One of the innovations in physics learning needs to be done by using creative learning media, namely interactive multimedia. This is done so that physics learning becomes more effective and not monotonous towards the delivery of material by the teacher. In addition to media factors, factors from within students need to be studied to improve the quality of learning physics. This study aims to test the effectiveness of interactive multimedia on students' creative thinking skills in physics. In addition, this study aims to influence learning styles on creative thinking skills and to see the interaction between interactive multimedia and learning styles in influencing creative thinking skills. This research is included in the quasi-experimental research. The total sample consisted of 74 tenth grade students, who were divided into two groups, namely the experimental class and the control class. The sample was determined by purposive sampling. Data on creative thinking skills were tested using N-Gain, and learning styles were analyzed quantitatively. To see the effectiveness of the research variables, an Anava test was performed. The results showed that interactive multimedia had an effect on students 'creative thinking skills, while the learning styles and interactions of the two independent variables did not affect students' creative thinking skills

<p>Penelitian ini bertujuan untuk mengetahui pengaruh model <em>Brain Based Learning </em>terhadap kemampuan komunikasi matematis yang ditinjau dari kreativitas. Penelitian dilaksanakan di SDN Pantai Harapan Jaya 01 Kecamatan Muara Gembong, dengan menggunakan penelitian eksperimen desain <em>treatment by level </em>2 x 2. Hasil penelitian menunjukkan hasil bahwa; 1) Kemampuan komunikasi matematis siswa yang diberikan perlakukan model <em>Brain Based Learning, </em>2) Terdapat interaksi model pembelajaran terhadap kemampuan komunikasi matematis ditinjau dari kreativitas, 3) Kemampuan komunikasi matematis yang diberikan perlakuan model <em>Brain Based Learning </em>lebih tinggi dibandingkan dengan siswa yang diberikan perlakuan model Ekspositori pada siswa yang memiliki kreativitas tinggi, dan 4) Kemampuan komunikasi matematis yang diberikan perlakuan model <em>Brain Based Learning </em>lebih rendah dibandingkan dengan siswa yang diberikan perlakuan model Ekspositori pada siswa yang memiliki kreativitas rendah.</p>

Abstrak : Penelitian ini fokus untuk menguji efektifitas dari  media pembelajaran IPA berbasis masalah dalam meningkatkan kreativitas mahasiswa calon guru SD yang bertujuan untuk melatih mahasiswa calon guru meningkatkan krativitas dalam mengajar pembelajaran IPA. Desain penelitian ini menggunakan One Shot  Case  Study yang dilaksanakan  pada  mahasiswa  calon  guru  SD  STKIP  Taman  Siswa  Bima   yang menempuh matakuliah  pembelajaran  IPA  SD kelas lanjut. Hasil karya mahasiswa diobservasi sebagai hasil berpikir kreatif mahasiswa dalam mendasain media pembelajaran IPA berbasis masalah. Instrumen yang dugunakan dalam penelitian ini berupa lembar observasi menggunakan skala Penyekoran Holistik. Hasil Analisis data diperoleh nilai rata-rata persentase  sebesar 84 % dengan kategori sangat kreatif. Berdasarkan hasil analisis data, dapat disimpulkan bahwa media pembelajaran IPA berbasis masalah efektif dalam meningkatkan kreativitas mahasiswa calon guru SD.

The urgency that occurs in the learning process at the Bima Regency Elementary School is the difficulty of students learning how to find innovative, effective, and creative answers so that they are unable to solve problems from various points of view. This study aims to determine how the Brain-Based Learning model influences the development of mathematics creativity in elementary school students. This type of research using experimental research design true experimental design using the technique pretest-posttest control group design. The research held in elementary schools, with the sampling technique used was probability sampling theory with the cluster sampling method. Data collection techniques using test questions and data analysis techniques pretest-posttest, normality test, homogeneity test, and t-test. The results showed that the Brain-Based Learning model had an innovative impact in developing students' creativity and provided opportunities for students to express their ideas and ideas that were then validated by students and teachers. An active and conducive learning environment created evaluation took place. This research provides benefits and deserves to continue improving education quality, especially in Indonesia

The Application of Realistic Mathematics Education (RME) Approach to Increase the Creative Thinking Ability of Fraction Subject Matter for Fourth-Graders of SDN Rawajati 06 Pagi. This reseach aims to describe the applying of learning approaches matematics Realistic Education (RME) to improve the ability to think creatively about the concept of fractions. The reseach subjects was 28 students of the fourth grade in Rawajati 06 in academic year 2017/2018. The participants in this study were 2 people, 1 person that acts as a conduit and colleagues 1 as an observer. This study is an action research model of action research (Classroom Action Research). The draft action cycle design intervention study using the model of Kemmis and Taggart with stage planning, acting, observing and reflecting. The experiment was conducted in two cycles, cycle 2 times I held meetings with the material up flat, and the second cycle executed as much as 2 times with the same material in cycle I. This study was conducted in March-April 2018. Data was collected using a post test. The post test techniques with evaluation and observation. Evalution in used to capture data on ability to think creatively about the concept of fractions. While the observations are used to gather data about applyng of learning approaches matematics Realistic Education (RME). Data analysis was performed on data from the study by looking at indicators of success as the result of an agreement between the researcher and observer, the student has achieved as much as 80% KKM. The result in the first cycle indicates that theaverage student who has reached the KKM in only 57,14%. The research of the school cycle showed that the average of the tital number of students reached 89,29% KKM. The result showed that learning by applying of learning approaches matematics Realistic Education (RME) to improve the ability to think creatively about the concept of fractions on the Fourth Grade Students of Rawajati 06 State Elementary School In Academic Year 2017/2018. The implication of the study is that the use of applying of learning approaches matematics Realistic Education (RME) can be done when concept of fractions in learning, if teachers have difficulty in presenting the material and making a low student the ability to think creatively.