[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-235072-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-235072-en":127},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","building-creativity-student-through-portfolio-model-based-learning","Building Creativity Student through Portfolio Model-Based Learning","","Purpose of this research is to develop students’ creativity through portfolio model-based learning. The study applies development research using classroom action research principles across three cycles. Cycle I shows average creative thinking ability of 24.28% and attendance of 32.5%. Cycle II records improvement with effectiveness of 48.47% and attendance of 47.5%. Cycle III reaches high-category creativity of 75.71% with 82% participation, concluding that portfolio learning improves creative thinking ability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/building-creativity-student-through-portfolio-model-based-learning/235072/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/building-creativity-student-through-portfolio-model-based-learning/235072.png","ImageObject",442,249,{"name":42,"@type":43},"Aurora","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To develop students’ creativity using portfolio model-based learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and design are used?",{"text":68,"@type":64},"Development research applying classroom action research principles across three cycles.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the results change across the three cycles?",{"text":72,"@type":64},"Creative thinking ability and student attendance increase each cycle: 24.28%/32.5% (cycle I), 48.47%/47.5% (cycle II), and 75.71%/82% participation (cycle III).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},235072,1791391629,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":136,"language":137,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":12,"update_tm":141,"read_time":30},4810365810221,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","“CIVIC-CULTURE : Jurnal Ilmu Pendidikan Dasar” Hal. 136-144  \nISSN 2579-9924 (Online)  \nISSN 2579-9878 (Cetak)  \nBuilding Creativity Student through Portfolio Model-Based Learning  \nSubject Civic Education  \nAgung Kurniawan  \nSTKIP PGRI Sidoarjo  \n[d0kt012@gmail.com](d0kt012@gmail.com)  \nAbstract  \nThe purpose of this research is to develop creativity using portable-based learning method. The study is development research using classroom action research principle. This research uses three research cycles. In the first cycle Average students' creative thinking ability in Lead cycle 24.28%. The average student attendance in educational activities in the first cycle was 32.5%. In the second cycle, the average increase in student effectiveness in cycle II of 48.47%. The average student attendance in the learning activity in the second cycle was 47.5%. In cycle three addition, the ability will be used in a high category that is equal to 75,71%, student participation in learning activity included in the good category, that is equal to 82%. Thus it can be concluded that the learning portfolio can improve students' creative thinking ability.  \nKeywords: Creativity, Based Learning Model Portfolio, Civic Education  \nAbstrak  \nTujuan dari penelitian ini adalah untuk mengembangkan kreatifitas dengan menggunakan metode pembelajaran berbasis portopolio. Penelitian yang digunakandalam penelitian ini adalah penelitian pengembangan dengan menggunakan prinsip penelitian tindakan kelas. Penelitian ini menggunakan tiga siklus penelitian. Pada siklus pertama Rata-rata kemampuan berpikir kreatif siswa pada siklus I berjumlah 24,28%. Partisipasi rata-rata siswa dalam kegiatan pembelajaran pada siklus pertama adalah 32,5%. Pada siklus kedua Rata-rata kemampuan berpikir kreatif siswa pada siklus II sebesar 48,47%. Partisipasi rata-rata siswa dalam kegiatan pembelajaran pada sikluskedua adalah 47,5%. Pada siklus tiga Selain itu, kemampuan berpikir kreatif siswadalam kategori tinggi yaitu sebesar 75,71%, Partisipasi siswa dalam kegiatanpembelajaran termasuk dalam kategori baik, yaitu sebesar 82%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis portofolio dapat meningkatkan kemampuan berpikir kreatif siswa.  \nKata Kunci: Kreatifitas, Pembeajaran Portopolio, Pendidikan Kewarganegaraan  \nI. Introduction  \nSchools have a role and responsibility in preparing citizens who have a strong and consistent commitment to maintaining the unitary state of Indonesia. Efforts are conduct educational programs that provide various capabilities as a citizen, through the implementation of citizenship education subjects in school.  \n“CIVIC-CULTURE : Jurnal Ilmu Pendidikan Dasar” Hal. 136-144  \nISSN 2579-9924 (Online)  \nISSN 2579-9878 (Cetak)  \nIn connection with the interests of educational institutions, communities, and nations, educators have an essential role in facilitating learners to be able to reach the standard of competence specified in the curriculum. In performing the duties of educators demanded optimalism have the creativity to encourage creative thinking abilities of learners. For that educators need to redefine the role of the original as a source of knowledge in classroom managers whose primary function do the design of learning and motivating learning to the learners.  \nIn the teaching and learning activities, there is a lot of ways of learning that can be used by educators to achieve the learning objectives. In general, how to teach educators can be grouped into two methods: traditional and modern.  \nTeaching conducted traditionally conventional methods (e.g. lectures, question, and answer) less stimulating activity and creativity of learners optimally, because the student activities only passively, i.e., listening to lectures educators and difficult incomprehensible to ask about things that are more nature verbalises, The size of their participation is only marked by the question or not. If no one asked, it means the student has understood, a","cbCair2Q1WWnFwor","https://ap.wps.com/l/cbCair2Q1WWnFwor","pdf",158938,9,"English","# Abstract\n## Research Purpose\n## Research Method (Three Cycles)\n## Results\n## Conclusion\n# Keywords","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To develop students’ creativity using portfolio model-based learning.\"},{\"question\":\"What research method and design are used?\",\"answer\":\"Development research applying classroom action research principles across three cycles.\"},{\"question\":\"How do the results change across the three cycles?\",\"answer\":\"Creative thinking ability and student attendance increase each cycle: 24.28%/32.5% (cycle I), 48.47%/47.5% (cycle II), and 75.71%/82% participation (cycle III).\"}]","Building Creativity Student through Portfolio Model-Based Learning | PDF",1789094261]