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Vol.1, No.1, April 2020, pp. 18-26 

ISSN: 2722-1857 
 

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Integrated Twin Tower (ITT) Based Learning to Think (LTT) Model to 
Enhance Scientific Creativity and Spiritual of students in the Early 

Childhood Islamic Education Department 

R Pangastuti1, N Fadhillah2  
1Department of Early Childhood Islamic Education, UIN Sunan Ampel Surabaya, Surabaya 60237, Indonesia 

2Department of Science and Technology, UIN Sunan Ampel Surabaya, Surabaya 60237, Indonesia 
 
 

Article Info  ABSTRACT  

Article history: 

Received April 2, 2020 
Revised April 19, 2020 
Accepted April 20, 2020 
 

The Indonesian National Qualification Framework in higher 
education requires universities to develop a curriculum so that 
students have superior competence with a variety of skills that are 
appropriate to the needs of the 21st century in the field of 
enhancing creative thinking skills. Expectations about the 
importance of scientific and spiritual creativity of Students of 
Early Childhood Islamic Education department based on the 
above literature review contradict the results of preliminary 
studies by researchers. The results of preliminary studies that 
there are complex problems that must be resolved immediately, 
and learning innovation and development of lecture devices that 
are specifically designed to develop scientific and spiritual 
creativity of students in the Early Childhood Islamic Education 
Department in UINSA is very needed. An alternative solution to 
the above problems that are offered by researchers is to develop 
an Integrated Twin Tower-based Learn to Think (LTT) learning 
model to enhance scientific and spiritual creativity of students in 
the Early Childhood Islamic Education Department. This model 
was developed by correcting the weaknesses of the LTT model 
and adding Integrated Twin Tower in each syntax based on the 
literature review that has been done before. Integrated Twin 

Tower is an innovative idea that has been developed at The 
Faculty of Tarbiyah and Teacher Training of UINSA with the 
foundation of thinking that the learning process cannot be 
separated between the core scientific fields of study and the 
Islamic values 

Keywords: 

Integrated Twin Tower 
Learning to Think  
Early Childhood Islamic Education 
Scientific Creativity 
Spiritual 
 

 
INTRODUCTION  
Curriculum demands and the development of the globalization era require educational 
institutions to innovate that benefit the 21st century skills-based education world (Turiman, 
Omar, Daud, & Osman, 2012; Griffin, & Care, 2015). The Indonesian National Qualification 
Framework in higher education requires universities to develop curriculum so that students 
have superior competence with a variety of skills that are in line with the demands of the 
21st century including creative thinking skills (Perpres, 2012). The 21st century learning 
requires human resources with the competence and achievements that are directed to the 
learning skills and innovations, including critical thinking skills, problem-solving skills, 
decision making, creative thinking, responsible, and able to learn independently 
(Partnership for 21st Century Skills, 2014; Griffin & Care, 2015). Creativity in learning 
science is known as scientific creativity (Mukhopadhyay & Sen, 2013). Scientific creativity is 
needed by students to solve various real-life problems (OECD, 2014); adapt to new demands 
flexibly (Greiff et al., 2014; Stenberg, 2009); scientific discovery and technological innovation 
(ADB, 2014; Dhir, 2014). Based on these competencies, the Islamic University of Sunan 



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Ampel Surabaya (UINSA) has a significant role in pursuing the quality of the learning 
process and outcomes, including the learning process and outcomes of students in the Early 
Childhood Islamic Education department. UINSA conducts effective and efficient learning 
to improve students' scientific creativity by not leaving the spiritual aspect as a basic 
strength and characteristic of UINSA as one of the Islamic Teacher Training Institutions in 
Indonesia.  

Expectations regarding the importance of scientific and spiritual creativity of students in 
the Early Childhood Islamic Education Department based on the above literature study 
contradict the results of preliminary studies by researchers. The results of the preliminary 
study in the even semester of 2016/2017 school year and the odd semester of 2017/2018 
school year that have been conducted at UINSA, especially for students and lecturers of the 
Early Childhood Islamic Education Department Education Program, in general, are as 
follows. 1) The scientific creativity of students in the Early Childhood Islamic Education 
Department has generally classified as low criteria; 2) The spiritual aspects of students in the 
Early Childhood Islamic Education Department in general still need to be improved; 3) 
Lecturers in the classroom learning have not improved scientific and spiritual creativity of 
students in the Early Childhood Islamic Education Department; 4) The majority of learning 
processes use conventional models (lectures, discussions, and presentations) and rarely do 
experiments in the laboratory so that they have not been able to optimally increase the 
scientific creativity of students in the Early Childhood Islamic Education Department; 5) 
There is no lecture device which was developed specifically to improve scientific and 
spiritual creativity of students in the Early Childhood Islamic Education Department in 
UINSA. The results of the initial study can be used as evidence of complex problems that 
must be resolved immediately, and learning innovation and development of lecture devices 
that are specifically designed to develop scientific and spiritual creativity of students in the 
Early Childhood Islamic Education Department in UINSA are much needed.  

The results of previous research related to innovative learning that already exists to 
enhance scientific creativity include Learn to Think (LTT). LTT was developed specifically to 
improve students' thinking skills (Hu, Wu, Jia, Yi, Duan, & Meyer, 2013). Thinking activities 
in LTT train students to think critically and creatively through concrete, abstract, and 
creative thinking activities. LTT uses students thinking methods to develop student 
creativity directly in the learning process, stimulates students' interest and motivation to 
learn from the beginning to the end of learning, develops metacognition effectively, and 
creates an open, democratic, and positive atmosphere. Students are given more time to 
discuss problems with the team, think independently, dare to convey ideas and assess the 
views of others (Hu, Wu, Jia, Yi, Duan, & Meyer, 2013). The results of the literature study 
show the advantages of LTT as follows; 1) Developed to improve students' thinking skills in 
physics, chemistry, biology, geography, mathematics, and other disciplines. 2) Enhance the 
ability to find science problems creatively, design products creatively, increase the use of a 
product technically, solve science problems creatively, and imagine science creatively (Hu, 
Wu, Jia, Yi, Duan, & Meyer, 2013). However, LTT also has the following weaknesses; 1) Lack 
of training the ability to determine the use of objects for scientific purposes and to design 
experiments creatively. 2) Developed for secondary schools so it needs to be reviewed if it is 
applied for higher education (Hu, Wu, Jia, Yi, Duan, & Meyer, 2013). Besides, no research 
implements LTT to improve the spiritual aspects of students in the Early Childhood Islamic 
Education Department. Based on the literature review above, it shows that the LTT still has 
weaknesses and must be corrected to improve the scientific and spiritual creativity of 
students in the Early Childhood Islamic Education Department.  

An alternative solution to the above problems that are offered by researchers is to 
develop an LTT learning model based on ITT to enhance the scientific and spiritual 
creativity of students in the Early Childhood Islamic Education Department. This model was 



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developed by correcting the weaknesses of the LTT model and adding an Integrated Twin 
Tower in each syntax based on a literature review that has been done before. Integrated 
Twin Tower is an innovative idea that has been developed at The Faculty of Tarbiyah and 
Teacher Training of UINSA with the foundation of thinking that the learning process cannot 
be separated between the core scientific fields of study and the Islamic values. This 
innovative idea will be used as a basis for learning in the classroom to increase the scientific 
and spiritual creativity of students in the Early Childhood Islamic Education Department. 
There is a great hope that the innovative the LTT learning model based on ITT that is 
developed by researchers can be an alternative solution and can be a strength of UINSA as 
one of the Educational Institutions of the Educational Personnel in preparing students in the 
Early Childhood Islamic Education Department to become a golden generation in 2045. 

 
DISCUSSION  
Scientific Creativity 
Creativity is one of the human basic needs; it is the need for self-realization or self-
actualization and is the highest need for humans. Everyone is born in the world with 
creative potential. Creativity can be identified and fostered through proper education. 
Creativity is also the power or ability of humans to create things. This ability can be related 
to the arts and science. In the field of art, intuition and inspiration play a big role and is 
according to higher spontaneity. In the field of science, the ability to observe and compare, 
analyze and conclude is more decisive. Both require disconnection, ability, paperwork and 
perseverance, both depart from intellectualism and emotion, and are the ways of 
recognizing the same reality of nature and life. 

There are many definitions of creativity, but there is no definition that can be universally 
accepted. To further explain the notion of creativity, several formulations will be put 
forward, which are the experts' conclusions about creativity. Creativity is a unique mental 
process, a process that is merely done to produce something called "difference thinking" 
(dive thinking). Creativity is the ability of a person to produce any composition, product or 
idea that is new and previously unknown to the creator. The many definitions of creativity 
are one of the critical problems in researching, identifying and developing creativity. 
Creativity is the process of sensitivity to problems, identifying problems, formulating 
hypotheses, testing hypotheses, the possibility of modifying and re-testing hypotheses, and 
communicating the results (Fauziah et al., 2018; Torrance, 2013; Siswanto, 2018; Suyidno et 
al., 2018). 

Creativity in learning science is known as scientific creativity (Mukhopadhyay & Sen, 
2013; Suyidno et al., 2017; Suyidno et al., 2018; Suyidno et al., 2019; Suyidno et al., 2020). 
Scientific creativity is needed by students to solve various real-life problems (OECD, 2014); 
adapt to new demands flexibly (Greiff et al., 2014; Stenberg, 2009); scientific discovery and 
technological innovation (ADB, 2014; Dhir, 2014). Hu & Adey (2010) recommends scientific 
creativity in class that emphasizes: (a) determining the use of an object for scientific 
purposes (unusual uses); (b) the level of sensitivity to scientific problems (problem finding); 
(c) increasing the technical use of a product (product improvement); (d) scientific 
imagination  (e) creatively science problem solving; (f) designing experiments creatively; 
and (g) design a product creatively. Based on the explanation above, the seven indicators of 
scientific creativity above are the main components of the science-learning model to train 
students' scientific creativity. 

 
Students’ Spiritual Aspects  
Spirituality and religion are different but always hand in hand. Spirituality looks deeper into 
the mind toward awareness of someone's universal values. While religion looks out of 



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someone's self by using formal rites (religious ordinances) and scriptures. Religion looks 
more at an external orientation while spirituality includes how a person looks into his mind. 
So, spirituality can be reached by all people who are religious or not. Spirituality is a process 
of transformation through various integrated aspects of life including physical, emotional, 
work, intellectual and rational. Spirituality is closely related to creativity, love, forgiveness, 
compassion, trust, respect, wisdom, faith, and a sense of unity. 

As humans, we are formed from the body, mind, emotions, and spirit. Spirituality gives 
an expression that there is something inside us; associated with feelings, with the power that 
comes from within us, by knowing our deepest self. Spirituality is a term that many people 
want to be included in our lives. Spirituality can reflect values such as contributing to 
humanity and the universe. The role of spirituality is very important for our lives both in 
family life, religion and even in our work life 

Spirituality has two components, namely vertical and horizontal. The vertical component 
of spirituality is the desire to go beyond the ego or self-esteem. This vertical component can 
relate to God, the soul, the universe, the highest power or something else. The horizontal 
component is more a manifestation of something that cannot be seen. Meanwhile, the 
horizontal component in spirituality is the desire to serve others and the earth. This 
horizontal component is shown by how a person tries to make a difference through his 
actions. This horizontal component is more a manifestation of something that can be seen. 
Spirituality helps individuals find meaning and purpose in their lives and more shows their 
value. These personal values reflect a desire to make a difference and help to make the 
world more meaningful. Therefore, having spirituality in daily life is very important to 
make us become a whole and meaningful individual. 

Students’ spiritual aspects are reflected in their daily activities that can be accounted for 
based on Islamic values (Perpres, 2012, Kemdikbud, 2016). The indicators of spiritual aspects 
in this study include prayer, worship, greetings, gratitude, and tawakal. More specifically, it 
can be explained as follows. 1) Pray before and after doing something. 2) Worship, 
performing worship on time; respect for other people who are performing worship 
according to their religion; 3) Greetings, greetings at the beginning and the end of the 
presentation according to the adopted religion; 4) Gratitude, grateful for the blessings and 
gifts from the Almighty God; grateful for the ability of humans to control themselves; give 
thanks when successfully doing something; 5) Tawakal, surrender to God after endeavoring 
or making an effort.  
 
Integrated Scientific and Spiritual Creativity of students in the Early Childhood Islamic Education 
Department  
The Faculty of Tarbiyah and Teacher Training of UINSA maximally combines and 
synergizes Islamic studies (Naqliyah Science) and Education studies (Aqliyah Science) both 
at the faculty and study program levels as a form of Integrated Twin Tower. Lecturers are 
encouraged to design their learning from the formulation of objectives, materials, learning 
experiences, learning strategies and methods as much as possible linking to the two wings of 
Islam and science (science, social sciences, humanities and education). The learning process 
cannot be separated between the core scientific fields of study and the Islamic values. This 
innovative idea will be used as a basis for learning in the classroom to increase the scientific 
and spiritual creativity of students in the Early Childhood Islamic Education Department. 

  
Integrated Twin Tower (ITT)-based Learning to Think (LTT) Learning Model to Increase Scientific 
and Spiritual Creativity of students in the Early Childhood Islamic Education Department  
The problem-based learning model with a scientific approach based on twin tower 
integration called the LTT learning model based on ITT is formulated based on the results of 
theoretical and preliminary & development studies. The LTT learning model based on ITT 



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was developed referring to the characteristics of the learning model according to Arends 
(2012) as it states that there are four special features of the learning model that can be used 
to achieve learning objectives effectively, namely the logic design of the Theoretical 
rationales, the learning objectives to be achieved, the behavior of lecturers in teaching the 
needed learning, and a supportive learning environment to achieve the learning objectives. 
In summary, the characteristics of the LTT learning model based on ITT can be explained as 
follows.  
 

 Theoretical rationales 

The development of learning processes in the LTT learning model based on ITT refers to 
John Dewey's problem-solving flow (Arends, 2012) and the scientific creativity hypothesis 
(Hu & Adey, 2010), and supported by the latest learning theories (constructivism theory), 
metacognitive skills, reciprocal relationships, complex cognitive processes, advanced 
organizers, and scaffolding). These four theories become the foundation in developing the 
LTT learning model based on ITT that can increase the scientific and spiritual creativity of 
students in the Early Childhood Islamic Education Department. These theories become the 
basis in preparing learning steps for the LTT learning model based on ITT, which consists of 
five phases, namely: 1) Learning Orientation, 2) Scientific Activities, 3) Reflection of 
Scientific Activity Processes, 4) Expansion of Activities, and 5) Evaluation. 

Phase 1: Learning Orientation, introducing activities, setting learning situations through 
cognitive conflict is very effective for stimulating students' thinking and constructing their 
enthusiasm for learning in accommodating conceptual frameworks for new things. 
Supported by the following learning theories. The cognitive learning view emphasizes the 
mental processes that underlie new information processing, such as paying attention to 
explanations, interpreting graphs, or linking new concepts with their prior knowledge 
(Moreno, 2010). Advanced organizers help lecturers direct students to the studied material 
and help to remember related information that can help bring new information (Slavin, 
2011). Strengthened by relevant research results that scientific investigations can motivate 
students to control their learning processes (Liu & Lin, 2013; Zakar & Baykara, 2014). 

Phase 2: Scientific Activities, students are facilitated to observe, think, discuss, and 
experiment. They are encouraged to explore their learning methods and strategies to 
actively master the material. Supported by the following learning theories. Complex 
cognitive processes are needed to use or transform previous knowledge and skills into 
creative products (Eggen & Kauchak, 2013). A creative product includes the results of 
divergent thinking (creativity). Creativity is the ability to generate new ideas, combine ideas 
in new ways, or unique problem solving (Moreno, 2010). Strengthened by relevant research 
results that are needed to create a free, open, democratic, and positive learning atmosphere 
as the key to the development of scientific creativity (Hu, Wu, Jia, Yi, Duan, & Meyer, 2013). 

Phase 3: Reflection on Scientific Activity Processes, students are guided to reflect on the 
learning process to master what has been learned in Scientific Activity. Supported by the 
following learning theories. Based on cognitive distribution theory, conveying ideas to 
others can improve their understanding because they are encouraged to clarify and organize 
ideas, describe known information, find flaws in reasoning, and provide alternative 
perspectives that are as valid as their thoughts (Moreno, 2010). Vygotsky introduced the 
Zone of Proximal Development (ZPD), which is the distance between the actual level of 
development (ability to solve problems independently) and the level of potential 
development (problem-solving abilities under the guidance of more capable adults or 
peers). Students work in ZPD when they are unable to solve their problems, but can solve 
problems after getting the right help from an adult or a friend (Slavin, 2011). Strengthened 



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by relevant research results that creativity can be developed through the delivery of ideas 
and evaluation of other people's ideas (Gregory, Hardiman, Yarmalinskaya, Rinne, & Limb, 
2013), 

Phase 4: Expansion of Activities, involving the expansion of activities, students are 
required to apply and transfer what is learned in activities of daily life. Supported by the 
following learning theories. Bandura theorizes that learning is the result of observing others 
or observing the consequences of other people's behavior. Learning through observation 
includes: (a) attention, paying attention to relevant information from the observed model, 
(b) retention, remembering the observed behavior to imitate it in the future, (c) production, 
converting mental representations that are created during coding for the motor activity, (d) 
motivation, motivated to learn from the model and reproduce what is learned. Bandura 
introduced the reciprocal causation model to show the interrelationship between the 
environment, behavior, and personal beliefs. Strengthened with relevant research results 
that the task of creativity can be done by applying, generating, discovering, imagining and 
planning creative ideas (Rotteram, 2014). 

Phase 5: Evaluation, students conduct evaluation processes and learning outcomes to 
increase scientific creativity and spiritual aspects of students in the Early Childhood Islamic 
Education Department. Supported by the learning theories of; 1) Self-evaluation, judging if 
the outcome of someone's actions or strategies is acceptable or unacceptable (Moreno, 2010); 
2) Last effects (recency effects); the tendency for items that appear at the end is easier to be 
remembered than other items (Slavin, 2011). Strengthened by relevant research results that 
the involvement of students' roles in planning, implementing, and evaluating the learning 
process contributes significantly to the achievement of their responsibilities (Yesil, 2013). 

 
Table 1. Syntax of LTT Learning Model based on ITT, Scientific Creativity Indicators, and 

Spiritual Aspect Indicators 
 

Syntax of LTT 
Learning Model 

based on ITT 
Scientific Creativity Indicators 

Spiritual Aspect 
Indicators 

Phase 1:  
Learning 
Orientation 

Unusual uses; Problem finding; Product improvement; 
Scientific imagination; Creatively science problem 
solving; Creatively experiment designing; Creatively 
product design 

Pray; Worship; 
Greetings, 
Gratitude; and 
Tawakal 

Phase 2:  
Scientific Activity 

Unusual uses; Problem finding; Product improvement; 
Scientific imagination; Creatively science problem 
solving; Creatively experiment designing; Creatively 
product design 

Pray; Gratitude; 
and Tawakal 

Phase 3:  
Reflections on the 
Process of Scientific 
Activity 

Unusual uses; Problem finding; Product improvement; 
Scientific imagination; Creatively science problem 
solving; Creatively experiment designing; Creatively 
product design 

Pray; Gratitude; 
and Tawakal 

Phase 4:  
Expansion of 
Activity 

Unusual uses; Problem finding; Product improvement; 
Scientific imagination; Creatively science problem 
solving; Creatively experiment designing; Creatively 
product design 

Pray; Gratitude; 
and Tawakal 

Phase 5:  
Evaluation 

Unusual uses; Problem finding; Product improvement; 
Scientific imagination; Creatively science problem 
solving; Creatively experiment designing; Creatively 
product design 

Pray; Worship; 
Greetings, 
Gratitude; and 
Tawakal 

 
 
 



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• Learning objectives to be achieved 

The purpose of developing the LTT learning model based on ITT to be able to increase 
scientific and spiritual creativity of students in the Early Childhood Islamic Education 
Department and other goals that are generating activities, student responses, and 
increasing student motivation in learning. 

  

 Lecturer behavior in teaching 

To optimize the impact of the LTT learning model based on ITT application, which is to 
improve the scientific and spiritual creativity of students in the Early Childhood Islamic 
Education Department, both instructional impact and accompaniment impact, it will be 
described regarding the implementation of the model in terms of lecturer ways in 
managing learning, which includes: (a) planning tasks; (b) interactive tasks; (c) learning 
environment and task management; and (d) evaluation. The things done in the planning 
tasks are (a) formulating goals; (b) choosing content, (c) carrying out task analysis; and (d) 
planning time and space. 
 

CONCLUSION 
Integrated Twin Tower is an innovative idea that has been developed at The Faculty of 
Tarbiyah and Teacher Training of UINSA with the foundation of thinking that the learning 
process cannot be separated from the core scientific fields of study and the Islamic values. 
Development of the learning process in LTT based on ITT refers to John Dewey's problem-
solving plot and Hu & Adey's scientific creativity hypothesis and is supported by the latest 
learning theories (constructivist theory, metacognitive skills, reciprocal relationships, 
complex cognitive processes, advanced organizer, and scaffolding). These four theories 
become the foundation in developing the LTT learning model that can increase the scientific 
and spiritual creativity of students in the Early Childhood Islamic Education Department. 
These theories become the basis in preparing learning steps for the LTT based on ITT, which 
consists of five phases, namely: 1) Learning Orientation, 2) Scientific Activities, 3) Reflections 
on Scientific Activity Processes, 4) Expansion of Activities, and 5) Evaluation. The limitation 
of this study is that it is still in a hypothetical model product. Therefore, further research still 
needs to be done to test the validity, practicality and effectiveness of the LTT learning model 
based on ITT.  
 
ACKNOWLEDGMENTS  
The researchers would like to thank UIN Sunan Ampel Surabaya for providing research 
grant funds (Decree of the Rector of UIN Sunan Ampel Surabaya Number 704 of 2019). 
 
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Corresponding Author: 

Ratna Pangastuti 
Department of Early Childhood Islamic Education, UIN Sunan Ampel Surabaya 
Jl. Ahmad Yani No.117, Jemur Wonosari, Kec. Wonocolo, Kota SBY, Jawa Timur 60237, Indonesia 
Email: ratnapangastuti@uinsby.ac.id 

 


