Pengaruh model pembelajaran creative problem solving (CPS) terhadap hasil belajar fisika dan kemampuan berpikir kreatif peserta didik
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to determine The Effect of Creative Problem Solving (CPS) Learning Model on Physics Outcomes In Terms Of Learning and Creative Thinking Ability. This research was carried out at SMAN 88 Jakarta. This research method used is Pre Experimental Design with One Group Pretest-Posttest research design, sampling technique used is the Simple Random Sampling technique so that everyone has the same opportunity. The population of this study was 36 students in the experimental class after the data were normally distributed and homogenous based on normality test using Liliefors Galat Taksiran and homogeneity tests using Barlett Test, and hypothesis testing using t-test. Based on the calculation results obtained , and the homogeneity calculation results obtained while the results of hypothesis testing at a significant level a = 0.05 obtained and at a = 0.01 with . Then Ho is which mean that there is influence of Creative Problem Solving (CPS) Learning Model On Physics Outcomes In Terms Of Learning and Creative Thinking Ability.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.010 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it