Universal Journal of Educational Research 9(6): 1291-1297, 2021 http://www.hrpub.

org
DOI: 10.13189/ujer.2021.090618

The Effectiveness of Instructional Media to Improve

Early Childhood Creative Thinking Skills
Margarita Inuk1, Erdawati1, Tjipto Sumadi1, Jarudin2,*

1
Early Childhood Education Programs, State University of Jakarta, DKI Jakarta, 132220, Indonesia
2
Department of Technology Information, STMIK Bina Sarana Global, Banten, 15114, Indonesia

Received November 14, 2020; Revised April 15, 2021; Accepted May 11, 2021

Cite This Paper in the following Citation Styles

(a): [1] Margarita Inuk, Erdawati, Tjipto Sumadi, Jarudin , "The Effectiveness of Instructional Media to Improve Early
Childhood Creative Thinking Skills," Universal Journal of Educational Research, Vol. 9, No. 6, pp. 1291-1297,
2021. DOI: 10.13189/ujer.2021.090618.
(b): Margarita Inuk, Erdawati, Tjipto Sumadi, Jarudin (2021). The Effectiveness of Instructional Media to Improve
Early Childhood Creative Thinking Skills. Universal Journal of Educational Research, 9(6), 1291-1297.
DOI: 10.13189/ujer.2021.090618.
Copyright©2021 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract Instructional media is a tool used in the

learning process to convey material, information and
communicate with students to achieve learning
effectiveness. The use of instructional media is also 1. Introduction
expected to increase students’ understanding of the
subjects being taught. This study aims to develop Memorization and non-contextual learning makes
instructional media in improving creative thinking skills in children less understanding of deep learning. Children
early childhood ages 5-6 years. The number of samples in have difficulty understanding more complex ideas and
this study was 36 divided into three groups. The first group applying the knowledge they acquire to new situations. As
a result, children cannot build knowledge and apply their
consisted of three students with different characteristics for
learning from one case to another. Learning like this makes
the implementation of the one-to-one trial. The second
children who are only mental followers and not innovators,
group consists of 6 students for the small group trial. At the
less initiative, who must always be directed, passive and
same time, the third group consisted of 25 students for field
less dynamic. Learning outcomes that still emphasize
trials. The instruments used were pre-test and post-test. The
academic skills using repetition and memorization are still
stages of developing instructional media are carried out in
found in some developing countries[1]. Parents' mistaken
three main stages, namely; 1) conduct needs analysis, 2)
believe that a child’s academic success is 100% in the
develop initial products, 3) expert validation, revisions, and
school’s hands. Parents’ pride lies when the child gets an
trials. The results showed that effective instructional media
excellent academic achievement, the education program is
could improve early childhood creative thinking skills. For
still teacher-centred rather than child-centred[2]. Learning
that, it is suggested that teachers become learning that frees the child to reflect his interests, develop creativity
developers, not just educators. Therefore an understanding is far from hopeful.
of development research is needed to support the learning Children’s creative abilities where children can have the
process. Implications Educational institutions can take ability to develop their ideas are less developed. This
advantage of learning media that have been developed results in the profile of graduates not being met. To
because of the obstacles that students have faced in improve creative skills in early childhood[3]. Kindergarten
increasing their creative thinking skills. education should provide a pleasant, meaningful, and
Keywords Media Effectiveness, Early Childhood, warm experience, as parents provide in a home
Creative Thinking environment[4]. In line with this, it was revealed that early
childhood education is intended to facilitate the growth of
1292 The Effectiveness of Instructional Media to Improve Early Childhood Creative Thinking Skills

children based on the norms and values of life[5]. Early environment[14]. First of all, all that is required is the
childhood education should not be academically oriented process of busying yourself creatively without having to
but should provide a learning experience for the child. always or too quickly demand; it will come naturally in a
Early childhood education programs must also be tailored climate of support, acceptance, and appreciation.
to the needs, interests, and development of children. The purpose of this research is to develop instructional
Based on the mapping of previous research that relevant media to improve early childhood creative thinking skills.
that textbooks are excellent to increase student The question of his study is whether is it practical to
creativity[6]. Instructional strategies using questions, class enhance creative thinking skills in early childhood? The
discussions, self-directed studies, inductive and deductive novelty of this research on the concept of media dislocation
thinking, media or social media make students engage in through Investigation, idea generation, implementation,
learning activities and create learning innovations[7]. communication and evaluation.
Media as a practical guide on how thinking skills can be
improved in the classroom of the early years and how to
assess whether young people think constructively[8]. 2. Materials and Methods
Innovation and creativity are fundamental to all academic
disciplines and educational activities. The creative process
and the reflections considered are critical components to 2.1. Sample
understanding the learning experience. Several teaching The research was conducted in four places, namely
and learning approaches need to be considered in helping Study Group B Penabur Jakarta and Bekasi. It involves 36
nurture creativity and innovation[9]. students range from 5 to 6 years old divided into three
The confidence of the teachers doesn’t seem to have groups. The first group consisted of 3 participants with
changed much throughout the entire project period. moderate ability characteristics, above medium and below
However, the practice of constructive pedagogy of thought average for the One-to-one trial. The second group
strategy interventions appears to affect teachers' teaching consisted of 6 participants for a small group trial with the
of more dialogist methods[10]. Creativity is an essential same characteristics as the On-to-one trial. The third
human characteristic. This is probably the best thought as a group consisted of 25 participants used for field tests as
process, requiring a mixture of ingredients, including
the effectiveness of the developed product.
personality traits, abilities and skills, in helping young
people to develop their creativity by providing a creative
environment, allowing children to build skills through 2.2. Research Design
playing, behaving creatively themselves and praising The approach used in this study is a quantitative
children’s creative efforts[11]. approach by obsessing over the Hannafin and Peck
Based on previous research results, a new focus to
models[15]. The process after the instruction media has
increase creativity in upper-level students is not yet in early
been developed before the trial with prospective users will
childhood. Meanwhile, Sharp research has focused on
be validated. Validation is carried out by a team of experts
developing a learning environment to increase children’s
consisting of content, design and media experts. After the
imagination, but not yet with media instruction.
media is declared viable by a team of experts, the
Researchers will develop media instruction to improve the
developed product is conducted with one-to-one groups,
creative thinking of early childhood aged 5-6years.
small groups, and large groups.
Learning media is a material presence that teachers can
use to carry out teaching and learning activities and support
students in achieving learning objectives[12], [13]. It 2.3. Research Instruments
shows that teaching media includes all materials and
Instruments are designed according to the concept of
physical means that teachers can use to carry out learning
creative thinking skills to determine the level of
and facilitate students’ learning objectives. In this study,
understanding after completing a series of learnings. The
learning media is interpreted as a tool used in the learning
device used is a Likert-scale questionnaire intended to
process to convey materials, information and communicate
assess the level of knowledge based on creative thinking
with students to achieve learning effectiveness.
abilities. The assessment rubric for score: 1= children are
Teachers should help early childhood discover their
talents and appreciate them. To develop creative thinking, not developing, 2= children are designing, 3= children are
children need to be left creatively busy. Educators should developing as expected, and 4= children are developing
stimulate early childhood to engage in activities by helping very well. The instrument used has been validated before
to find what is required. In this case, the important thing is use. The question item consists of 6 items. The grid of
to give the child the freedom to express themselves items used is presented in Table 1. The component
creatively because it does not harm others or the discussed in this study is creative thinking skills.
 Universal Journal of Educational Research 9(6): 1291-1297, 2021 1293

Table 1. Creative Thinking Instrument Grid empirically. The developer provides each student with
No. Question indicator
Number of learning media and response sheets to freely provide
items information and instructional media responses. The
1. Delivering Ideas 1 provision of instructional media and response sheets is
2. Combine ideas 1
carried out separately to make responses according to their
3. Troubleshooting 1
individual opinions. This One to one test concludes the
4. Alternative answers 1
5. Correct 1
results of the answers given to improve overall learning
6. Find a function 1 activities.
Total 6 At the end of the one-to-one trial, a test will be given to
measure the level of understanding of the learning material
being studied, while the test results data for three students
2.4. Data Analysis Techniques are presented in table 2.
Data analysis techniques with quantitative approaches Table 2. Results of one to one trial
are carried out by conducting statistical tests to determine
No. Respondent Ability to think creatively
the significance of differences in children’s abilities
before and after the learning media trials. According to 1. Respondent 01 Children develop very well
Borg, Gall and Gall[16], for respondents less than 30, 2. Respondent 02 Children develop as expected
statistical tests are conducted by conducting t-tests. T-test 3. Respondent 03 Children develop very well
was conducted to determine the effectiveness of media
instruction on implementing large group trials—T-test for Based on the results of one-to-one trials that children
paired or non-independent samples, using the t-test develop as expected and develop very well, the learning
formula[17]. T-test was conducted to determine the media created is very feasible for learning.
effectiveness of media instruction on the implementation
of large group trials. The t-count value is then compared 3.2. Small Group Trial Results
to the one-way test tablet-value with a confidence level of
α = 95% with a freedom level (df = n-1). If the t-count is Small group evaluation aims to obtain information used
greater than the t-table, then the researcher rejects the zero in improving the product in the next revision. The trial
hypotheses, which means the alternative hypothesis is phase was carried out on six students. This small group
accepted represents the actual target population, and among them
does not include students who have participated in the
One-to-one trial. The input expected is not only about
3. Results and Discussion instructional media but also the instructional process.
This stage begins by gathering students in the classroom
This study results produce innovative instructional and then being informed about the intent and purpose of
media that can improve creative thinking in early conducting the small group trial. The information
childhood ages 5-6 years. By using instructional media that conveyed is in the form of responses from students to the
are designed systematically, early childhood can improve activities that take place including assessing the quality of
their creative thinking skills. Instructional media has been learning products both regarding the material and the
validated based on an expert team’s assessment consisting learning process and tests that will be carried out at the end
of content, media, and design experts. of this trial. The distribution of instructional media and
comment sheets to students is carried out after being
3.1. One-to-One Trial Results informed of the trial’s objectives and intentions. Then give
students one month to study the instructional media and fill
The results of the One-to-one trial were carried out out the comment sheets that have been distributed.
between learning developers and three students Most students have no difficulty understanding the
individually. The selected students are students who have material in the instructional media from the small group
moderate, above moderate, and under-moderate abilities. evaluation results. Students generally comment very
This trial aims to identify and reduce errors in instructional clearly for instructional purposes because each content
media; besides, this evaluation is intended to get students explains and illustrates images and examples that support
responses about the content of instructional media, understanding. Table 3 questions and comments from
materials, and the feasibility of instructional media students as follows.
1294 The Effectiveness of Instructional Media to Improve Early Childhood Creative Thinking Skills

Table 3. Results students’ comments during the trial Students are given instructional media and opportunities
No. Question Answer to learn. This is done because it is to identify deficiencies
1. or weaknesses in the instructional media, be it material,
Is the instructional media easy to Very easy
instructional objectives, and learning outcomes. By the
understand?
2.
Can the media help practice? Very helpful main aim of developing instructional media to increase
Is the media evident in its creative thinking in early childhood. Field trials are
3.
presentation? conducting tests to see the learning training results by
Does the media make it easy to Easy conducting preliminary and final examinations, likewise,
practice?
4. with the response of students who learn using learning
Are the media exciting in assisting Interesting and fun
the exercise? There is no modules following developer teaching according to
5. learning materials that have been done starting from the
Are there any difficulties in
understanding the material in the initial steps. The data descriptions on the results of the
instructional media? Very helpful initial and final test results of the field trials can be seen in
6.
Can the media help increase
Table 5 below.
competence? Could
7.
Can the practice questions in your Table 5. Result Description Pre-test and Post-test
media put into practice? Easy
8. Std.
Is the formative test easy to N Min Max Mean Variance
practice? Very happy because Deviation
9.
Give your comments about there is a guide in Pre_Test 25 2 4 3 0.759 0.577
instructional media. learning
Post_Test 25 3 4 4 0.458 0.210
Valid N
The time given to study the instructional media material 25
(listwise)
is sufficient so that students are elementary to answer all
the questions asked in the response sheet. So the conclusion Based on table 5 above, the results of the pre-test mean
is that the small group trial results did not change much in value of 3 stars and the products of the post-test four stars
the instructional media, both the material and the learning. can tell that there is a change in the ability to think
The results of the tests carried out after the end of the small creatively so that the paired T-test can be carried out more
group trial areas in table 4 below: clearly with the SPPS application as in table 6 below.
Table 4. The Result Evaluate Small Group Trial Table 6. Paired T results

No. Respondent Ability to think creatively Statistical Test Results

Pre-Post
1. Respondent-01 Children develop very well
Mean -0,800
2. Respondent-02 Children develop as expected
df 24
3. Respondent-03 Children develop as expected
T-count 8,000 Table = 1.711
4. Respondent-04 Children develop very well
Std. Deviation 0.500
5. Respondent-05 Children develop as expected
p-Value 0.000 α = 0.05
6. Respondent-06 Children develop as expected
Based on table 6 above, it is found that the value of
Data from the test results of small groups that all can T-count = 8,000 when compared with the t table on df 24 of
develop very well and develop as expected. Mean that the 1,711. The result of paired T that T count = 8,000 > 1,711 T
generated media has excellent criteria can be concluded table can be interpreted as significant, meaning that the
that the media is very feasible to conduct major trials or pre-test score is different from the post-test score. You can
field trials. It’s just that developers are still coordinating also look at the Sig. (2-tailed) or Paired T-test probability /
with teachers who teach in the classroom to revise learning p-value, 0.000. This means: there is a difference between
media. before and after treatment, because p-value = 0.000 <α =
0.05 (95% confidence level). The mean value: -0.800 is
3.3. Field Trial Results negative. This means that there is a tendency to increase
post-test scores after treatment. An average increase of 0.8
From input and suggestions from previous trials, field can be concluded that learning media effectively improves
trials were carried out. Field trials aim to see the early childhood creative thinking skills in 5-6 years.
effectiveness of the instructional media in achieving Early childhood will depend on environmental support,
predetermined learning objectives. The trial was conducted and strong motivation in yourself [18]. In the family, in
with 25 students, adjusted to the number of students who school, there must be in the name of either creative
entered the 2020 academic year. The primary trial process attitudes and attitudes of group individuals in the work
was carried out like a small group trial; only the students’ environment or the community[19]. Therefore, education
population was more than the small group trial. should be the students' uniqueness and talents (do not get
 Universal Journal of Educational Research 9(6): 1291-1297, 2021 1295

carried away with all the same things or have the same namely an attempt to change students’ behaviour.[30].
interests). Behavioural changes can occur because of the interaction
Creative thinking has several mechanisms or processes between students and their environment.
to go through[7], [19]. According to psychologists, there Next, Gagne[31]explained that behaviour changes
are five stages of creative thinking: a) Orientation; depend on two (2) factors, namely: factors from within and
problems are formulated, and aspects of the problem are factors from outside. Meanwhile, Vogel-Walcutt[32] said
identified. b) Preparation; to collect as much information that learning is an effort to provide stimulation, guidance,
relevant to the problem as possible. c) Incubation; the direction, and encouragement to students so that the
process of temporary dismissal when various problems are learning process occurs. Digital media can motivate
faced with a dead end. But even so, the thought process students to improve skills, improve performance, and
continues in the subconscious soul. d) Illumination; when performance satisfaction in digital media [33], [34]. As
the incubation period ends with discovering a solution to students increasingly need to learn content and
solve the problem. e) Verification; stage of testing and perspectives not provided as part of the curriculum, they
critically assess the proposed troubleshooting in the fourth need to build additional support for learning through digital
stage[20]–[23]. media[35]. Digital media learners who successfully deal
Indeed, the ability to think creatively basically belongs with distractions in socio-cognitive conflict resolution and
to everyone. Creative thinking is the ability to create new productive friction are indispensable for learning and
and original ideas. Even people who feel unable to develop knowledge construction[36], [37].
new ideas can think creatively as long as they are trained.
Therefore, it is necessary to know in advance how to think
creatively. According to Rigolizzo and Amabille[24], there 4. Conclusions
are four components of creativity, all of which contribute to
the results of each person’s creative process. In order, it can The development of instructional media to improve
be stated as follows: (1) identification of problems or creative thinking skills by applying a systems approach
opportunities; (2) preparation; (3) bring up ideas; and (4) tailored to special students' backgrounds and needs for
evaluation of ideas and implementation. The creative early childhood, the age range of 5-6 years. Instructional
process's initial stage, namely problem identification, is media that is built through the formulation of learning
solved by challenging assumptions of challenging objectives, identification of needs, competency maps,
assignments. preparation of specific learning objectives, bragging of
Creative thinking needs to be developed and nurtured in assessment tools, and learning strategies in the learning
the child. According to Majesty, the child is creative, which system depart from the assumption that a person’s
is the child's nature and already exists. This means that they knowledge, skills, and attitudes can be changed through his
enjoy exploring the world with brilliant ideas and even learning experience and information processing.
using what they can find in original and original ways. Development instructional media can help children in
Another reason for the development of creative thinking, cognitive training in a measured and directed manner.
according to Munandar[25], is as a manifestation of his Learning materials are developed to assist the learning
embodiment. Self-realization is one of the basic needs of process in improving creative thinking skills through
man. Creativity skills can be seen as a possibility to be instructional media, carried out for 30 minutes every day
smooth and flexible when searching for and seeing various for two months regularly. This instructional media is easy
opportunities in problem-solving from multiple to use because it is equipped with a QR Code hyperlink.
perspectives that will give birth to many ideas. Creativity Students do not need to read the tutorial and use the media
can also provide infinite individual satisfaction and according to the material or level.
improve individuals and societies' quality of life in the Teachers and parents must socialise to support
form of pictures, ... instructional media use widely because this instructional
This is supported by Orey[26], who argues that media is easy to operate or use. The Instructional media
interactive media makes learning effective and learning product developed is a learning resource for cognitive
progressive. According to research, Lewis-Pierre and training in improving children's creative thinking skills
Aziza[27]states that learning media facilitate learning as ages 5-6 years.
effective learning materials and interactive learning
resources. According to Rusmono, Jarudin, and Prajka [28],
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