CREATIVE THINKING IN ISLAMIC HISTORY LEARNING
A COMPARATIVE STUDY OF STUDENT PRODUCTS IN INDONESIA AND THAILAND
DOI:
https://doi.org/10.30868/ei.v15i03.10324Keywords:
Creative thinking skills; history learning; student-generated product; comparative study; Indonesia–Thailand; TTCT.Abstract
This study aims to analyze and compare how creative thinking is manifested in student-generated Islamic History learning products in Indonesia and Thailand. The study employed a comparative descriptive qualitative design supported by descriptive quantitative scoring. Data were collected through classroom observations, semi-structured teacher interviews, and documentation of seven student-generated learning products, comprising videos, historical timelines, posters, and a historical anthology in Indonesia, and mind maps, storytelling, and historical performances in Thailand. The products were analyzed using four dimensions of creative thinking derived from Torrance: fluency, flexibility, originality, and elaboration. Each product was assessed by two expert raters using a five-point creativity rubric, and the resulting scores were used as descriptive quantitative evidence to support the qualitative interpretation. The findings reveal different patterns of creative expression across the two contexts. Indonesian products obtained mean scores of 4.00 for fluency, 3.51 for flexibility, 3.21 for originality, and 4.31 for elaboration. Thai products obtained mean scores of 4.22 for fluency, 4.28 for flexibility, 4.20 for originality, and 4.00 for elaboration. These findings indicate that Indonesian products tended to manifest creative thinking through the elaboration and detailed development of historical content, whereas Thai products demonstrated relatively stronger flexibility, originality, and fluency through conceptual, narrative, and performative forms of historical representation. The findings suggest that creative thinking in Islamic History learning is not manifested through a single form of product or expression but is closely related to the affordances of learning activities and modes of historical representation. The study contributes to comparative research on creative thinking in Islamic History education by demonstrating how student-generated products can provide tangible evidence of creative engagement and meaningful historical understanding across different educational contexts.
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