THE EFFECTIVENESS OF USING ENVIRONMENTAL PROMOTIONAL TOOLS ON STUDENTS' CREATIVITY IN SCIENCE LEARNING

Abstract

Science and Social Studies (IPAS) learning requires the use of concrete media to help students understand concepts more meaningfully; However, classroom practice in elementary schools is still dominated by lecture-based methods, which limits the facilitation of students' creativity. This study aims to analyze the effectiveness of using instructional aids based on the surrounding environment in enhancing the creativity of sixth-grade students. The research employed a quantitative descriptive method involving 24 students as participants, with data collected through a Likert-scale questionnaire assessing four creativity indicators: fluency, flexibility, originality, and elaboration. Data analysis included validity testing, reliability testing, frequency distribution analysis, and a One Sample T-Test using SPSS. software. The results indicate that all aspects of creativity exceeded the standard value (μ₀ = 75) with significant t-values, and that 20 students were classified in the “very satisfactory” category while 4 students were in the “satisfactory” category. Therefore, the use of instructional aids based on the surrounding environment is considered effective in enhancing students' creativity. These findings lead to a recommendation for teachers to optimize the use of environment-based instructional aids as a pedagogical strategy capable of enriching learning experiences, increasing student participation, and strengthening students' creative thinking skills in a sustainable manner.