Creativity and Reading Literacy Effects on Fourth Grade Learning Outcomes: An Experimental Study
DOI:
https://doi.org/10.37985/jer.v7i2.3631Keywords:
creativity reading literacy learning outcomes elementary education multiple linear regressionAbstract
Elementary education constitutes a critical foundation for students' academic and cognitive development, where the interplay between creativity and reading literacy has been increasingly recognized as essential determinants of learning achievement. This study investigated the effects of creativity and reading literacy on the learning outcomes of fourth-grade students at Sekolah Dasar Negeri 96/III Bunga Tanjung. A quantitative research design with an associative-predictive approach was employed, involving 28 fourth-grade students as research subjects. Data were collected through validated questionnaires and reading literacy assessments, subsequently analyzed using multiple linear regression. Results indicated that both creativity and reading literacy exerted significant positive effects on student learning outcomes, both partially and simultaneously, with reading literacy emerging as the stronger predictor (β = 0.52) compared to creativity (β = 0.38), and both variables jointly explaining 58.7% of the variance in academic performance (R² = 0.587). These findings suggest that cultivating creativity and reading literacy in early education is imperative for improving students' overall learning outcomes.
Downloads
References
Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157–183. https://doi.org/10.1016/j.riob.2016.10.001
Amri, S., & Rochmah, E. (2021). Pengaruh kemampuan literasi membaca terhadap prestasi belajar siswa sekolah dasar. EduHumaniora: Jurnal Pendidikan Dasar Kampus Cibiru, 13(1), 52–58. https://doi.org/10.17509/eh.v13i1.25916
Andayani, A. (2025). Peningkatan literasi digital dan kreativitas guru sekolah dasar melalui pelatihan augmented reality di Jakarta Timur. Jurnal Pengabdian Masyarakat Nusantara, 1(November), 80–89.
Baker, S., Field, C., Lee, J., & Saintilan, N. (2021). Supporting students' academic literacies in post-COVID-19 times: Developing digital videos to develop students' critical academic reading practices. Journal of University Teaching & Learning Practice, 18(4), 1–18. https://doi.org/10.53761/1.18.4.8
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2
Çalışkan, Ç., & Karabey, B. (2025). The impact of cognitive flexibility and classroom engagement on high school students' creative problem-solving skills. Thinking Skills and Creativity, 45, 101–112. https://doi.org/10.1016/j.tsc.2025.101112
De Gambelas, C., & Mendes, A. (2022). Dynamic and interactive tools to support teaching and learning. Education Sciences, 12(3), 1–19. https://doi.org/10.3390/educsci12030185
Fatimah, S., & Kartika, I. (2021). Pengaruh aktivitas belajar kreatif terhadap hasil belajar matematika siswa sekolah dasar. Jurnal Pendidikan Matematika, 15(2), 113–124. https://doi.org/10.22342/jpm.15.2.13456.113-124
Gökçe, S., & Güner, P. (2024). Pathways from cognitive flexibility to academic achievement: Mediating roles of critical thinking disposition and mathematics anxiety. Current Psychology, 43(20), 18192–18206. https://doi.org/10.1007/s12144-024-05642-0
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2011). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/10.3109/17549507.2014.904441
Jauza, N. A., & Albina, M. (2025). Model dan pendekatan penelitian kuantitatif: Kajian filosofis, metodologis, dan aplikatif. Jurnal Ilmiah Pendidikan dan Pembelajaran, 9(1), 104–111.
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance tests of creative thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805
Kusuma, E. M., Wijaya, B. R., & Adinanda, A. (2025). Analisis statistika hubungan antara hasil tes kemampuan berpikir kreatif dan pencapaian akademik siswa dalam IPAS kelas IV SDN Socah 2. Jurnal Pendidikan Dasar Indonesia, 7(1), 45–53.
Lestari, D., Supriyadi, E., & Wahyuni, R. (2022). Pengaruh tugas berbasis kreativitas terhadap retensi dan hasil belajar IPA siswa sekolah dasar. Jurnal Ilmu Pendidikan, 28(1), 45–57. https://doi.org/10.17977/um048v28i12022p045
Miller, A., Miller, E. A., Li, T., Chen, I., Krajcik, J., & Kelly, S. C. (2025). Designing for and investigating elementary students' cognitive flexibility, science, and literacy achievement in project-based science learning. Journal of Research in Science Teaching, 62(1), 1–23. https://doi.org/10.1002/tea.21980
Munandar, U. (2012). Pengembangan kreativitas anak berbakat. Rineka Cipta.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Pangestu, K., Malagola, Y., Robbaniyah, I., & Rahajeng, D. (2024). The influence of project based learning on learning outcomes, creativity and student motivation in science learning at elementary schools. Jurnal Prima Edukasia, 12(2), 194–203. https://doi.org/10.21831/jpe.v12i2.63208
Pratiwi, D., Kusumawati, N., & Hidayat, A. (2022). Reading fluency, comprehension, and academic performance: A regression study among Indonesian elementary students. Jurnal Pendidikan dan Kebudayaan, 7(1), 88–101. https://doi.org/10.24832/jpnk.v7i1.2841
Putra, D., Khafi, I., Shiddiq, A. J., Nugroho, B., & Dahlan, U. A. (2024). Integrasi teknologi immersive learning dalam pembelajaran sekolah dasar. Jurnal Teknologi Pendidikan, 4(2), 218–230. https://doi.org/10.17509/jtp.v4i2.61234
Putra, R. D., Murtadho, M. A., Isnaini, M., & Afgani, M. W. (2025). Design penelitian kuantitatif: Pengertian dan macam-macam jenisnya. Jurnal Inovasi Pendidikan, 5(3), 191–199.
Rahmawati, F., & Suryadi, D. (2022). Hubungan kemampuan literasi membaca dengan hasil belajar siswa sekolah dasar: Studi korelasional di Jawa Barat. Jurnal Basicedu, 6(4), 5892–5901. https://doi.org/10.31004/basicedu.v6i4.3241
Role, T. H. E., ICT, O. F., Creating, I. N., & Learning, I. (2025). The role of ICT in creating interactive learning. Al-Irsyad: Jurnal Pendidikan dan Konseling, 4(2), 156–168.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Sari, N. K., & Nurhayati, S. (2023). Pengaruh intervensi berbasis literasi terhadap hasil belajar lintas mata pelajaran siswa sekolah dasar. Jurnal Pendidikan dan Kebudayaan, 8(2), 112–125. https://doi.org/10.24832/jpnk.v8i2.3897
Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. RAND Corporation.
Torrance, E. P. (1966). Torrance tests of creative thinking: Norms-technical manual. Personnel Press.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wariunsora, M., Pattiruhu, F. J., Pattiruhu, H., & Utami, B. (2025). Analisis pengaruh keterampilan digital, analytical thinking dan perilaku belajar terhadap prestasi akademik siswa. Jurnal Riset Sosial Humaniora dan Pendidikan, 3(4), 2406–2411. https://doi.org/10.62383/risoma.v3i4.847
Witarsa, R., & Rizki, L. M. (2022). Analisis pengembangan kompetensi profesional guru di sekolah dasar. Jurnal Basicedu, 6(3), 4114–4121. https://doi.org/10.31004/basicedu.v6i3.2890
Zakir, S., Hoque, M. E., Susanto, P., Nisaa, V., Alam, K., Khatimah, H., & Mulyani, E. (2025). Digital literacy and academic performance: The mediating roles of digital informal learning, self-efficacy, and students' digital competence. Frontiers in Education, 10, 1590274. https://doi.org/10.3389/feduc.2025.1590274
Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah. (2019). Revealing the relationship between reading interest and critical thinking skills through Remap GI learning. International Journal of Instruction, 12(2), 101–116. https://doi.org/10.29333/iji.2019.1227a
Downloads
Published
How to Cite
License
Copyright (c) 2026 Asan Basri, Sumanti Sumanti , Siti Aisyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
