SSCS+MS learning improves low academic students' creative thinking ability 36.18% more than high academic students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Low academic students undergoing SSCS+MS improved creative thinking 36.18% more than high academic students. → Yusnaeni 2017

Evidence¶

Yusnaeni 2017¶

Yusnaeni, Corebima, A. D., Susilo, H. & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy. International Journal of Instruction, 10(2), 245-262. http://www.e-iji.net/dosyalar/iji_2017_2_16.pdf

q2 · i? · causal · r1

Quasi-experimental pretest-posttest nonequivalent control group study in three Kupang senior high schools analyzed by two-way ANCOVA and LSD post hoc test; the abstract reports the "36.18% higher" improvement for low academic students under SSCS+MS.

"the SSCS + MS learning improved the creative thinking ability of the low academic students ability as much as 36.18% higher than that of the high academic students"

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it
• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• SSCS alone also reversed the ability gap: low academic students improved 17.66% more than high academic students — related
• Under SSCS+MS, low academic students' creative thinking improvement exceeded high academic students' (descriptive corrected means) — possibly the same claim (merge candidate)
• Learning model and academic ability each significantly affect creative thinking, but their interaction does not — related
• Under traditional learning, high academic students' creative thinking improvement exceeded low academic students' — related