La Ogi is English Language Journal Vol.
12 Ae No.
Tahun 2026.
Hal.
E-ISSN: 2745-9233
https://jurnal.
id/laogi/issn AN ANALYSIS OF MORAL VALUES REFLECTED IN ANDREA HIRATAAoS NOVEL
LASKAR PELANGI
Sam Hermansyah,Roni.
Jimmy Cromico,Firman Saleh English Department.
Universitas Muhammadiyah sidenreng Rappang.
Indonesia ITKES Muhammadiyah Sidrap Faculty of Tarbiyah and Teacher Training.
Institut Agama Islam Darul AAomal IAIDA Lampung Fakultas Ilmu Budaya Universitas Hasanuddin Email : sam.
hermansyah82@gmail.
Abstract This study aims to conduct a comparative analysis of Grade 7 and Grade 8 studentsAo creative thinking skills through the implementation of the Experiential Learning model at SMPN 2 Pangsid.
The research employed a quantitative approach using a pretestAeposttest comparative design.
The participants consisted of 20 students selected through purposive sampling, with 10 students from Grade 7A and 10 students from Grade 8A.
Data were collected using a creative thinking test based on four indicators: fluency, flexibility, originality, and elaboration.
The collected data were analyzed using descriptive statistics, normality tests, and Independent Samples t-Test with the assistance of SPSS software.
The findings revealed that there was a significant improvement in studentsAo creative thinking skills after the implementation of the Experiential Learning model in both grades.
Grade 7 students demonstrated a higher and more consistent increase in posttest scores compared to Grade 8 students.
The statistical analysis indicated no significant difference in pretest scores between the two grades, while a significant difference was found in posttest results, confirming the effectiveness of the Experiential Learning model in enhancing creative thinking skills.
These results suggest that Experiential Learning is an effective instructional approach for fostering studentsAo creative thinking through active engagement and meaningful learning experiences.
Keywords: creative thinking skills, experiential learning model, comparative analysis, junior
high school
A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTSAo CREATIVE THINKING SKILLS
USING THE EXPERIENTIAL LEARNING MODEL
Sam Hermansyah.
Jimmy Cromico
INTRODUCTION
Education plays a fundamental role in shaping human potential and preparing individuals to face the challenges of an increasingly complex and dynamic world.
In the context of the 21st century, education is no longer limited to the transfer of development of higher-order thinking skills, including critical thinking, creativity, communication, and collaboration.
Among these competencies, creative thinking has become a crucial skill that enables students to generate original ideas, solve problems innovatively, and adapt to rapid social and technological changes.
Creative thinking refers to the ability to produce ideas that are fluent, flexible, original, and elaborated.
These four dimensions allow students not only to understand learning materials, but also to transform knowledge into meaningful and innovative outcomes.
In junior high school education, creative thinking skills are particularly important, as students at this stage experience cognitive development that shapes their reasoning, imagination, and problem-solving abilities.
However, in many classroom practices, learning teacher-centered, emphasizing memorization and convergent studentsAo opportunities to explore ideas creatively.
Observations conducted at SMPN 2 Pangsid indicate that studentsAo creative thinking skills are not yet optimally developed, especially in English learning Students tend to rely on teachersAo explanations, show limited initiative in expressing ideas, and experience difficulties in generating varied and original responses.
These conditions suggest the need for innovative instructional models that actively engage students and provide meaningful learning experiences.
Laogi: English Language Journal e-ISSN: 2745-9233 One instructional approach that aligns with the development of creative thinking skills is the Experiential Learning model.
Experiential Learning emphasizes learning through direct experience, reflection.
This model encourages students to become active participants in the learning process by connecting theoretical knowledge with real-life Through experiential activities, students are stimulated to explore ideas, reflect on learning outcomes, and apply new concepts creatively, which supports the development of higher-order thinking skills.
Previous studies have demonstrated that Experiential Learning positively influences studentsAo creativity, engagement, and learning outcomes.
However, limited research has focused on comparative analyses of creative thinking skills across different grade levels within the same development between Grade 7 and Grade 8 students have not been sufficiently explored, even though students at these levels may exhibit distinct cognitive characteristics and learning needs.
Therefore, this study aims to conduct a comparative analysis of Grade 7 and Grade 8 studentsAo creative thinking skills using the Experiential Learning model at SMPN 2 Pangsid.
By comparing studentsAo creative thinking abilities before and after the implementation of Experiential Learning, this research seeks to examine the effectiveness of the model and identify improvement between the two grade levels.
The findings of this study are expected to contribute to the improvement of teaching practices, particularly in promoting creative and student-centered learning in junior high https://jurnal.
id/laogi/index A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTSAo CREATIVE THINKING SKILLS
USING THE EXPERIENTIAL LEARNING MODEL
Sam Hermansyah.
Jimmy Cromico
LITERATURE REVIEW
Creative thinking is an essential component of higher-order thinking skills that supports students in generating original ideas, solving problems creatively, and adapting to changing learning contexts.
educational settings, creative thinking enables learners to actively construct knowledge rather than merely receiving Scholars such as Torrance emphasize that creative thinking involves cognitive processes that lead to the production of novel and meaningful ideas, making it a crucial competency in 21stcentury learning.
Creative thinking skills are commonly measured through four main indicators:
fluency, flexibility, originality, and Fluency refers to the ability to generate numerous ideas, while flexibility reflects the ability to view problems from Originality emphasizes uniqueness and novelty of ideas, and elaboration involves developing ideas in detail.
These indicators provide a comprehensive framework for assessing studentsAo creative potential in classroom learning activities.
At the junior high school level, the development of creative thinking skills is particularly important because students experience significant cognitive growth during this stage.
Learning environments that encourage exploration, imagination, and active participation are more likely to stimulate creativity.
However, conventional teacher-centered instruction often limits studentsAo opportunities to express ideas freely, which may hinder the development of creative thinking skills.
One instructional model that supports active and meaningful learning is Experiential Learning.
Proposed by Kolb.
Experiential Learning is based on the principle that Laogi: English Language Journal e-ISSN: 2745-9233 knowledge is created through the transformation of experience.
This model positions students as active learners who learn by doing, reflecting, conceptualizing, and experimenting, rather than passively receiving information.
KolbAos Experiential Learning model consists of four stages: concrete experience.
Through these stages, students are encouraged to connect learning materials with real-life experiences, reflect on their actions, and apply newly acquired This learning cycle provides opportunities for students to think creatively, explore various solutions, and develop deeper understanding.
Previous studies have shown that Experiential Learning positively influences studentsAo creative thinking skills, learning motivation, and engagement.
However, most studies focus on a single grade level and do not examine differences in creative thinking development across grades.
Therefore, a comparative analysis between Grade 7 and Grade 8 students is necessary to understand how Experiential Learning affects creative thinking skills at different developmental stages, which forms the basis of this study.
METHODS
This chapter describes the research design, participants, research instruments, data collection procedures, and data analysis techniques used in this study.
The research employed a quantitative approach using a comparative pretestAe posttest design.
This design was selected to examine differences in studentsAo creative thinking skills before and after the implementation of the Experiential Learning model, as well as to compare the results between Grade 7 and Grade 8 The Experiential Learning model https://jurnal.
id/laogi/index A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTSAo CREATIVE THINKING SKILLS
USING THE EXPERIENTIAL LEARNING MODEL
Sam Hermansyah.
Jimmy Cromico was applied to both groups during the instructional process.
The participants of this study consisted of 20 students from SMPN 2 Pangsid selected through purposive sampling.
The sample included 10 students from Grade 7A and 10 students from Grade 8A.
These classes were chosen based on similar academic characteristics and learning conditions to ensure the comparability of the groups.
The research instrument used in this study was a creative thinking test designed to measure studentsAo abilities based on four indicators: fluency, flexibility, originality, and elaboration.
The test was administered implementation of the Experiential Learning model and as a posttest after the learning intervention.
The instrument was validated by experts to ensure its content Data collection was conducted through the administration of the pretest and posttest.
After the pretest, the Experiential Learning model was implemented during classroom instruction by following KolbAos learning cycle, which included concrete experience.
At the end of the instructional period, the posttest was administered to measure changes in studentsAo creative thinking skills.
The data were analyzed using descriptive and inferential statistics with the assistance of SPSS software.
Descriptive statistics were used to determine the mean and standard deviation of studentsAo scores.
Normality tests were conducted to ensure that the data met the assumptions for parametric testing.
An Independent Samples t-Test was then applied to compare the creative thinking skills of Grade 7 and Grade 8 students.
The results of the analysis were used to determine the effectiveness of the Experiential Learning model and the Laogi: English Language Journal e-ISSN: 2745-9233 differences in creative thinking skills between the two grade levels.
RESULTS AND DISCUSSION
The results of this study are presented based on the analysis of studentsAo creative thinking skills before and after the implementation of the Experiential Learning model in Grade 7 and Grade 8 at SMPN 2 Pangsid.
The data were obtained administered to both groups.
The pretest results indicated that the initial creative thinking skills of Grade 7 and Grade 8 students were relatively The mean pretest score of Grade 7 students was slightly lower than that of Grade 8 students.
however, the difference was not statistically significant.
This finding suggests that both groups started from a similar baseline level of creative thinking skills prior to the After Experiential Learning model, both Grade 7 and Grade 8 students showed an improvement in their creative thinking skills, as reflected in the posttest scores.
The increase in scores indicates that the learning model had a positive impact on studentsAo ability to generate ideas, explore multiple perspectives, and elaborate their A comparison of posttest results revealed that Grade 7 students achieved higher mean scores than Grade 8 students.
This finding suggests that Grade 7 students responded more positively to the Experiential Learning model, demonstrating greater gains in creative thinking skills after the learning intervention.
Descriptive analysis of the four creative thinking indicators showed improvements in fluency, flexibility, originality, and elaboration in both groups.
Grade 7 https://jurnal.
id/laogi/index A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTSAo CREATIVE THINKING SKILLS
USING THE EXPERIENTIAL LEARNING MODEL
Sam Hermansyah.
Jimmy Cromico students demonstrated more consistent particularly in fluency and flexibility, which reflect the ability to generate multiple and varied ideas.
The normality test results indicated that the data were normally distributed, allowing the use of parametric statistical analysis.
This confirmed that the assumptions required for further inferential testing were An Independent Samples t-Test conducted on the pretest scores showed no significant difference between Grade 7 and Grade 8 students, supporting the comparability of the two groups at the beginning of the study.
This result strengthens the validity of the comparative analysis.
In contrast, the Independent Samples t-Test
on the posttest scores revealed a statistically significant difference between the two
This finding indicates that the implementation of the Experiential Learning model led to different levels of improvement in creative thinking skills between Grade 7 and Grade 8 students, with Grade 7 students demonstrating higher
DISCUSSION
The findings of this study demonstrate that the Experiential Learning model effectively enhances studentsAo creative thinking skills.
The improvement observed in both Grade 7 and Grade 8 students supports the theoretical assumption that learning through direct experience and reflection promotes higher-order thinking skills, including The absence of a significant difference in pretest scores between the two groups indicates that both grades had similar initial levels of creative thinking skills.
This condition allowed the observed posttest differences to be attributed primarily to the Laogi: English Language Journal e-ISSN: 2745-9233 learning intervention rather than to preexisting disparities between the groups.
The higher improvement observed among Grade 7 students may be explained by their developmental characteristics.
Grade 7 students tend to be more open to new learning experiences and demonstrate higher curiosity, which may have made them more receptive to the Experiential Learning approach.
The active and experiential nature of the model may have stimulated their engagement and creativity more effectively.
The improvement across all creative Experiential Learning comprehensive learning environment that supports multiple dimensions of creativity.
Activities involving real-life experiences, reflection, and experimentation encourage students to generate ideas fluently, approach problems flexibly, produce original responses, and elaborate their ideas in greater detail.
These findings are consistent with previous studies that report positive effects of Experiential Learning studentsAo creativity and engagement.
The results reinforce the view that student-centered learning models are more effective than traditional instruction in fostering creative thinking skills.
Based on the results of this study.
Experiential Learning can be recommended as an effective instructional model for junior high school teachers seeking to enhance studentsAo creative thinking skills.
Future research may involve larger samples or different grade levels to further explore the impact of Experiential Learning on creativity development.
https://jurnal.
id/laogi/index A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTSAo CREATIVE THINKING SKILLS
USING THE EXPERIENTIAL LEARNING MODEL
Sam Hermansyah.
Jimmy Cromico
CONCLUSION
This study aimed to conduct a comparative analysis of Grade 7 and Grade 8 studentsAo creative thinking skills using the Experiential Learning model at SMPN 2 Pangsid.
Based on the results of data analysis and discussion, several conclusions can be drawn.
First.
Experiential Learning model was proven to be effective in enhancing studentsAo creative thinking skills.
Both Grade 7 and Grade 8 improvements in posttest scores compared to their pretest results, indicating that learning through direct experience, reflection, and active experimentation positively supports creativity development.
Second, there was no significant difference in studentsAo creative thinking skills between Grade 7 and Grade 8 students before the learning intervention.
This finding indicates that both groups had relatively similar initial levels of creative thinking skills, allowing a valid comparison of learning outcomes after the implementation of the Experiential Learning model.
Third, a significant difference was found in the posttest results between the two grades after the implementation of Experiential Learning.
Grade 7 students showed higher improvement in creative thinking skills compared to Grade 8 students.
This result suggests that the Experiential Learning model may be more effective for students at earlier stages of junior high school who tend to be more receptive to active and exploratory learning approaches.
Overall, the findings of this study confirm that the Experiential Learning model is an effective instructional approach for Laogi: English Language Journal e-ISSN: 2745-9233 fostering studentsAo creative thinking skills in junior high school education.
The results contribute to the development of studentcentered learning practices and provide empirical evidence supporting the use of experiential-based instruction to enhance creativity in classroom learning.
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