Yes Matheos Lasarus Malaikosa, Amira Najiha Binti Yahya, Kartika Rinakit Adhe, Sri Widayati, Wulan Patria Saroinsong
This study examines the effectiveness of the Experiential Creative Learning model, implemented through the Creative Mind Adventure game, in enhancing divergent thinking skills in young children. The research was conducted across three kindergartens (Amarilys, Labschool, and Nada Ashobah), involving male and female participants. Divergent thinking improvement was measured using N-Gain Scores and N-Gain Percentages. The results demonstrated significant improvement in both genders, with female participants showing higher and more consistent gains. The average N-Gain Score for females ranged from 0.9089 to 0.9564, while that for males ranged from 0.9007 to 0.9201. Female participants also exhibited lower score variability, indicating more uniform progress. In addition to the game, learning activities such as group discussions, creative drawing, storytelling, and role-playing were incorporated to stimulate divergent thinking. These findings suggest that the Experiential Creative Learning model, mainly through game-based activities, effectively enhances creativity, with a more pronounced impact on female children. The study supports applying creative experiential learning to foster cognitive flexibility and creativity in early childhood education. To optimize the model’s effectiveness across diverse educational settings, further research is recommended to explore contextual factors, such as institutional culture and instructional strategies. © 2025 Common Ground Research Networks. All rights reserved.
State University of Surabaya, East Java, Surabaya, Indonesia; Department of Educational Psychology and Counselling, Faculty of Education, University of Malaya, Malaysia
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