188
Rokyal Harjanty.
, / JEs .
JES .
E-ISSN 3031-4232
JES
Journal of Educational Studies https://ejournal.
org/index.
php/JEs The Effectiveness of The Snowball Throwing Learning Model on ChildrenAos Creativity Rokyal Harjanty, 2Sry Anita Rahman, 3Farlina Hardianti Institut Pendidikan Nusantara Global oyalrizky@gmail.
1,2,3
Article Info: Received: April 12, 2025.
Revised: June 25, 2025.
Accepted: July 15, 2025 Abstract Early childhood is a period of rapid development that is fundamental to later life.
Several common problems in schools include teachers often implementing monotpnous and unvaried learning models.
Selecting the right model to enhance the potential of early childhood is crucial to fully develop their abilities.
The learning model employed within this research is the snowball casting approach.
The pbjective of this investigation is to improve the effectiveness and creativity of children through the snowball Aepitching teaching strategy at Mutiara Islami Kindergarten.
The type of research in this study, when viewed regarding the research methodology, employs a numerical approach and empirical method.
The type of research design one-group pretest-posttest.
This study was conducted at Mutiara Islami Kindergarten, located at Citra Mutiara.
JL.
Banda Seraya No.
12 Block O.
Pagutan.
Mataram District.
Mataram City.
West Nusa Tenggara, in the even term of the 2024/2025 scholastic year.
The participants in this research was all gade B pupils of Mutiara Islami Kindergarten during the second term of the 2024/2025 scholastic year, comprising of 15 pupils.
The posttest learning outcomes after using the snowball throwing learning model on childrenAos creativity obtained the lowest value of 71 and the highest value of 85, with an average value of 78.
So the difference between the pretest and posttest values is 1.
The outcomes of the computation of the pre-assessment score with a mean of 76,4 and the posttest with a mean of 78, having a total n of fifteen and a significance level of 0.
05, obtained an Ltable of 0.
22 and L0 of Lhitung of 0.
Because L0 < Ltable, which is 0.
169 < 0.
22, then H0 is Hence, one can infer that the sample is normally distributed.
Study outcomes revealed a rise in measurements when comparing baseline data with follow-up results.
Hence, one can infer that the snowball throwing academic strategy is effective in increase pupil creativity.
This study can be said to be effective if the data obtained shows that pupil learning outcomes have increase when the snowball throwing model is Keywords: The Effectiveness.
Snowball Throwing.
Learning Model.
ChildrenAos Creativity Rokyal Harjanty.
, / JEs .
188-203 Introduction Early childhood is a period of rapid development that is fundamental to later life.
During this period, children experience their golden age, where they become more sensitive to various Futhermore, during this period, children are more active in asking questions and exhibit a strong curiosity about what they see and hear.
It is during this period that the education provided to children will form the foundation of their knowledge for further education Avcarina et al.
, 2.
Early childhood, better known as the play period, is all about play: eating while playing, bathing while playing, and even learning while playing.
In this situation, a creative teacher must be able to integrate learning materials into this playful atmosphere.
Many teachers rely solely on singing, storytelling, games, and other methods, which focus more on the teacher.
(Sitompul et al.
, 2.
Early childhood is the best and most appropriate time to instill good values, as children are in a stage of growth and development, both cognitively and physically.
Selecting the right model to enhance their potential is crucial to fully unlocking their abilities.
Choosing the wrong learning method could be a major disaster for them later on.
(Sitompul et al.
, 2.
The learning model is the entire series of delivery of educational content, encompassing every element preceding and following instruction conducted by educators along with all auxiliary resources within the pedagogical procedure.
(Lestary et al.
, 2.
A learning model is a design or plan that describes a detailed process and creates an environmental situation that allows children to interact in learning so that changes in behavior or development occur in the pupils.
(Anik Lestariningrum, 2.
Malik & Afandi explained that a learning model is a technique utilized by instructors within the academic process.
In any educational approach, there is a structured progression that faculty members need to observe during the complete learning journey.
There are many types of learning models, and therefore, their use must be tailored to the material and learning characteristics of There are two types of learning models: teacher-centred and pupil-centred.
However, currently, the dominant learning model is the pupil-centred learning model with cooperative learning techniques or group learning.
(Kurniawan et al.
, 2.
A learning model is a form of instruction that is explained from beginning to end and presented concretely by the teacher in class.
Learning models have strategies for achieving pupil abilities using approaches, methods, and learning techniques.
(Annisa, 2.
Tossing snowballs represents an enjoyable collaborative educational technique.
By hurling paper spheres filled with inquiries, pupils learn to generate questions and develop leadership skills within a group.
Snowball throwing creates a dynamic group environment, as pupils engage not only in deliberating, penning words, crafting queries, or voicing Rokyal Harjanty.
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188-203 concepts, but also in tactile exercises, such as shaping paper into rounds and flinging them at pupil (Ardhillah, 2.
The snowball-tossing educational framework uses sheets of paper containing questions, which are then rolled into balls and thrown to pupils in turn.
Communication is crucial in executing the snowball-tossing educational framework, as it fosters interaction with The snowball-tossing educational framework makes studying engaging because it is fun and In this learning model, the instructor's purpose is strictly to foster and direct the Pupils' ability to communicate information from the teacher to other group members presents a challenge in this learning model.
(Kurniawan et al.
, 2.
The Snowball Lobbing group educational technique stimulates imagination among participants, teaches them to learn information independently through discussion, and builds critical thinking and task-solving skills, expresses thoughts, enhances competence, and develops It improves pupil learning outcomes by collaborating on information found through (Lestary et al.
, 2.
Snowball throwing is a fun cooperative learning method.
This game involves throwing paper balls containing questions, which trains pupils to generate questions and develop leadership skills within a group.
Snowball throwing creates a dynamic group environment, as pupils engage not only in contemplating, composing, posing inquiries, or vocalizing, but also in bodily movement, such as crumpling paper spheres and hurling them at fellow learners.
(Ardhillah, 2.
Within the Snowball Tossing educational framework, the teacher directs pupil collaboration in groups, assigning tasks to each group leader and instructing them to discuss specific material within the group.
Then, as each group member writes down their questions, pupils take turns answering the questions, drawing conclusions, evaluating, and One of the strengths of this model is the courage to speak up.
(Lestary et al.
, 2.
As educators, teachers are not only able to design a nurturing and meaningful learning process, depending on the learning methods they use, but are also motivated to arouse interest and take lessons that support it.
Using various learning opportunities, resources, and media.
(Annisa.
Even if teachers implement play-based learning methods for pupils, this doesn't guarantee that pupils will focus on learning and develop their potential, as most pupils are still too focused on playing rather than learning.
Therefore, achieving optimal learning outcomes, which is the realization of educational goals, is inseparable regarding the instructor's function as a learning Therefore, teachers are required to possess competence, creativity, and teaching skills.
(Yusnaldi et al.
, 2.
According to Santrock, imaginative thinking constitutes the skill to consider subjects via Rokyal Harjanty.
, / JEs .
188-203 novel and distinctive methods and create exceptional responses to difficulties.
Mayesty states that originality denotes a technique of reflecting and executing or establishing something fresh and meaningful/functional for the person and broader population.
(Sit et al.
, 2.
Freeman dan Munandar .
n Suyanto, 2.
He stated that creativity is an expression of a child's full potential.
Therefore, creativity should be developed as early as possible, from birth.
In detail Drevdahl .
n Hurlock, 1.
reveals that innovation represents an individual's capacity to generate any work, creation, or concept that is fundamentally fresh and formerly unfamiliar to the originator.
It may constitute a creative endeavor or a combination of reasoning that results in more than just a (Sit et al.
, 2.
Those who think creatively will strive to solve problems in various ways, using different perspectives, mindsets, beliefs, and paths.
The various impacts of global competition can be addressed through creativity.
Therefore, stimulating creative thinking skills should not begin when a person is an adult.
Stimulation is more optimal when initiated from an early age through various supportive activities.
(Andriani & Rakimahwati, 2.
The Snowball Hurling team-based instructional framework is capable of foster creativity among pupils, teach them to learn information independently through discussion, and develop their critical thinking and task-solving skills, express their thoughts, improve their competence, and develop their skills.
It improves pupil learning outcomes by collaborating on information found through discussion.
(Lestary et al.
, 2.
Creative abilities are part of the cognitive processes that occur during play and are stimulated by it.
A child's creative thinking process shifts from "What is this?" to "What can I do with this?".
(Alfonso-Benlliure et al.
, 2.
They strive to imagine the materials they encounter as having multiple roles.
Providing activities based on exploration and combination is considered essential for fostering creativity in children.
An environment that fosters creativity helps foster flexible thinking because basic knowledge becomes interconnected.
This condition is considered crucial for developing cognitive abilities such as conceptual combination understanding, analogical thinking, and critical thinking.
Therefore, teachers play a crucial role in planning to stimulate creativity in early childhood.
(Andriani & Rakimahwati, 2.
If this learning process runs smoothly, a dynamic classroom atmosphere will be created, as pupils' activities involve more than simply reflecting, composing, posing inquiries, and They additionally participate in bodily movement, like crumpling paper and tossing it to fellow learners.
Every team participant must ready themselves since they will need to respond to inquiries from their peers, each of whom will be inside the paper ball.
(Ardhillah, 2.
The use of this method to increase pupil learning engagement is considered quite effective because Rokyal Harjanty.
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188-203 it fosters the development of pupils' intellectual, social, and emotional potential.
They will be trained to discover and utilize their critical and creative skills to tackle diverse challenges that emerge in daily existence (Ardhillah, 2.
In reality, many children who write poorly do so due to limited writing and reading skills.
In addition, children's concentration is easily lost.
children tend to be emotional and always want to be the winner.
There are many reasons behind this, starting from the use of learning models that are less interesting, learning media that are less varied, and teachers' teaching methods that are very From the data of investigations in this sphere, it was identified that children's ability to cooperate is still low because children often get emotional when interacting with their peers, children have a little difficulty waiting their turn and tend to always want to be the winner, and many children do not respect the opinions and attitudes of their friends.
The low ability of children in cooperation is due to the learning model used by teachers in learning, which still uses a monotonous learning model.
Seeing the lack of children's cooperation skills in the field, a learning model is needed to support children's creativity.
The snowball tossing educational approach was selected because learners can pose inquiries through a piece of paper .
and at the same time it encourages pupils to think more creatively to answer questions posed by their friends.
(Aniisaturrahmah & Rahman, 2.
Building upon this foundation to encourage and strengthen the function of engaged learners, both individually and collectively, within the educational process, therefore the challenge must be addressed by seeking alternative forms of instruction and resources that align precisely with the content provided to support learning.
In their professional activities, teachers are not merely obligated to present the course material, but they also have to be capable of conducting and assuming their strategic responsibility to establish retention in pupils through the advancement of character and ethics.
(Sipayung et al.
, 2.
Effective means there is an effect or consequence, influence, and impression.
(Alfiah & Arigiyati, 2.
Based on the background description, the researcher applies the snowball throwing model to improve children's creativity with the title "The Effectiveness of the Snowball Throwing Learning Model on Children's Creativity.
" In accordance with the context of the problem, it can be formulated as follows: Is the use of the Snowball Throwing learning model effective, and can it improve children's creativity at Mutiara Islami Kindergarten? The goal of this study is to strengthen learners' performance and creative skills through the snowball-pitching learning framework at Mutiara Islami Kindergarten.
Rokyal Harjanty.
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188-203 Methods 1 Participants This research was conducted at Mutiara Islami Kindergarten, located at Citra Mutiara.
Jl.
Banda Seraya No.
12 Block O.
Pagutan.
Mataram District.
Mataram City.
West Nusa Tenggara, in the even trimester of the 2024/2025 instructional year.
The sample population in this investigation were all grade B pupils of Mutiara Islami Kindergarten in the spring period of the 2024/2025 scholastic year, made up of 15 pupils.
2 Data Collection 1 Instrument of Collecting Data The selection method in this research employs a complete sampling technique, which is carried out if the population members are few, so the entire population is considered a research sample (Yusnaldi et al.
, 2.
The research instrument used was a blank sheet of paper.
The questions were related to pupil creativity.
In this study, two tests were administered to measure pupil learning The initial test .
was given before the snowball pitching educational technique was employed, while the concluding examination was delivered at the termination of the education .
ost-examinatio.
after the snowball pitching educational technique was introduced.
The pretest and posttest were then compared.
2 Techniques for Collecting Data There are two data examination methods applied, particularly explanatory analysis and interpretive analysis.
Explanatory analysis is used to present a comprehensive picture of the influence of both variables.
Scientists seek to understand if implementing the Snowball Tossing educational approach is effective and can increase children's creativity at Mutiara Islami Kindergarten by using pretest and posttest methods.
The phases of the snowball tossing technique are the researcher gives blank paper to the children, then the children are asked to draw a picture they like, then each child forms the paper into a snowball, then the ball is thrown to their other friends approximately 15 minutes after everyone has completed their work.
Then each pupil answers the questions inside the ball and continues with an evaluation of the material.
3 Data Analysis The researcher conducts a post-test for pupils to establish whether the utilization of the snowball-pitching pedagogical technique is productive and can increase children's creativity.
Rokyal Harjanty.
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188-203 Results Table 1.
Research Respondents Based on Gender Gender Male Female Total Total Sample The following are the steps for implementing the snowball-hurling instructional method executed by the educator in the lesson B of Mutiara Islami Kindergarten: 1.
) The teacher opens the class and provides an explanation of the topic that will be studied by the children.
) Each child is asked to sit in a U-shape and in an orderly manner so that the activity can begin.
) The teacher distributes a piece of paper to the children.
) Each child is asked to colour/write a picture/name of an animal that they know individually on the paper that has been given by the teacher.
This can be an answer to a question from the teacher or the theme of the activity at school at that time.
After the child has finished his/her notes, then the child folds the snowball.
After being folded, the snowball is thrown to one of the friends around him/her.
The friend who receives the snowball must read what is written on the paper.
) The paper that has been read can be folded again and thrown to another friend.
This process continues until the paper is passed from one child to another several times.
) After the final throw, then each child opens the paper that has been obtained to discuss and ask questions with the teacher about the writing on the paper.
) In the final stage, each child stands up to describe their activity and how it relates to the writing on the paper.
This stage provides an opportunity for children to practise self-confidence and develop their emotional The findings in this investigation were examined using descriptive and inferential statistical techniques, including the t-test.
Quantitative data processing was performed using Microsoft Excel.
The test results before and after treatment are visible in Table 2.
Table 2.
Descriptive Statistic of Test Results Information Pretest Lowest Value The Highest Score Average The difference between the pretest and posttest averages Posttest Based on Table 2, the pretest learning results were obtained featuring a minimum score of 70 and a maximum score of 85, plus the mean value obtained in the pretest learning results was 76.
Rokyal Harjanty.
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188-203 In the posttest learning results after applying the snowball tossing educational framework to children's creativity, the lowest value was 71 and the highest value was 85, with an average value So the difference between the pre-assessment and post-assessment scores equaled 1.
According to these findings, it is evident that learners' creative abilities following exposure to the snowball-tossing educational approach were superior to before.
The following data analysis results were obtained using the Lilliefors normality test.
The outcomes of the pre-assessment and post-assessment computations are displayed in Table 2 as Data Analysis Pretest Posttest Table 3.
Normality Test Calculation Results Table Lhitung Criteria Mean Ltable Lhitung<Ltable 0,169 0,22 Conclusion H0 is H1 is .
ormal Based on the Table 3 figure, the results of the calculation of the pretest value with a mean of 4 and the posttest with a mean of 78, having an n of fifteen and a significance level of 0.
obtained an Ltable of 0.
22 and an L0 or Lhitung of 0.
Because L0 < Ltable, namely 0.
22, then H0 is accepted.
So it can be concluded that the sample is normally distributed.
The results of the study show that there is an increase between the pretest and posttest values.
So it may be inferred that the snowball-hurling instructional approach proves efficient in boosting pupil This study can be said to be effective if the data obtained shows that pupil educational achievements have enhanced when the snowball-hurling instructional approach is applied.
Rokyal Harjanty.
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188-203 Lowest Value The Highest Score Pretest Posttest Lowest Value The Highest Score Average Value Average Value Figure 1.
Diagram of Pupil Learning Outcomes Figure 1 illustrates the implementation of the snowball-throwing learning model at Mutiara Islami Kindergarten.
Improvements in both grades and the effectiveness of the learning process are This research demonstrates that the snowball-throwing learning model can be effective in improving children's creativity.
This study proves that the snowball-throwing learning model can be effective for children's creativity.
Discussion Based on the results of interviews with class B teachers at Mutiara Islami Kindergarten.
Mrs.
Nopia Elianti.
Pd.
, found that pupils at Mutiara Islami Kindergarten, especially in class B, experience varied learning outcomes and are still classified as very low because pupils' enthusiasm in the learning process seems very low, and pupils easily get bored andemotional and lack concentration because the learning process is too monotonous.
These problems occur because teachers only use methods or learning models that are less varied.
Based on Figure 1, it can be seen that there is a difference in scores before and after teachers implemented the snowball-throwing learning model at Mutiara Islami Kindergarten.
This proves that the snowball-throwing model can improve the creativity of class B pupils.
Focusing on creativity, learning requires creative teachers to create a more engaging and innovative learning environment.
The application of learning models and media can foster pupil interest in learning and create an engaging learning (Afita Sari et al.
, 2.
Learning media is a component of communication, serving as a message carrier from the communicator to the recipient.
Based on this definition, it can be said that learning media is an intermediary in the learning process.
(Afita Sari et al.
, 2.
According Rokyal Harjanty.
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188-203 to Wahid .
, learning media is defined as anything that can be used to convey messages or lesson content and stimulate pupils' thoughts, feelings, attention, and abilities, thereby encouraging the teaching and learning process.
Without media, learning will not be optimal.
(Aisyah & Latifa.
The form of creativity discovered after implementing the snowball throwing learning model at Mutiara Islami Kindergarten was that children were able to create works on paper to colour pictures of the animals they liked and then write the names of the animals.
One learning model that can foster pupil interest in learning is the snowball-throwing learning The snowball-throwing learning model is expected to create a pleasant atmosphere in the learning process and foster pupil enthusiasm for learning.
(Afita Sari et al.
, 2.
The snowballthrowing learning model activates pupils as a whole because the lessons are made like games so that pupils are more active and enjoy the teaching and learning process.
(Aisyah & Latifa, 2.
In learning, teachers must apply teaching models that are considered interesting and fun so that pupils can communicate directly with teachers and their friends, can ask teachers about material that they do not or have not yet understood, have broad knowledge about the material, and can work on questions.
(Wulandari & Attalina, 2.
Snowball throwing is a learning strategy used to provide pupils with the concept of understanding difficult material and to determine the extent of their understanding by throwing a wad of paper to another pupil who must answer a question.
Snowball throwing can train pupils to be more responsive in receiving messages from others and conveying those messages to their friends in a group.
The question throwing uses paper containing questions that are formed into paper balls and then thrown to other pupils.
The pupil who receives the paper ball then opens it and answers the question.
(Ardhillah, 2.
In this snowball-throwing learning model, it can create responsible pupils, who develop a good attitude of cooperation with their friends and improve social attitudes in working well with anyone.
The snowball-throwing model of teaching encourages children to be active and willing to share experiences and ideas to solve emerging problems in a more interactive and enjoyable way.
This learning model aims to train children to solve problems encountered during the learning process.
(Mesiono & Sahana, 2.
This snowball-throwing learning model fosters creativity and active participation in pupils while encouraging learning through coloring activities.
Pupils ask and answer each other's questions, creating an innovative and stimulating atmosphere through playful Furthermore, this model can enhance pupils' critical thinking skills and increase their interest in learning.
(Mesiono & Sahana, 2.
Snowball Throwing teaches pupils to be more receptive to messages from their peers, such as selecting a picture, game choice, or website, and Rokyal Harjanty.
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188-203 conveying these messages to their peers in a group.
(Irawahyuni et al.
, 2.
Children are given the freedom to construct or create knowledge by trying to give meaning to the knowledge they The principles of learning using the snowball throwing method are included in the cooperative approach, which is based on five principles: pupil-active learning, participatory learning, reactive teaching, and joyful learning.
(Ardhillah, 2.
In its application, teachers give children the opportunity to freely explore.
teachers give children the freedom to colour the pictures they like to measure the level of creativity of each child.
The snowball-throwing learning model aims to create a collaborative classroom environment and encourage pupils to actively participate in learning.
In this way, pupils can develop communication, collaboration, and problem-solving skills while understanding the diverse perspectives of their classmates.
Furthermore, this learning model also helps build pupils' confidence in public speaking and supports deeper learning through repetition of ideas and As a result, the snowball-throwing learning model can improve the quality of cooperative learning and provide a more interactive and satisfying experience for pupils in the learning process.
(Rahma, 2.
Another goal of the snowball-throwing learning model is to train pupils' speed and accuracy in conveying messages from others and also to stimulate their creativity and collaboration in answering questions posed by other groups, thus encouraging and empowering them to express their opinions.
Through these learning activities, pupils can improve their competency skills.
(Rahma, 2.
The snowball-throwing learning model makes children more confident and not hesitant to express their opinions, especially since this learning model is a new model used in Mutiara Islami Kindergarten, so teachers must be able to modify the activities given to keep children focused and happy.
In addition, this snowball-throwing learning model can provide opportunities for pupils to listen to the views of their peers, thereby increasing their understanding of various different perspectives on an activity and making pupils learn to give in, be able to regulate emotions, and wait their turn to speak.
The snowball-throwing cooperative learning model is a modification of the questioning technique that emphasises the ability to formulate questions packaged in an interesting game, namely throwing paper balls containing questions to each other and then answering the questions contained in the paper balls.
(Rahma, 2.
The use of the snowball-throwing learning strategy approach in increasing pupil learning activity is considered quite effective because pupils will be trained to express ideas and feelings intelligently and creatively and will be able to find and use the analytical and imaginative abilities that exist within themselves to face various problems that arise Rokyal Harjanty.
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188-203 in everyday life.
(Yusnaldi et al.
, 2.
The snowball throwing method has several advantages, all of which involve and engage pupils in learning.
The advantages of this method are: .
The learning atmosphere becomes fun because pupils feel like they are playing by throwing paper balls to other pupils.
Pupils have the opportunity to develop their thinking skills because they are given the opportunity to create questions and give them to other pupils.
It makes pupils ready for various possibilities because they do not know what questions their friends have created.
Pupils are actively involved in .
Educators are not too busy creating media because pupils are directly involved in .
Learning becomes more effective.
Cognitive, affective, and psychomotor aspects can be achieved.
(Ardhillah, 2.
This snowball-throwing learning model can shape pupil creativity and activeness while encouraging learning through colouring activities.
Pupils will ask and answer each other's questions, thus creating an innovative and exciting atmosphere because they are learning while In addition, this model can also improve pupils' critical thinking skills and increase their interest in learning.
(Mesiono & Sahana, 2.
Wahyu Ratriningsih, et al.
stated that the advantages of the snowball-throwing learning model are that pupils will easily find discussion material because there are questions written on paper balls, it can increase pupil learning creativity because it includes a game element, it improves understanding of the material being studied, and it shares knowledge.
By being required to create a question, this will train pupils' readiness to formulate questions based on the material being taught.
In addition, by getting used to creating questions, it can increase pupils' courage in asking questions both to other friends and the teacher.
Pupils are also trained to answer questions from their friends because in this learning they are given the opportunity to answer questions that are answered, of course, with the correct answer.
(Novitasari & Pujiastuti, 2.
The advantages of the snowball-throwing learning model when given to grade B pupils of Mutiara Islami Kindergarten are that children are able to express themselves through question and answer activities given by the teacher.
the activities given are not monotonous so that they do not make children feel bored while learning.
and by applying this snowball-throwing learning model, it can help children become creative because the activities given by the teacher are very varied.
The focus of snowball-throwing learning activities at Mutiara Islami Kindergarten is on playing while learning, interaction and simple cognitive stimulation.
The snowball-throwing learning model at Mutiara Islami Kindergarten does not force children to write or read like elementary school children or above.
The themes and materials provided are around Rokyal Harjanty.
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188-203 themes that are close to children, including favourite animals, professions, themselves, and so on.
Andi Tenriawaru explained that choosing the snowball throwing model is believed to eliminate obstacles experienced by pupils during learning.
This learning model provides a fun learning experience, as pupils are invited and guided to learn while playing.
After using this learning model, pupils will be directly involved in the learning process and will automatically become a learning resource for themselves and others.
(Novitasari & Pujiastuti, 2.
Besides its advantages, of course the snowball-throwing method also has disadvantages.
The disadvantages of this method are as follows: .
It is highly dependent on pupils' ability to understand the material so that what pupils master is only a little.
It requires a long time.
Naughty pupils tend to make noise.
The class is often noisy because groups are made by pupils.
(Ardhillah, 2.
The disadvantages of the snowball-throwing learning model when given to grade B pupils of Mutiara Islami Kindergarten are that many children cannot write questions, some children are still shy to ask questions, children's writing and reading abilities are still limited, and children's concentration is easily lost.
Another disadvantage is seen when children are required to ask questions in turns so that there is a need for habituation or repeated activities to continue so that children are able to get used to this learning model.
Teachers must provide rules at the beginning of the activity or with applause so that children return to order as the activity progresses.
However, the shortcomings in using this method can be covered in the following ways: .
The teacher first explains the material to be demonstrated briefly and clearly, accompanied by its .
Optimise time by setting limits on group formation and question generation.
The teacher participates in group formation so that noise can be overcome.
Separating groups of children who often make noise into different groups.
(Ardhillah, 2.
The snowball-throwing learning model can help increase the creativity of grade B children at Mutiara Islami Kindergarten and can run effectively if the teacher is able to master the snowball-throwing learning model and plays a role in modifying the activities that will be given to the children.
The modifications given are in the form of adjustments to children who can write questions and children who are still unable to write questions.
Teachers must be able to be present and master the snowball-throwing learning model to be able to cover existing deficiencies.
Conclusions Based on the description above, it can be understood that the snowball-throwing learning model is effective and can enhance children's creativity.
This is based on the opportunities provided Rokyal Harjanty.
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188-203 by teachers for pupils to engage in independent activities with their peers.
Furthermore, this is supported by findings from the research, where the 15 children in the focus sample have achieved the minimum completion criteria compared to before the snowball-throwing learning model was Research has been conducted to find out and understand and see the effectiveness of the application of the snowball-throwing teaching model in relation to children's creativity.
The research that has been conducted shows the effectiveness of the snowball-throwing learning model on children's creativity in Mutiara Islami Kindergarten B, showing that the average pupil scores before and after applying the snowball-throwing learning model are 76.
4 and 78.
This study has an n number of fifteen and a significance level of 0.
Ltable can be obtained at 0.
22 and L0 or Lhitung at 0.
Because L0 < Ltable, namely 0.
169 < 0.
H0 is accepted.
So it can be concluded that the sample is normally distributed.
The results of the study show that there is an increase between the pretest and posttest scores.
So it can be concluded that the snowball-throwing learning model is effective in increasing pupil creativity.
This research can be said to be effective if the data that has been obtained shows that pupil learning outcomes have increased when the snowballthrowing learning model is applied.
On this occasion the author conveys several suggestions, including .
for teachers, in the teaching and learning process teachers should choose a learning model that suits the theme of the activity as much as possible, and teachers of Mutiara Islami Kindergarten B should not apply a monotonous learning model.
For pupils.
Mutiara Islami Kindergarten B pupils are still not used to the snowball-throwing learning model, because this snowball-throwing learning model is still too new for pupils.
So some pupils are still not used to the snowball-throwing learning model.
For this reason, it is necessary to provide children with familiarization related to the snowball-throwing learning model in order to develop children's creativity in Mutiara Islami Kindergarten B .
For schools, it is appropriate to provide facilities and training that can motivate teachers to be able to understand the snowball throwing learning model as an effort to develop children's creativity through various activities.
References