning 
Models to Improve Students' Mathematical 
Problem Solving Ability. Mosharafa: Journal of 
Mathematics Education, 7(3); 315-326 

Naezak, N.A., Savitri, E.N., & Fibriana, F. (2021). 
Simple Terrarium Teaching Aid for Guided 
Inquiry Learning Model: The Development 
of Learning Instruments to Students' 
Concept Understanding in Global Warming 
and Environmental Awareness. Journal of 
Innovation in Educational and Cultural 
Research, 2(2), 51-59. 

Purnami, W., Sarwanto, S., Suranto, S., Suyanti, 
RD, & Mocerino, M. (2021). Investigation of 
Science Technology Ecocultural Society 
(STEcS) Model to Enhance Eco Critical 
Thinking Skills. Journal of Innovation in 
Educational and Cultural Research, 2(2), 77-85. 

Purwanti. (2013). Application of Experimental 
Methods in Science Learning to Increase 
Students' Curiosity. Yogyakarta: PGSD-SI 
Education Journal 

Purwanto, M.N. (2010). Educational Psychology. 
Bandung: Youth Rosdakarya Offset. 

Rahmati, R. (2017). Analysis of the Effectiveness of 
Learning Models in Practical Activities on the 
Formation of Innovative Behavior of Biology 
Education Students. Semarang: UNNES 

Septian, R.A.N., et al . (2020). Design of Learning 
Implementation with Mind Mapping Method 
to Improve Creative Thinking Ability. 
Journal of Basicedu , 4(4): 1097-1103 

Sugiyono. (2013). Combined Research Methods 
(Mixed Methods). Bandung:Alphabeta 

Sugiyono. (2015). Educational Research Methods 
Quantitative, Qualitative, and R&D 
Approaches. Bandung: Alphabeta 

Sugiyono. (2017). Quantitative, Qualitative , and 
R&D Research Methods . Bandung: Alphabeta, 
CV 

Suliyanto. (2014). Non-Parametric Statistics in 
Research Applications . Yogyakarta: Andi 
Press 

Suryosubroto. (2009). Teaching and Learning 
Process in Schools . Jakarta:Rineka Cipta 

Yulianti, D., Susanto, & Rahayu E. (2011). Science 
Learning with Process Skills Approach to 
Improve Student Learning Outcomes and 
Creative Thinking Ability. Indonesian Journal 
of Physics Education Vol.7, 106-110. Semarang: 
Semarang State University 

Zuchdi, Damiyati. (2010). Humanization of 
Education . Jakarta: Earth Literacy