EFFECTIVENESS OF SYNECTIC MODEL IN IMPROVING CREATIVE THINKING SKILL AMONG VI STANDARD STUDENTS

Abstract

The development of creative thinking skills in students is vital for fostering innovation and problem-solving capabilities in the modern educational landscape. This study explores the effectiveness of the Synectic model, an instructional approach designed to enhance creativity, in improving creative thinking skills among VI standard students. An experimental study was conducted with 25 sixth-grade students, who were randomly assigned to an experimental group and a control group. The experimental group was exposed to the Synectic model, while the control group followed the standard curriculum. Pre-test and post-test assessments were administered to both groups to measure creative thinking skills. The pre-test scores indicated no significant difference between the experimental group (M = 27.48, SD = 7.561) and the control group (M = 26.84, SD = 9.986), with a calculated t-value of 0.255 (p > 0.05). However, post-test results revealed a significant improvement in the experimental group's creative thinking skills (M = 45.36, SD = 8.44) compared to the control group (M = 33.92, SD = 9.34), with a calculated t-value of 5.886 (df = 24, p < 0.05).

The findings demonstrate that the Synectic model significantly enhances creative thinking skills among VI standard students. This study provides empirical evidence supporting the integration of the Synectic model into educational practices to foster creativity. Further research with larger sample sizes and diverse populations is recommended to validate and generalize these findings. This study contributes to the growing body of literature advocating for innovative instructional methods to develop essential 21st-century skills in students.