The impact of STEM-based independent learning unit on students’ mastery of the respiratory system topic

One of the efforts to overcome distance learning problems due to the lack of facilities owned by Bali Mandara Senior High School students is by implementing Independent Learning Unit (ILU). However, the ILU that has been developed so far has not been successfully applied in the biology class as evidenced by the average value of students’ understanding being four points below the passing grade. The application of STEM-based ILU is the solution in improving the students’ biology learning outcomes. In conducting the research, post-test data on biology learning outcomes on the respiratory system topic and the students’ responses toward a questionnaire administered were taken from the control group and the treatment group. The average post test score was compared with the passing grade. The results showed that the percentage of the learning mastery of the experimental group using STEM-based ILU was 81% while that of the control group was 59%. It is very likely that the result occured because STEM-based ILU provided a learning stimulus to foster the students’ independence and active involvement in competency mastery. For this reason, STEM-based ILU needs to be developed in distance learning for the other topics.

Introduction
Bali Mandara State Senior High School established by the Education Office of Bali Province on April 8, 2011 is a special education service school provided for students with a low economic background, that is, those from underprivileged families. Bali Mandara State Senior High School is one of the stateowned boarding schools in Bali that offer educational services using semester credit system. The semester credit system provides freedom for students in determining their learning load and learning strategies according to their learning speed, talents, and interests [1] In the learning process in the classroom, the application of the semester credit system is manifested in the Independent Learning Unit (ILU). ILU is a small unit of study and is designed sequentially from easy to difficult sequences which are designed based on the mapping of basic competencies.
Based on the Circular of the Secretary General of the Ministry of Education and Culture Number 15 of 2020 concerning the guidelines for organizing learning from home in the emergency period of the corona virus disease (Covid-19) spread, starting from March 22, 2020, SMA Negeri Bali Mandara carried out online learning. The online learning has been carried out by the teachers with the help of learning management systems such as Edmodo, Google Classroom, Quipper and Schoology. In addition, the teachers have also utilized via WhatsApp group to keep in touch with their students and the learning has been carried out in an ILU orientation. However, during the first month of implementing the online learning, two obstacles were found. Firstly, all students of SMA Negeri Bali Mandara come from underprivileged families. The condition of being inadequate makes them have no proper facilities to learn online. Only a few students have laptops and there are some students who still do not have smartphones. The students who do not have a smartphone or laptop must borrow from their family or closest neighbors. Not a few of the smartphone and laptop lenders provide a short period of time, thus limiting the time for the students to learn and get information from school. In addition, due to the low income of their parents, the students also have difficulty to buy internet packages, especially during this pandemic, because their parents' income has decreased.
The second is the location of the students' homes which are scattered throughout Bali. Some students own a house located at the foot of a hill, some on the edge of a valley or in a hilly area and some even on the island of Nusa Penida-a separate one from the mainland of Bali. Such areas are difficult to reach by telephone networks, so it is also difficult to get an internet connection. This situation results in the students having to move to other areas that are reachable by the network for learning. This of course makes the students need more time just to get stronger internet signals.
Due to these two obstacles, the students were not always able to follow the learning according to the set schedule like that in the face-to-face learning. The students could only learn whenever they chanced to be allowed to borrow the needed facilities for learning from their relatives or neighbors, or whenever they got to spot with good internet connection. That is why synchronous online learning through video teleconferences could not be done then. Instead, learning using ILU could only be undergone with the help of a learning management system.
Referring to the vision of SMA Negeri Bali Mandara which is to create future leaders, graduates of the Bali Mandara Public High School are expected to have four skills that must be possessed in the industrial era 4.0. The four skills are: (1) critical thinking and problem solving, (2) communication and (3) collaboration and (4) creative and innovative thinking. In addition, it is expected that the graduates must be literate with data, technology, and their beings as humans. In addition, online learning carried out for the sake of preventing the spread of the corona virus in SMA Negeri Bali Mandara is expected to provide meaningful learning experiences for students. The four skills and expectation of providing meaningful learning experiences to students seem difficult to obtain if the distance learning carried out with ILU is approached without a combination of synchronous and unsynchronous learning.
In its practice, the ILU developed at SMA Negeri Bali Mandara has been adapted to fit the discovery learning model or the scientific approach mandated by the currently applying curriculum. However, the ILU developed in this way tended to only develop the students' understanding of the materials. Discovery is more suitable for developing understanding, while the aspects of concepts, skills, and emotions as a whole get less attention [2]. In addition, the ILU learning with the help of a learning management system had another drawback, that is, the students could not carry out experiments due to the limited infrastructure in their respective homes. This caused students' inquiry skills to be less honed. Thus, learning using ILU adapted to discovery learning had not been able to develop other aspects and did not relate to contextual conditions or real events in everyday life. This was indicated by the result of the average value of the students' understanding of the previous material which lay four points below the minimum mastery criterion (passing grade).
To overcome these problems, so as to be able to produce graduates that are expected based on the school vision and the school goal of learning during the spread of the corona disease virus, it was considered necessary to make some improvement in the on-going learning, especially under the ILU that has been illustrated in the preceding paragraphs. Based on the current literature, it is suggested that ILU can be developed based on STEM. For instance, states that the STEM approach can help teachers to show students that an integrated combination of science, technology, engineering, and mathematics concepts can be applied to develop products, systems, and processes that students can use in everyday life [3]. Furthermore, found that learning that is integrated with STEM, in addition to learning knowledge on science, technology, engineering and math concepts, also plays a role in fostering students' skills in terms of scientific investigation and problem solving [4]. Given that the STEM approach is able to develop meaningful learning when it is linked to the environment in order to realize learning with the real world as experienced by students in their everyday it is very appropriate if a learning project carried out during the circumstances of the spread of the corona virus under the ILU framework in SMA Negeri Bali Mandara is aligned with STEM. For this reason, it was considered necessary to apply a STEM-based ILU on the topic of respiratory system in the biology class to see how it could affect the biology learning outcomes of students at SMA Negeri Bali Mandara and how the students responded to the application of the STEM-based ILU.

Research Questions
The problems to be investigated in this study are as follows.
• Can the application of STEM-based ILU on the respiratory system improve the biology learning outcomes on the respiratory system topic of students at SMA Negeri Bali Mandara? • How is the response of students at SMA Negeri Bali Mandara regarding the application of STEM-based ILU on the respiratory system topic?

Research Objectives
The purposes of this research are to find out the following matters: • The application of STEM-based ILU in improving the biology learning outcomes on the topic of the respiration system of students at SMA Negeri Bali Mandara. • The response of students of SMA Negeri Bali Mandara regarding the application of STEM based ILU on the topic of the respiratory system.

Benefits
There are two benefits to be obtained from the research conducted, namely theoretical benefits and practical benefits.

Theoretical benefit.
The results of this study are expected to contribute to or add to the treasury of knowledge in the field of education, especially to the theories of STEM and Independent Learning as well as Distance Learning in biology instruction at high school level.

Practical benefits
• For Biology Teachers. This research could help improve the knowledge and skills of biology teachers in implementing ILU-assisted distance learning. In addition, the results of this study can be used as guidelines by such teachers in developing STEM-based ILU to improve their students' biology learning outcomes. • For the Students Involved in the Study. This research can provide to the students under the study experiences for independent learning in a distance learning situation, to foster their habit to study on their own so that they can recognize their weaknesses and strengths in learning, and to help improve their reading and writing literacy as well as their technology literacy.

ILU
The The Independent Learning Unit (ILU) is a learning unit that contains labeling by assigning tasks and mastery of learning related to knowledge and skills that are designed in learning activity process units which are mapped according to the basic competencies, which are aligned according to the utilized textbook that is based on the curriculum applicable [5]. ILU has a number of benefits for teachers and students. The ILU benefits teachers in that they can: 1. emphasize the mastery of competencies by giving learning assignments as the context of a stimulus serving as a trigger in the initial thinking and for learning assignments in the form of Learning Dynamics Books based on one or two pairs of Basic Competencies.

diagnose students' learning difficulties because learning is made based on learning units, so
that it can help teachers in carrying out complete learning. 3. adjust the logical sequence among Basic Competencies (BC) based on the time division of BC pairs that have similarities to the subject matters so that they can be grouped in the same ILU in a subject. 4. determine the learning load of each ILU proportionally in each subject based on the number of BCs calculated in total. 5. determine the learning load on a subject based on experiences and learning assignments demanded by each BC by considering the logical order. 6. diagnose students' learning difficulties because learning is made based on learning units, so that it can help teachers in carrying out mastery learning.
Meanwhile, students get the benefits of ILU in the sense that they can: 1. learn sequentially through ILU which is adjusted based on the speed of the their mastery based on learning-hour time unit. 2. learn independently to obtain competencies based on their speed in mastering each ILU or study independently with the textbook which is equipped with workbooks. 3. achieve a higher level of competence based on the speed or ability of their learning. 4. adjust the learning load based on their interests, talents, and learning speed or ability Based on the guidebook for the preparation of the Independent Learning Activity Unit (ILU) by the Directorate of High School Development of the Ministry of Education and Culture, there is a systematic order in preparing ILU, which is as follows.
1. ILU title and number 2. ILU identity that consists of the name of the subject, semester, basic competence, competency achievement indicators, subject matter, time allocation, learning objectives, and learning materials 3. Concept Map 4. The learning process that consists of an introduction, general instructions for the use of ILU and core activities 5. The closing that consists of checking the thinking patterns of students, self-reflection, appreciation, and follow-up instructions

STEM-based ILU on respiratory system
The STEM stands for Science, Technology, Engineering, and Mathematics [6] which is a learning approach carried out by combining the four fields of knowledge contained in it including science, technology, engineering, and mathematics [7] by focusing on a process solving real problems in everyday life [8]. There are three things that increase when using this approach, namely 1) improving the learning process of students, 2) increasing learning opportunities for all students, and 3) developing innovative learning. In this study, STEM was integrated in the learning process at ILU on the topic of the respiratory system. STEM-based ILU on the topic of respiration systems was previously developed using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). This STEM approach is reflected from the process of doing a project on making a simple mask in preventing the transmission of the corona virus disease. Students were faced with real-life problems about the conditions of the lungs due to the attack from the corona virus disease in the preliminary activities, and then the concept of respiratory system was explored little by little until it ended in making a simple mask project involving science, technology, engineering and mathematics in the core activities of ILU. At the end of ILU, there were reflection, evaluation, and follow-up activities towards the learning using STEM-based ILU that had been done. The entire ILU content is shown in Appendix 7.

Biology leraning outcomes
Learning outcomes are the actual abilities of students that can be measured by tests; so, the ability of students to answer or take tests is the learning result of the students concerned. Meanwhile, learning outcomes are the final formulation of the efforts made by the teacher in providing assessments to students [9].
According to [10] learning outcomes achieved by students are influenced by two main factors, namely factors from outside the students and factors that come from the students, especially their abilities. Further, detailed the two factors that influence the learning outcomes achieved by students, namely: • Internal factors (factors from students) such as. (i) Competence and ability, (ii) ability to explore stored results, (iii) ability to succeed or show learning outcomes, (iv) ability to process learning materials, (v) ability to save learning outcomes, (vi) learning motivation and study concentration. These factors greatly affect learning outcomes. • External factors (factors from outside students) such as: (i) the teacher as a learning coach, (ii) learning infrastructure and facilities, (iii) assessment policies, (iv) the social environment of students at school and at home, and the school curriculum [11]. Learning outcomes include three aspects, namely aspects of knowledge, skills, and attitudes. The knowledge aspect states the ability of a student in terms of knowledge of certain subjects, the skill aspect states the ability of students to be creative and work in the teaching and learning process, while the attitude aspect states the personal and social attitudes of students in their interactions during learning.
The knowledge aspect in the teaching and learning process consists of various levels. The levels are ordered by difficulty and are known as Anderson's updated Bloom taxonomy. In Anderson's updated Bloom taxonomy, these levels include knowing (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6). Meanwhile, the skill aspect includes observing, questioning, experimenting, associating, and creating.
Based on the explanation above, it can be concluded that learning outcomes are the results achieved by students after carrying out learning activities which are manifested in the form of numbers as a symbol of learning mastery which is strongly influenced by some external factors such as teachers and methods, and factors from within the students themselves, namely motivation, intelligence, talents, interests, and personal conditions of the learners themselves.

Related research
Several studies have stated that STEM-based teaching materials are effective in learning. STEM-based LKPD on environmental change materials can improve critical thinking skills [3]. STEM is able to provide an environment that supports the development of 21st century skills [12,13] and provides opportunities for students to apply academic knowledge in the real world [14]. STEM-based activities in the classroom can improve the quality of the learning process [15] and student learning outcomes [16][17].
On the other hand, the application of ILU can increase students' selft confidence and learning outcomes [18]. Students have high selft confidence because they feel they have mastered the material and of course, inturn, will make them confident in answering the test. STEM provides initiative and self-direction skills [19]. Initiative is meant as initiative in learning, finding solutions, while selfdirection is the ability to organize oneself to do something according to a purpose. ILU is, as a matter of fact, a form of teaching material.
PjBL-based STEAM learning can improve students' creative thinking skills [20] and students' critical thinking skills [21]. The ability to think creatively in question consists of 1) using various techniques to get ideas, 2) creating brilliant and new ideas, 3) analyzing one's own ideas in order to improve and maximize creative efforts, 4) communicate new ideas to others effectively, 5) open and responsive to a variety of new views, 6) showing originality in working and understanding the real world boundaries in applying new ideas, 7) seeing failure as an opportunity to learn, and 8) applying creative ideas to realize real and useful contributions to fields where innovation is applied.
Students had a positive response to learning where STEM in project-based learning posed challenges and motivated students as well as increased their activities in the classroom [20]. During the learning process, students are given the freedom to explore their own knowledge in group discussions.

Framework of thinking
On the initial conditions, the teacher had not used STEM-based ILU in distance learning so that the biology learning outcome of the students was low. In order for the learning outcomes of the biology class to increase, the teacher then used STEM-based ILU on the topic of respiratory system provided through the Edmodo learning management system to 27 students as a test class while the other 27 students assigned as a control class were not given STEM-based ILU. At the end of the lesson, the two classes were given the same test on the respiratory system the results of which were to be compared to the minimum mastery criteria.

Research design
This study was a research study using a quasi-experiential method with a post-test only nonequivalent control group design. In this method only a post test was carried out to see if there was a difference between the control class and the treatment class.

Population and sample.
The population in this study were students of class XI SMAN Bali Mandara for the 2019/2020 academic year, totaling 78 students. The sample in this study was 27 students as a treatment class using STEM-based ILU and 27 students as a control class without using STEM-based ILU.

Data collection techniques. The data collection techniques and instruments used in this study
can be seen in the following table.

Validation data.
Validation is required in order to obtain valid data. To obtain valid biology learning outcomes data, a grid and question analysis were made by another biology teacher. Before the questions were given to the students, the questions were tried out and tested for their validity. Based on the analysis of the validity of the questions, out of the 50 questions made, only 20 questions were proved valid. Data validation results are shown in Appendix 3. The following is the grid of questions. The student response questionnaire consists of 5 assessment components which are described in 21 statement items. The following is a grid for student response questionnaires.

Data analysis method
Data analysis was done by using descriptive comparative technique. Comparative descriptive analysis was done by comparing the biology learning outcomes data between the treatment class and the control class. Comparing data did not use statistics through the t-test but by comparing it with passing grade. Student learning outcomes data were analyzed descriptively, namely by determining the value of student learning outcomes obtained through tests. The learning outcomes of students were converted on a scale of 100. The average value of learning outcomes (ALO) was calculated by the following formula.
Meanwhile, the percentage of students' learning mastery was analyzed using the following equation.

=
(2) Note: NP = percentage Value of Students' Biology Learning Mastery R = the number of students who received a score  76 SM = the number of students The guidelines for the percentage of students' learning outcomes in qualitative criteria refer to the guidelines shown in the following table.  Student response data to the use of STEM-based ILU were analyzed using the following equation.  Based on table 6 and the number of questions in the student response questionnaire was 21 where the maximum score for each question was 5 and the lowest score was 1. Then, the table of conversion results is shown in the following table.

Students' learning outcome data
Biology learning outcomes were obtained from the end of the treatment by giving written tests through the quizizz application which consisted of 20 multiple choice questions. This learning outcome was compared with the KKM score (minimum completeness criteria) of the school, which was 76. The learning outcomes of the students in the control and treatment classes are as follows.  Based on the data on biology learning outcomes, it is known that the average value of the control treatment class is 88.3 where out of the 27 students there were 22 students who completed (81%) the learning and 5 people who did not complete (19%) their learning, while the average value of the control class was 74.5 where out of the 27 students there were 16 students completed (59%) the learning and 11 people did not complete (41%) their learning.

Student response data against the use of ILU
Student responses to the use of ILU were obtained from giving a questionnaire via google form which consisted of 21 questions regarding the content, presentation, language, attractiveness and usefulness of ILU. The following are the response data of the students to the use of ILU. Less positive 0 0% 5 Very less positive 0 0% Based on the students' response data, it was found that out of 27 students, 25 students responded very positively (92%), 1 student gave a positive response (4%) and 1 student gave a fairly positive response (4%).

The application of STEM-based ILU in improving the biology learning outcomes on the topic of the respiration system of students at SMA Negeri Bali Mandara.
Based on the data in table 8 about the students' learning completeness for the control class and the treatment class, it is known that the treatment class has a higher mastery value which is 81% compared to the control that has only 59% mastery value. This difference occurs because STEM-based learning activities in the classroom can improve the quality of the learning process [15]. STEM provides a learning stimulus to foster student independence and active involvement in competency mastery [22]. ILU with its systematicity can be studied step by step according to the sequence and each activity contains clear instructions so that students can learn independently or in groups. Although learning is carried out independently by students in their respective homes, learning can take place as it should, so that the quality of learning is maintained.  The STEM approach integrated in ILU made ILU more challenging by solving real problems that occured in the environment through project completion. Thus the motivation of the students to learn increased along with their curiosity to solve problems that existed in ILU. Indirectly, STEM-based ILU became students' learning guide to master their learning competencies independently.
STEM provides opportunities for students to apply academic knowledge in the real world. STEMbased ILU on the respiratory system material was designed so that the students were able to solve problems in their lives through a project [14]. The students felt that the knowledge they had was very meaningful in dealing with life in the real world, not just theory. This is where students found usefulness in studying biology.
In STEM-based ILU with the topic of respiration, students are asked to complete a project to make a simple mask from the problem of the covid-19 pandemic. In completing this project, students looked for information, examine the information to formulate their knowledge to decide the best mask they could make. The results of this project were communicated in writing in the form of storytelling images in ILU. Learning works effectively when students are given the opportunity to demonstrate, adapt, modify and transform new knowledge in new situations and contexts [23]. This is in line with the results of research by [18] who uncovered that STEM-based ILU provided students with experiences to develop 21st century skills. Likewise, [12] found that STEM was able to develop problem solving, communication collaboration and knowledge construction.
PjBL-based STEAM learning can improve students 'creative thinking skills [20] and students' critical thinking skills [21]. In learning activities using STEM-based ILU, students were invited to do activities to design a project to solve a problem to produce a product from the results of this project. Learning activities carried out by these students trained their critical thinking skills in solving problems that existed in ILU. Meanwhile, the activity of designing to producing a product could shape the creativity of the students. The students could find ideas from their knowledge to be able to evaluate their own ideas to develop products from the projects they are working on.
On the other hand, the application of ILU can increase self-confidence [18] STEM-based ILU was designed so that the students learn step by step from lowest to top thinking skills. The students also began to learn from prerequisite knowledge to in-depth respiration system material. This learning activity made them confident in answering the test at the end of the topic. Thus STEM can indirectly improve student learning outcomes [16,17].
In addition, at the end of ILU, the students reflected on their learning outcomes and could even evaluate the extent of their learning achievement. This made the students learn to understand the parts that had not been mastered on this topic and could repeat it to retain it. This is in line with the results of research by [19] which found that STEAM provides self-initiative and direction skills. Students have initiative in learning, find solutions to problems and organize themselves to do something.

4.3.2.
The response of students of SMA Negeri Bali Mandara regarding the application of STEMbased ILU on the topic of the respiratory system. Based on the student response data in table 9 it is known that 92% gave very positive responses, 4% gave positive responses and 4% gave quite positive responses. This result is in line with the findings of [20] which found that students had a positive response to STEM learning. STEM-based ILU makes learning fun. This could be seen from the freedom of the students in responding to challenges to solve problems through a project. The students were free to convey their ideas in solving problems, were free to design even when making products from the projects they made. Independence was also seen from the time they carried out learning activities during their learning at home according to their abilities, so that they could determine their own learning load. This independence made the students feel comfortable to study and learning became fun.
One of the learning activities in STEM-based ILU in the topic of the respiratory system was to create a project to solve a real problem in life. Project-based activities posed challenges for the students. The students became curious whether the ideas in solving the problem were correct or not through product testing. This was what made students feel interested in learning.
STEM-based ILU systematics on the topic of respiration was designed to be attractive in presentation and designed learning activities in stages. Students felt motivated to complete learning activities step by step. When completing one learning activity they were interested in completing the next learning activity because ILU learning activities were designed to practice thinking skills in stages.

Conclusion
Based on the results of the research discussion that has been described, the following conclusions can be drawn.
1. The use of STEM-based ILU in the respiratory system material can improve students' biology learning outcomes. 2. Students have a 92% very positive response, 4% positive and 4% positive enough about the application of STEM-based ILU on the respiratory system material.The application of STEMbased ILU could improve student learning outcomes as shown by higher learning mastery compared to without STEM-based ILU. Thus, it is recommended to use STEM-based ILU, especially in distance learning.

Recomendation
Based on the research results, several suggestions can be made to improve the quality of biology learning in the future. These suggestions include the following. 1. STEM-based ILU can be developed for other biology materials or for other subjects so that it can be used as a guide in distance learning. 2. In this study, the projects undertaken by students were carried out independently because of the scattered positions of the students and the limitations of the internet network. If they hand not had these obstacles, then the project could have been carried out in groups where they could have discussed with the help of several applications such as jamboard.


The relationship between human values and creative ideation among undergraduate students: The role of creative self-efficacy

Abstract To prepare for students’ future employment, schools should consider enhancing their students’ creative ideation by linking it to innovation, which is key to success for most organizations. The present study aimed to investigate the relationship between the multiple variables of values (self-direction, stimulation and universalism) and creative self-efficacy (CSE), as they are related to creative ideation among undergraduate students. The participants consisted of 831 undergraduate students selected from five Thai public universities, through a convenience sampling approach, in which the analysis involved structural equation modeling and mediation analysis (bootstrapping technique). The results in this study indicated that the stimulation value directly predicted creative ideation. Creative self-efficacy had the strongest relationship with creative ideation. The findings also demonstrated that CSE was a mediator between the self-direction, stimulation values and creative ideation. Conversely, the universalism value presented a non-significant relationship with CSE and creative ideation, respectively. Perceiving the importance of human values and CSE toward creative ideation, instructional designers and instructors may apply this knowledge to designing classroom settings and effective instruction to promote students’ creativity as well as their beliefs in creative capabilities.

PUBLIC INTEREST STATEMENT
Creative skills and innovation are essential educational competencies for all students and play a vital role in their future employment; nevertheless, this requires creative ideation. Understanding the factors influencing creative ideation may help instructional designers and instructors to design educational settings that would enrich students' creativity. Individual's values and creative selfefficacy are crucial factors influencing students' creativity. The findings in the current study distributed the insight that students who were motivated by the self-direction and stimulation values would tend to have high confidence in their creative skills, and this would lead to the promotion of their ideas or solutions generation. Perceiving the importance of personal values and creative self-efficacy toward creative ideation, instructional designers and instructors may apply this knowledge to design classroom settings and effective instruction to promote students' creativity as well as beliefs in their creative capabilities.

Introduction
The key to a successful organization is innovative employees (Purc & Laguna, 2019;Verhees & Meulenberg, 2004). Innovation consists of two critical aspects: generating ideas or solutions and implementing them in the workplace (Amabile, 1988;Rosenbusch et al., 2011). Simultaneously, creative ideation refers to the cognitive operation in producing ideas that are considered as new or novel practical outcomes (Plucker et al., 2006;Runco et al., 2001). Therefore, this affirms that creative ideation is an integral part of innovation and, thus, is in demand in the workforce (Amabile, 2013). Moreover, in organizing the most appropriate preparation for students' future employment in an uncertain future, schools should consider enhancing their students' creative ideation (Mareque et al., 2019). However, recognition of the importance of creative ideation raises an important question for investigation, why are some students likely to exhibit a typical frequency of generating ideas while others do not? One plausible explanation is that there may be different personal values (Taylor & Kaufman, 2020) and creative self-efficacy (Karwowski et al., 2018). Therefore, before educators enrich their students' creative thinking, they may consider investigating human values and creative selfefficacy factors among myriad other variables that affect creative ideation (Tep et al., 2018), as well as the psychological mechanism pertaining to its process.
The concept of creativity is vast: creative ideation is just a small proportion of it; nevertheless, all creativity requires ideation (Runco et al., 2001). Thus, creative ideation is an interchangeable term for a thinking disposition or ideational behavior, which is defined as the cognitive capability to conceive a number of creative ideas (Pannells & Claxton, 2008). An important, yet understudied, aspect of creative ideation is its connection to an individual's values. Individual's values are defined as "desirable goals, which stand above situations, vary in their importance and serve as the guiding principles in people's lives" (Schwartz, 1992, p. 4). Based on the Theory of Basic Human Values, an individual's values are comprised of ten types and are organized into four hierarchical dimensions. First, the openness to change dimension contains the self-direction value (SDV) and the stimulation value (STV). Second, the conservation dimension includes tradition, conformity and security values. Third, the self-transcendence dimension incorporates universalism values (UNV) and benevolence values. Finally, the self-enhancement dimension encompasses the power and achievement values, whereas hedonism shares features with all dimensions (Schwartz, 1992). The values theory of Schwartz (1992) posited that the creative individual is inclined to advocate SDV, UNV and STV. The empirical investigation of Dollinger et al. (2007) and Kasof et al. (2007) confirmed an earlier theoretical notion of the three values, i.e., SDV, STV and UNV, that maintained a significant positive link with creativity. Limited studies have also been undertaken to assess the relationship among values and creativity in higher education (Dollinger et al., 2007;Kasof et al., 2007;Taylor & Kaufman, 2020). Although the results from these limited studies indicated that undergraduate students' values promoted their creativity, this demonstration was still insufficient and was partially obtained from a small student sample.
Another key aspect to consider in terms of creative ideation is self-efficacy. Creative self-efficacy (CSE) refers to human confidence or the firm belief in one's competence to cope with creative challenges (Bandura, 1997;Beghetto et al., 2011;Karwowski et al., 2018;Tierney & Farmer, 2002). This belief is influenced by many factors; for instance, values (Sousa et al., 2012) and personality traits (Barni et al., 2019). Theoretically, values promote and guide individual goals, whereas this goal influences one's self-efficacy (Bandura, 1997). Surprisingly, there have been limited studies conducted pertaining to students' values and CSE in higher education. Roccas et al. (2002) matched the Big Five personality traits to students' values. Consequently, they discovered that a positive association exists between openness to experience and the UNV, SDV and STV. Correspondingly, Karwowski et al. (2013) indicated that CSE has a positive correlation linked to openness to experience. Therefore, this logic may explain that the SDV, STV and UNV would tend to be related to CSE.
In addition, Karwowski et al. (2018) posited that CSE might serve as a strong belief in individuals' capabilities regarding their creative thinking or creative problem-solving. Based on a theoretical understanding regarding CSE and creative ideation, the authors stated that "CSE may also serve as an overall conviction as to one's own abilities in creative thinking or creative problem solving" (p. 46). Students are more likely to show a typical frequency of generating ideas if they believe they can achieve it and perceive themselves as potentially successful. Many studies have also investigated the relationship between CSE and creativity (see Haase et al., 2018) and found that CSE directly predicts creative behavior (Beghetto et al., 2011;Jaiswal & Dhar, 2016). Based on the empirical results from these studies, CSE does not only serve a direct role in predicting creativity, but also serves as the mediator of effects on other factors on creative ideation (Liu et al., 2017;Tierney & Farmer, 2002). When individuals consider creative ideation as being of value, by providing high confidence in their creative abilities to achieve it, they are likely to develop many creative ideas or solutions (Beghetto & Karwowski, 2017). Hence, creative behavior is enhanced by motivation, which is generated from individuals' values (Kasof et al., 2007). As such, human values act as a driving force behind creative behavior (Dollinger et al., 2007).

Values and creativity
There are very few studies related to the investigation of students' values and creativity in the university context, and all were carried out in the US and Europe. Dollinger et al. (2007) investigated the association between the creative achievements and products and individual values among 278 university students. They found that only three values (SDV, STV and UNV) were positively related to undergraduate students' creative achievements and products. Kasof et al. (2007) also studied the relationship between identified motivation (obtained from personal values) and creative performance using 248, mostly female, undergraduate students. Their results were similar to those of Dollinger et al. (2007). In another line of research, Lebedeva and Schmidt (2012) investigated the association between personal values and attitudes toward innovation among 444 Russian, Canadian and Chinese college students. The authors found a link between the SDV, STV and attitudes toward innovation, whereas there was no association with UNV. Likewise, Arsenijević et al. (2012) reported a positive relationship between creativity and the SDV, STV and UNV after examining the relationship between values and innovations among 426 media students in Serbia, Croatia and Bosnia-Herzegovina.
Most recently, Taylor and Kaufman (2020) conducted two studies related to values and creative ability, self-perception and achievement. The first study performed with 163 university students revealed that only SDV and STV were significantly correlated with creative performance. The second study carried out with 492 individuals from the same university used an online survey. They found that there was a link between creative self-perception in the artistic domain and the SDV, STV and UNV; in the everyday/self-domain, it was related to SDV and benevolence; in the science and performance domain, it was positively associated with STV and power, and in the scholarly domain, it was related to SDV only. The authors further reported that creative achievement incorporated three higher-order factors, e.g., expression, performance and scientific. Expression was positively associated with SDV and STV. Scientific was positively related to SDV and benevolence. Nevertheless, no positive association was found between the values and performance.
Aside from the investigation with students, drawing on a large random sample of adults in Central Russia and the North Caucasus, Lebedeva et al. (2019) investigated the relationships between individuals' values and their innovative behavior: only the self-enhancement values were correlated with innovative behavior. Sousa and Coelho (2011) examined the relationship between personal values and creativity among 266 bank employees and found that the openness to change values were correlated with creativity, whereas self-transcendence was negative.
Similarly, Kurt and Yahyagil (2015) assessed the association between personal values and creative behavior among 370 employees in Turkey; they indicated that the SDV, achievement and UNV were related to creative behavior. In sum, it is likely that there are still conflicting results regarding the association between the values and creativity of previous studies. Mathisen and Bronnick (2009) explored the impact of creativity training on CSE among different samples, e.g., students, teachers and employees, and pointed out the positive relationship between creative performance and CSE. Richter et al. (2012) investigated the relationship between CSE and individual creativity among 176 employees; they also found that individual creativity was positively correlated with CSE. Haase et al. (2018) conducted a meta-analysis of the association between CSE and various creativity measurements; they found that self-reports or individuals' own assessment of creativity demonstrated a strong association with self-efficacy, whereas creativity measured using performance tasks had a low correlation with self-efficacy. Recently, Karwowski and Beghetto (2019) explored a theoretical model of creative behavior as agentic action. The authors found that creative potential transforms into creative behavior that is affected and, in part, determined by creative self-beliefs.

Self-efficacy and creativity
In addition to the direct effect on creativity, CSE takes on a moderating role between creativity and other factors. Tierney and Farmer (2002) found CSE was successfully moderated between employees' creative performance and their job tenure, job self-efficacy, supervisor behavior and job complexity, whereas CSE also provided a significant positive prediction of creative performance. Similarly, self-efficacy served as a moderating role between the students' process of study and creativity (Chuang et al., 2010), the creativity of employees and transformational leadership (Jaiswal & Dhar, 2016), active procrastination and creative ideation (Liu et al., 2017), creative mindsets and creative problem-solving (Royston & Reiter-Palmon, 2019), and family socioeconomic status and creativity ).

Current study
Based on the above literature review, individual values and CSE are crucial factors influencing students' creativity. An individual's values seem to be associated with CSE, and CSE tends to correlate with creative ideation. Thus, CSE is a likely mediator between an individual's values and creative ideation. Values, CSE and creative ideation have been investigated separately but attempts to assess multiple factors related to creative ideation are limited. Furthermore, a small number of these studies were conducted primarily in individualistic societies, e.g., North America. Conducting an investigation in another context, e.g., Asia and collectivistic cultures, with a larger sample size, may contribute more knowledge from a broader perspective. The current study aimed to investigate the relationship between the multiple variables of values (SDV, STV and UNV) and CSE, as they were considered to be related to creative ideation among undergraduate students, and further examined the potential mediator role of CSE in the association between human values and creative ideation. The present study excluded other individual values in the conservation, selftranscendence and self-enhancement dimensions due to the empirical evidence that demonstrated a negative or weak relationship with CSE and creative ideation. Therefore, the hypotheses were formulated as follows: H1: There is a relationship between the SDV, STV and UNV and CSE, and the creative ideation of the undergraduate students.
H2: The SDV has a direct effect on CSE.
H3: The STV has a direct effect on CSE.
H4: The UNV has a direct effect on CSE.
H5: The SDV has a direct effect on creative ideation. H6: The STV has a direct effect on creative ideation. H7: The UNV has a direct effect on creative ideation.
H8: CSE has a direct effect on creative ideation. H9: The SDV has an indirect effect on creative ideation as mediated by CSE.
H10: The STV has an indirect effect on creative ideation as mediated by CSE. H11: The UNV has an indirect effect on creative ideation as mediated by CSE.

Participants
To gain the maximum benefit from professional networks and ensure a high response rate from the data collection, this study used a convenience sampling method in which the participants were volunteers. The data were collected from undergraduate students, studying in different departments, enrolled in five public universities in Thailand. A total of 865 responses were completed; 34 out of the 865 original responses were excluded from the data analysis due to the multivariate outliers (using a critical point of 54.05 with the Mahalanobis' distance method). The final sample for the data analysis comprised 831 students: 673 (81%) females and 158 (19%) males, with a mean age of 19.37 years and a standard deviation of 1.34. The number of female samples was higher than males due to the feminine culture of Thailand. In the current study sample, 56% of the participants were freshmen, 21% were sophomores, 12% were juniors, and 11% were seniors. To examine the hypotheses, the current study mainly relied on structural equation modeling (SEM) and mediation analysis (bootstrapping technique). Hair et al. (2019) recommended sample sizes of at least 500 to estimate the complexity of the SEM model with a number of constructs higher than seven.

Measures
This study was built upon a self-rating assessment by measuring students' perceptions regarding five constructs: SDV, STV, UNV, CSE and creative ideation. The survey was divided into two sections. The first part collected demographic information consisting of gender, age, year levels, majors and grade point averages (GPAs). The second part focused on the SDV, STV, UNV, CSE, and creative ideation, and consisted of 26 items adapted from widely used self-reporting measures (Table 1). All 26 items were first written in the English language, then translated into the Thai language using the translation-back-translation procedure of Brislin (1980) to validate. Finally, the survey was piloted with 58 students and no changes were required.

Values (self-direction, stimulation and universalism)
All items measuring the SDV, STV and UNV were adapted from the PVQ5X Value Survey of Schwartz et al. (2012). However, one item assessing STV was adapted from the PVQ-40 Value Survey of Schwartz et al. (2001). All items were changed from the third person to singular person, e.g., "Being creative is important to him" to "Being creative is important to me." The rating scale was also changed from a six-point Likert scale (in the original survey) to a five-point Likert scale (the current study) ranging from "1" being "Strongly disagree" and "5" being "Strongly agree." The SDV was measured through five items assessing the students' perception regarding how they value autonomy of thought, e.g., "It is important to me to form my own opinions and have original ideas," and action, e.g., "It is important to me to make my own decisions about my life." Four items assessed STV. Three items were adapted from the Portrait Values Questionnaire version PVQ5X, whereas one item, e.g., "I like to take risks. I am always looking for adventures" was adapted from the Portrait Values Questionnaire version PVQ-40. All items assessed the students' perceptions on how they placed importance on an exciting life, e.g., "Excitement in life is important to me," novelty and change, e.g., "I am always looking for different kinds of new things to do," and daring or seeking adventure.
The UNV was measured through five items evaluating the students' perceptions regarding how they value tolerance, e.g., "It is important to me to listen to people who are different from me," societal concern, e.g., "I want everyone to be treated justly, even people I don't know," and protecting nature, e.g., "I strongly believe that I should care for nature."

Creative self-efficacy (CSE)
The CSE was evaluated by five items adapted from the Short Scale of Creative Self (SSCS) of Karwowski et al. (2018). This scale measured how students perceived confidence in their creative thinking abilities, e.g., "I am sure I can deal with problems requiring creative thinking," and creative problem solving, e.g., "I know I can efficiently solve even complicated problems." Students responded from "1" being "definitely not to" to "5" being "definitely yes."

Creative ideation
Creative ideation was measured by seven items adapted from a 23-item version of the Runco Ideational Behavior Scale (RIBS) of Runco et al. (2001). It emphasized only self-perception regarding ideas and measured the individual's ability to generate ideas, e.g., "I come up with a lot of ideas or solutions to problems," and looked for distinctive ways in solving problems, e.g., "I am able to think up answers to problems that haven't already been figured out." Students responded to a five-point Likert-type scale ranging from "1" being "never" and "5" being "always". Tep et al. (2021) evaluated the RIBS in the context of the Thai language by examining scale reliability and validity; they confirmed that this scale can be used as a self-assessment tool for measuring students' creative ideation.

Procedure
Approval and informed consent were granted by the University Institute Research Board (IRB) to carry out the study. The data collection was in accordance with the human subjects' guidelines and principles. A paper-and-pencil survey questionnaire was distributed to the participants. Before beginning the questionnaire, the researchers informed all the participants that their answers in the questionnaire survey would be anonymous and confidential. Participation for this survey was regarded as voluntary; participants did not gain any educational benefit, e.g., extra credit, course requirement fulfillment, etc. This information was also written on the survey. All surveys were distributed and returned in blank envelopes. In accordance with the prospective participants' discretion, they were able to complete the questionnaire or put the blank or partially completed question sheet into the envelopes. .72 Creative self-efficacy 5 Karwowski et al. (2018) .83 Creative ideation 7 Runco et al. (2001) .87

Data analysis
First, the data were screened for missing values, skewness, kurtosis and multicollinearity. According to Gana and Broc (2019), multicollinearity occurs when one or more observed variables show a wide relationship (r > .80). The common method of bias was also investigated using Harman's single-factor test (Podsakoff et al., 2003). To perform this test, unrotated exploratory factor analysis was carried out using all 26 items loaded on one factor. Second, the validity and reliability were measured using confirmatory factor analysis (CFA) and Cronbach's alpha (α). In CFA, the maximum likelihood estimation approach was applied. Then, the convergent validity was assessed by the average variance extracted (AVE) and construct reliability (CR); the discriminant validity was assessed by comparing the AVE with the maximum shared variance (MSV) and average shared variance (ASV) of the constructs.
Third, the data set was analyzed using the SEM technique. The SEM technique was carried out using the maximum likelihood estimation to examine the strength of the relationship between the independent variables, e.g., SDV, STV and UNV, and the dependent variables, e.g., CSE and creative ideation. Because CFA is fundamental to SEM, both the construct measurement and structure model fit assessment relied on the same indices, i.e., the chi-square divided by the degrees of freedom (χ2/df), goodness-of-fit index (GFI), comparative fit index (CFI), Tucker-Lewis index (TLI), the standardized root-mean-square residual (SRMR) and the root-mean-square error of approximation (RMSEA). According to Kline (2015), the ratio of the χ2 to the degrees of freedom less than 2 demonstrated an excellent fit, whereas 3 to 5 indicated an adequate fit. Hair et al. (2019) postulated that regarding the models consisting of observed variables between 12 and 30 (as presented in this study), a number of samples higher than 250, chi-square with a significant p-value, CFI or TLI higher than .94, SRMR equal to .08 or less (with CFI above .94), and RMSEA less than .07 with CFI of .94 or higher were considered the basis of a good model fit. They further suggested that using three to four indices would be enough to prove the model fit. Finally, the significance of the mediating role of CSE was tested by using bootstrapping. Bootstrapping is a most vigorous and authentic resampling technique used to analyze the effect of mediating variables (Williams & MacKinnon, 2008). This study bootstrapped 3,000 samples, with a 95 percent confidence interval, to observe the significance of indirect effects.

Results
The results from screening the data showed that there were no missing values. The skewness index of the variables ranged from −1.28 to .43, and the kurtosis index varied between −1.20 and .73, which was smaller than 1.5 (Hahs-Vaughn & Lomax, 2013). Therefore, missing data and violation of the normality assumption did not appear in the analysis. Regarding multicollinearity, Pearson's correlation coefficient was performed among all items. The results presented the correlation varying from .63 to −.06, which was smaller than .80. Thus, the multicollinearity assumption did not appear in the analysis. After conducting Harman's single-factor test, the result showed that the total variance value for a single factor accounted for 26%, i.e., less than 50%. Thus, common method bias also did not violate the study. All the constructs had a positive correlation with each other (see Table 3). This result supported H1. The students' perception of CSE presented the highest correlation with creative ideation (r = .72; p < .001), representing a large effect size. However, the UNV likely presented a low correlation with CSE and creative ideation (r = .14; and .19, p < .001), demonstrating a small effect size.
Measurements of the constructed validity and reliability were performed by CFA and Cronbach's alpha. The assessment of reliability indicated that Cronbach's alpha values for SDV, STV, UNV, CSE and creative ideation were .68, .72, .77, .83 and .87, respectively, which presented the reliability of the items. The SDV presented a low reliability, which was likely related to a few items loaded in the construct. Taber (2018) suggested that the number of increased instrument items would result in an increased alpha value. However, after running CFA six items, items four and five of SDV, item three of STV, item five of UNV, item five of CSE and item one of IB were eliminated due to the non-significant loading (standardized factor loadings below .50). All remaining measurement items indicated the standardized factor loadings that varied between .60 and .80. The model was modified, and the fit indices yielded satisfactory results: χ2 (159, 831) = 470.70, p <.001, CFI = .95 > .94, SRMR = .05 < .08, and RMSEA = .05 < .07. The construct reliabilities were assessed by examining the convergent and discriminant validity. Regarding the CR, the result from the CFA showed that the CR value of all constructs varied from .68 to .87. Convergent validity established that the AVE value of all constructs ranged from .41 to .54. All the CR values were higher than the AVE value, which indicated sufficient convergent validity (Hair et al., 2019). In terms of divergent validity, the result from the CFA also indicated that the MSV and ASV values of all constructs were lower than the AVE scores (see Table 2); therefore, good discriminant validity was established, or all constructs were discrete (Hair et al., 2019).
The SEM approach was used in order to examine the hypotheses H2, H3, H4, H5, H6, H7 and H8, whereas mediation analysis using the bootstrapping technique was conducted in order to examine the hypotheses H9, H10 and H11. This assessed the significances of the direct, indirect and total path coefficients between three value constructs (SDV, STV and UNV) and the CSE variable on creative ideation. Figure 1 presents the standardized path coefficient of the model. The path model fit indices yielded a good fit: χ2 (158, 831) = 409.91, p <.001, normed χ2 = 2.59, GFI = .99, CFI = .96 > .94, TLI = .95 > .94, SRMR = .04 < .08, and RMSEA = .04 < .07, which demonstrated an accurate model for examining the relationship among all constructs. Table 4 presents direct, indirect, total effects in the model and hypothesis testing.
Based on the SEM, the UNV was not significantly associated with CSE (β = −.08; p = .13), whereas the SDV and STV had a positive relationship with CSE. Thus, hypotheses H2 and H3 were supported, but H4 was not supported. The students who endorsed the SDV (β = .03; p < .001) and STV (β = .43; p < .001) tended to perceive themselves as confident in their creative abilities. The STV resulted in the strongest effect on CSE. The SDV and STV explained 33% of the variance in CSE, which demonstrated a medium effect size. The SDV presented no significant effect on creative ideation (β = −.02; p = .63), which was the same for the UNV (β = −.02; p = .69); only the STV was directly associated with creative ideation (β = .19; p < .001). Thus, hypotheses H5 and H7 were not supported, but H6 was supported. The SEM indicated that the STV showed the strongest effect on CSE and creative ideation. Further, the SEM also confirmed that the strongest total effect on creative ideation was CSE (β = .64; p < .001). Therefore, hypothesis H8 was supported. This model also pointed out that the STV and CSE accounted for 56% of the variance in creative ideation, indicating a large effect size. Table 5 presents the mediation analysis results using bootstrap with 95% confidence intervals. It reveals that the SDV (β = .31; p < .001; bootstrap 95% confidence interval limits did not overlap with zero; lower limit =.16, upper limit =.48) and STV (β = .26; p < .001; bootstrap 95% confidence interval limits did not overlap with zero; lower limit =.19, upper limit =.35) demonstrated an indirect relationship with creative ideation via CSE as an intervening variable. Therefore, hypotheses H9 and H10 were supported. However, the UNV (β = −.10; p = .15; bootstrap 95% confidence interval limits  did not overlap with zero; lower limit =−.24, upper limit =.02) presented no indirect relationship with creative ideation via CSE. Hence, hypothesis H11 was not supported.

Discussion
The results from the correlation analyses in this study showed a positive interrelationship between the SDV, STV and UNV, CSE and creative ideation in the university context. The SDV, STV and UNV presented a positive relationship with CSE. However, UNV had a low correlation with CSE and creative ideation in the students' context. The results indicated that students' CSE and creativity were increased primarily when they were driven by the desire for novelty, independent thought and action. Students who emphasized the importance of values such as tolerance and world beauty were more likely to be less confident about their capabilities in generating ideas compared to those who endorsed the openness to change value. This finding concurred with the those reported by Sousa et al. (2012), Barni et al. (2019), and Sousa et al. (2012) found that openness to change values (SDV and STV were incorporated within this value) were positively associated with self-efficacy. Correspondingly, Barni et al. (2019) posited that self-transcendence values (UNV was included in this domain) also presented a positive association with self-efficacy. However, Sousa et al. (2012) considered self-efficacy in the context of employment, whereas Barni et al. (2019) considered selfefficacy in the context of teaching activity. Moreover, CSE exhibited a positive association with creative  ideation. These findings illustrated that an increase in CSE increases the creative ideation of students. Haase et al. (2018) posited that "The motivation for a behavior is high when one expects a positive outcome" (p. 2). These findings were also consistent with past studies (Mathisen & Bronnick, 2009;Richter et al., 2012).
As mentioned above, studies related to the association between the students' value and CSE were completely under investigated. Sousa et al. (2012), explored the correlation between personal values and self-efficacy among 266 employees in a career context. The authors revealed that openness to change and self-enhancement maintained a positive relationship with self-efficacy. This study illustrated that SDV and STV positively influenced CSE with STV being the strongest of the predictors in the students' context. This finding suggested that students who endorsed novelty, freedom of thought, and action, were likely to feel more confident in their creative thinking and problem-solving skills. Similarly, Sousa et al. (2012) indicated that individuals who obtained a high score on openness to change domains tended to be confident about their work performance abilities. However, Barni et al. (2019), who explored the association between personal values and self-efficacy among 227 teachers, revealed that the association between the openness to change values and self-efficacy of individuals varied according to the external conditions or pressures. Regarding the UNV, the result in this study demonstrated no significant relationship with CSE. Emphasizing the perceived importance of caring for the well-being of people and the nature of students likely exhibited no effect on their confidence in creative abilities. In Sousa et al.'s study (Sousa et al., 2012), the UNV was excluded due to it having the highest level of abstractness. Thus, the current study's findings concurred more with this result and contrasted with those from Barni et al. (2019), who found that self-transcendence values effectively predicted self-efficacy. However, Öztaş and Dilmac (2009) investigated the effects of the values on the self-efficacy perception among biology teacher candidates and found that the SDV, STV and UNV did not predict self-efficacy; only achievement was found predicted.
In the current study, surprisingly, SDV represented a non-significant direct relationship toward creative ideation. This finding seemed doubly interesting, as it was inconsistent with most of the other studies. A case in point, Dollinger et al. (2007), Lebedeva et al. (2019), Kasof et al. (2007), and Taylor and Kaufman (2020) all affirmed a positive relationship between SDV and creativity. This finding may be explained by the effect of the collectivistic culture of Thailand toward students. According to Dollinger et al. (2007), individualistic cultures endorse independence in idea generation, whereas collectivistic cultures endorse a team base in producing ideas or solutions to problems. Individuals with high collectivist values had lower creativity (Dollinger et al., 2007;Kasof et al., 2007). However, the current findings revealed that for the SDV to influence creative ideation, it might need an intervening variable, i.e., CSE. This result implied that the students who endorsed independence and freedom did not increase their creative ideation unless they had high confidence in their creative abilities. The current study highlighted the pivotal role of CSE in the association between the SDV and creative ideation. The importance of CSE was further reinforced by the observed relationship between the STV and creative ideation, as there was support for an indirect relationship through CSE. Though, in this case, the STV also directly In terms of the UNV, this study showed a non-significant relationship with creative ideation. Students, scoring high on the UNV are more unlikely to perform well in creative ideation. In other words, students who are driven by the desire for equality, protection of the welfare of humanity and nature as well as world peace are likely to exhibit less confidence about their capabilities in generating ideas. This finding perhaps was explicated in the notion of the contrast in the individualistic nature of creativity and the holistic nature of universalism (Kurt & Yahyagil, 2015). Moreover, the current findings were congruent with those of Taylor and Kaufman (2020), who reported a non-significant association between creative performance, self-perception, and achievement, with the exception of creative self-perception in the artistic domain. This result was in accordance with Lebedeva and Schmidt (2012) and Purc and Laguna (2019), who reported that the UNV had no significant effect on innovativeness.
For the final distribution of the findings, CSE was the strongest predictor of self-reported creative ideation. Individuals with high self-efficacy tended to produce good results as a consequence of having stronger confidence in their capability in dealing with problems and obtaining and managing circumstances (Cervone & Peake, 1986). This result implied that students with stronger confidence believed in their creative capabilities, so they possessed increased creative ideation. This result also supported past studies (Carmeli & Schaubroeck, 2007;Haase et al., 2018;Tierney & Farmer, 2002). As noted above, CSE served a mediating role between personal values and creative ideation. Creative ideation was likely to be inspired by CSE; however, value factors, affected by a collectivistic society where students were embedded, might also codetermine the effect of CSE on ideational behavior. Furthermore, these results were consistent with previous studies that asserted the mediating function of CSE in creativity (Chuang et al., 2010;Jaiswal & Dhar, 2016;Liu et al., 2017;Royston & Reiter-Palmon, 2019;Tierney & Farmer, 2004;.

Limitations
In this study, the results were limited due to several considerations. First, the data collection relied on a self-report, which was considered a descriptive survey methodology rather than explanatory. For self-rated reports, although the surveys were anonymous, students may have wanted to appear more confident or creative than they really were, and they may have not provided accurate, honest answers that reflected what they felt. Future research should use an alternative research design, such as, qualitative, mixed-methods, or observation of the third party. Second, the convenience sample solely came from one country (Thailand); thus, it could be likely that the findings were limited to the collectivistic Thai culture, which prevents making any further generalized inferences about other cultures. In addition, the number of female samples was more than the males; however, this was due to Thailand's feminine dominant culture. Hence, cross-cultural research should be conducted in both individualistic and collectivistic countries and in masculine cultures. Finally, this study incorporated only three values to investigate CSE and creative ideation due to the theoretical and empirical grounding. Future studies should consider including all 19 refined values of Schwartz et al. (2012).

Implications
This study highlighted essential implications for education. As mentioned above, creative skills and innovation are essential educational competencies for all students and play a vital role in their future employment; nevertheless, this requires creative ideation. Understanding the factors influencing creative ideation may help instructional designers and instructors to design educational settings that would enrich students' creativity. The findings in the current study highlighted that students who were motivated by the SDV and STV tended to have high confidence in their creative skills, which would lead to the promotion of their ideas or solutions generation. The result emphasized the role of CSE, which mediated the association between personal values and creative ideation and was the strongest predictor of creative ideation. Perceiving the importance of personal values and CSE toward creative ideation, instructional designers and instructors may apply this knowledge to designing classroom settings and effective instruction to promote students' creativity as well as beliefs in their creative capabilities. For instance, instructors may use gamification principles in their teaching to offer students a more autonomous, challenging, open and free classroom setting (Emel'yanenko et al., 2016) and foster their CSE with various methods, e.g., design thinking (Yang & Hsu, 2020), and verbal persuasion (Mathisen & Bronnick, 2009).

Compliance with Ethical Standards
Ethical Approval All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent
Informed consent was obtained from all individual participants included in the study.

Conflict of Interest
The authors declare that they have no conflict of interest.

Data Availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.


extfieldsofstudy:
Physics
Computer Science

text:
Improving understanding of addition and subtraction concept in first grader through utilization of flipped classroom

This class action research was conducted to see the effectiveness of the flipped classroom method on improving the concept of addition and subtraction. Flipped classroom method was chosen because it is in accordance with the current development of digital learning media that utilizes technology in learning. Flipped classroom performed by providing learning videos that can be viewed online by students at home then followed by problem solving activities through discussion activities in class with mentoring provided by the teacher. Based on this study an increase of 28.6% was obtained so that 83.3% of 42 students scored more than the minimum competencies criteria. The implications of this research can be utilized in other mathematical learning concepts.

Introduction
Teaching and learning are an art. Teachers while developing the art of word processing and class management also need to develop the art of managing differences that exist because of the diversity of students in the class. The differences that need to be managed so that each student gets the same understanding in the material being taught. This applies to all subjects including mathematics. Various methods have been used by researchers to improve the understanding of mathematical concepts, one of which is by flipped classroom. Novak, et.al. in his study stated that there was increased engagement in the flipped lecture compared to the standard lectures on the understanding of mathematical concepts [1]. Flipped classroom can also be adapted to other STEM subjects Gökçe Akçayır, Murat Akçayır in a review of studies conducted showed that flipped classroom increases student understanding and motivation to learn [2]. Therefore, flipped classroom can be used to increase understanding of the concepts of addition and subtraction.
Chiu-Lin Lai and Gwo-Jen Wang in their study found that students who organize themselves well in learning the material provided shows improved learning outcomes [3]. Self-regulation in grade 1 children apart from being done independently by students is also obtained from the assistance provided by parents at home.
The aimed of this class action research is to improving the understanding concept of addition and subtraction on first grader. There is huge gap between student homework results and classroom performance that indicate student does not have firm understanding of mathematical concept. Existing gaps need to be overcome with methods that are appropriate to technological developments, namely flipped classrooms. This research conduct because the existing research does not specifically refer to the concept of addition and subtraction of grade 1 students.

Literature review
Mathematics at primary schools could be categorized over arithmetic, geometry, measurement, and statistics. On arithmetic students learn about computation involving addition and subtraction. Student should learn about addition and subtraction are connected [4]. Through the understanding of addition and subtraction connected, student learn about inverse concept which is solve substraction using addition and vice versa. Addition names the whole in terms of the parts and subtraction names a missing part. Addition and subtraction can be separated into structures based on kinds of relationships involved which is change problems (join and separate), part-part-whole, and compare problems [5].
Computation capabilities will be controlled if someone beforehand having number sense. McIntosh et al describe the number sense refers to a person's general understanding of number and operations along with the ability and inclination to use this understanding in flexible ways to make mathematical judgments and to develop useful strategies for handling numbers and operations [6]. Cobb in NCTM said that students will rely on their own computational strategies [7]. Students need to be taught a variety of problem-solving strategies before being given the opportunity to choose the right strategy for them. In other words, one of the roles of the teacher in teaching mathematics is to introduce ways of solving the problem. The strategies used by children can be recognized by those around them including teachers. Teacher can recognize it from the way students communicate ways of thinking when solving problems.
Flipped classroom is an innovation that utilizes technology in learning. Flipped classroom was introduced by J. Wesley Baker dan Lage M.K. et.al. According to Baker, flipped classroom is a change in learning from classroom through online delivery [8]. Changes in learning methods are made from the traditional way in the classroom to outside the classroom or vice versa [9]. Through flipped classroom, students gain new experiences in learning outside the classroom that utilizes technology, this learning experience will not be obtained if they learn by using other media.
Flipped classroom utilizing computer-based technology outside the classroom and then continue with the deepening of the material in the classroom [10]. Videos for flipped classroom provided online, watched by students at home then followed by the deepening of the material with the assistance of the teacher at the school [11].
Teacher shares learning material in the form of videos, web or YouTube links, or presentation slides that can be seen at home. Material that can be learned at home is very useful for students because there is an opportunity to repeat material that is poorly understood. In the class, students have the ability to absorb different material. There are students who are able to understand the teacher's explanation by only hearing the explanation from the teacher, but there are also students who need to listen to the teacher's explanation several times before he understands it. In addition to the ability to absorb different material, not all students who come to class have the readiness to participate in learning. There are students who are sick, sleepy, thoughts wandering everywhere also become a barrier in understanding the teacher's explanation. Flipped classroom helps overcome this through video material that can be seen repeatedly at home. Videos that can be watched at home without time limit provide opportunities for students who are absent from school due to illness, grief, family needs, etc. able to listen teacher's explanation of the material on that day. This makes students who are not present can still get the same material understanding as students who attend school.
Material learned at home gives parents the opportunity to provide explanations in a language understood by students. Teachers who teach with good grammar sometimes become a barrier for low grade students to understand because it is different from the language that is usually used in conversations at home. Parents who teach at home remove this barrier so that children can understand the material more quickly. Students learn the material with parents help to see the video or link provided, gives room for the interaction between parents and children.
Flipped classroom can create good interaction between learners and teachers in learning as well as the different learning needs of each student can be facilitated [12]. At school, teacher guides students to deepen the material in groups with their friends and individually. Through the deepening of the material in the classroom, the teacher can measure student understanding, provide clarification of inappropriate understanding and provide additional explanation when there are students who still do not understand 3 the material being studied. Teachers who actively monitor student activities provide opportunities for good interaction between teachers and students. Good learning activities is organized by seeking active engagement from students [13]. Students who are actively learning will have better understanding and can remember the material being learned. Flipped classroom effective on engaging students being an active learner and at the same time creating good interactions between students and students, also students and teachers in learning [14]. Discussions conducted between students provide an opportunity for students to actively understand the material as well as facilitate interaction between students with the presence of peer tutoring, namely students help colleagues who do not understand the material.

Methodology
The study was conducted on 1 st grade students in Calvin Christian Primary School Jakarta. The number of students is 42 that divided on to class A and B. The study was conducted in second semester, of academic year 2018/2019.
The experiment was conducted using action research methods consists of two cycles. Each cycle contain of planning, implementation, observation, and reflection [13]. Each cycle consists of 3 meetings which is 2 meetings providing learning material through flipped classroom and 1 meeting for assessment. The duration of each meeting is 70 minutes.
There are 3 types of instruments used to collect data in this study: (a) observation data collected by checklist, (b) students learning outcomes collected by written test, (c) evaluation from parents collected by google form. The questionnaire for evaluation form uses a Likert scale with a scale of 1-5 and fill in form for asking parents input.
Analysis of this class action research was carried out by data triangulation. Data obtained from field observations, compared with student learning outcomes, and evaluations from parents. The data obtained from research processed using Microsoft Excel.

Results and discussion
Flipped classroom is a change on learning delivered in the classroom through online delivery. Teacher posts videos and work instructions. Video duration approximately 5 minutes, because the concentration range of the child is not long. Instructions given in the form of learning topics, learning objectives, duration of time needed to carry out activities, details of activities undertaken such as videos that need to be watched, what needs to be done, as well as forms of submission of learning evidence in the form of worksheets, videos, or photos. Learning material posted by teacher 2 days before it discussed in class so that children have enough time to study concept with the assistance of parents and to accommodate working parents that cannot immediately accompany their children. Changes in the delivery of material apparently have a positive impact on students in improving understanding of learning materials. It happens because parts that are not yet understood by students can be repeated in the video. Researchers through interviews with students get information that there are students who watch the video up to three times to understand the material taught by the teacher. Parents also have a big role on teaching concepts, because students can learn from their parents on the daily language using at home so they can have deepen understanding of the concepts. Based on this, flipped classroom helps students understand the material better than traditional learning.
Flipped classroom done by learning outside the classroom by utilizing computer-based technology and followed by deepening the material in the classroom. The learning video is watched by students at home online then is followed by the deepening of the material with the assistance of the teacher at the school. The deepening of the material at school is done through discussion activities which are also useful in creating good interactions between teachers and students and between students themselves. The discussion went well because students tried to be actively involved. The interaction that occurs between students and teachers is useful because teachers can make formative assessments of student understanding. Inadequate understanding such as the use of inverse operations that are wrong can be given input by the teacher. Good teacher and student interactions can be seen from children who dare to speak when asked, dare to tell about the mistakes they made. Interaction between children going well, it can be seen from the discussion when children listen well when there are friends in the group who express their opinions. Students also seem patiently teach colleagues who do not understand how to do the task. Researchers who went around found that most of the students in the first cycle had grades below the minimum criteria score in the second cycle showing better. Students in the first cycle often ask the teacher about the truth of the answer in the second cycle has decreased in number.
Discussions also create active student involvement which ultimately increases student understanding as suggested by Piaget. Students who find themselves solving problems will be better able to remember the strategies well. This problem-solving strategy will be better mastered when peer tutoring occurs in group discussions.
This study considered successful if there had been an increase in the student ability on addition and subtraction through the use of flipped classroom. Indicators that depict increasing child's ability on addition and subtraction are shown by the child's ability to solve addition and subtraction problems with a structure of join-separate, part-part-whole, and compare of unknown results, modifiers, or initially. This ability is also shown by students being able to work on the problem even though the same sign is on the left. Students can demonstrate counting fluency by being able to show how to count as a form of communication of ideas, calculate addition and subtraction with correct results, and flexibly use methods in problem solving.
Flipped classroom result in the first cycle are not satisfying because a lot of students got score below minimum criteria. Students begin to be able to do addition and subtraction that requires re-grouping like 35 -16 = 19. Even so, only 54.7% of the total 42 students who scored more than minimum criteria (KBM), this means that almost half of the class still has difficulty in adding and subtracting. Students seem to still have difficulty solving problems whose modifiers are unknown 35 -… = 19 or initially unknown like … -26 = 16. When facing problem 42 -… = 18 there are students who work with 42 + 18 after tracing through interviews with children, it is found that children remember the pattern taught by parents and tutors, namely the inverse concept, but because they do not understand the concept of adding the subtracting well, the thing to remember is that the reduction is done by addition and vice versa. This finding indicates that students do not yet have a good understanding that addition and subtraction are related. Therefore, in the second cycle the researcher emphasized increasing problem solving of initial and modifier unknown.
Students who have good calculation skills are demonstrated through their ability to use appropriate strategies in solving problems. Students in the first cycle were found to forget the principle that the equal sign indicates the number to the left of the sign equal to the number to the right of the sign. This is seen from the majority of children having difficulty doing problem when the same sign is moved to the left as 33 = ... -16. Many children who work with 33-16. The difficulty of recognizing the equal sign indicates that students do not have useful strategies for handling numbers and operations. This deficiency of course very detrimental for students because it will prevent in calculating therefore in the second stage the researcher emphasizes giving practice questions by changing the position of the equal sign on the left. The given problem begins with the sum problem of reducing the number to 20 to make it easier for students to recall the facts. Based on the researcher's observations, on the second cycle students communicate ideas better, this can be seen from their work on problem solving, some children also dare to try different ways in each number of questions worked on. Also, many children can remember the fact that the sign equal to signify the amount to the left of the sign equal to the number to the right of the sign. It can be seen on student giving right answer for problem that equal sign place on the left side.
The researchers' strategy in the second cycle was successful as indicated by an increase in children's assessment results by 28.6% from the previous cycle. There are 35 children or 83.3% whose grades are more than minimum criteria (KBM) and the score average increased to 73.
Data triangulation done by analyzing the results of observation notes, written tests of students, with evaluations from parents. Based on the evaluation form collected by parents telling that (a) students get better understanding on the material being taught because they can repeat the video given by teacher,


Women's Sports And Reproductive Health Issues

The paper considers the process of physical training of female athletes. Recommendations are given for the formation of the load within reasonable limits, which differ from the intensive training regime.

INTRODUCTION
Sports, intensive training, excessive physical and mental stress on the body of athletes, as well as the use of various chemical, including hormonal drugs to strengthen the body and increase its performance, often lead to changes in their reproductive system, in the form of reduced fertility and, often, infertility [1.5].The World Health Organization (WHO), defining the concept of "reproductive health", considers it not only as the absence of diseases and pathological conditions of the male and female genital and reproductive organs, but  IMPACT FACTOR 2021: 5. 857 OCLC -1121105668 also explains it as "...the absence of pathology and disorders of reproductive functions in men and women". Following this concept, WHO also defines reproductive health as "the physical, mental and social well-being of both partners, both male and female" [1,2,4].
Fertility is one of the oldest components of the reproductive system of men and women, which determines the possibility of conceiving a child. The medical and biological term "fertility" comes from Lat. "fertilis" -"fertile, fertile". This is the ability of a sexually mature organism to produce viable offspring [2,3]. Synonyms of the concept of "fertility" -"fertility", "reproductivity". i.e.," fertility " of a person, as an evolutionarily developed ability of organisms to bring viable offspring.
Fertility is a manifestation of the preservation of ovulatory function in women and generative function in men. Lifestyle choices, including sports or intensive training, as well as fitness, dance, or other sports and training activities, can have a particularly significant impact on female fertility.
As for the issue of infertility, the term "infertility", as a preliminary diagnosis, is used in relation to a married couple or partners, in the absence of pregnancy for a year, or rather 12 OMTs (ovarian-menstrual cycles) after the start of regular, unprotected sex, i.e. without the use of any methods or means of contraception. According to published research data, in 60% of cases, pregnancy occurs between 3 and 7 months of child planning. 10 % of women become pregnant after 10-12 months.
Age also plays an important role in female fertility. In women, unlike men, the chances of getting pregnant are directly related to their age. Women are most fertile around the age of twenty, and their fertility most often begins to decline when they reach the age of thirty or more. In obstetric and gynecological practice, it is considered that women after 30 years are conditionally considered "old-born" or "old first-born". And this is due precisely to possible problems with the state of her physical and mental health and, undoubtedly, with their fertility [2,3,4].
It is no secret that the majority of female athletes, especially representatives of professional "big sports", postpone the creation of a family, and especially the birth of a child, for "later", sometimes until the end of their professional career [1,2,4]. This is especially true for female athletes, whose best "reproductive age" goes to the training and competition period, when she is not up to family and the birth of children.
Postponing pregnancy can reduce the likelihood that a woman who has been in an intensive training and competition mode for many years will be able to conceive a child at all. And there are a lot of such examples, both in domestic and foreign professional sports. The fate of these women, unfortunately, is the long-term treatment of infertility, methods of artificial insemination, surrogacy or adoption of children.
If an athlete has a normal BMI and plans to become pregnant in the near future, then she should consider limiting aerobic exercise to seven hours a week. But in the event that an athlete has problems with weight, especially when her body weight is approaching a critical level that is insufficient to preserve the most important reproductive component, such as OCLC -1121105668 menstruation, it is necessary to urgently consult a gynecologist and endocrinologist, strictly control her weight and the amount of adipose tissue, as well as undergo a number of special studies of the state of her reproductive system. With a sports doctor, based on the results of the survey, you will need to coordinate your training and competition cycle and individually determine how much aerobic exercise will help you get yourself in order.
Therefore, the process of physical training should be formed within reasonable limits, different from the intensive training regime. Otherwise, the consumption of all the energy available in the system will lead to such a depletion of its reserves, in which the energy charge is simply not enough -neither for ovulation, nor for fertilization, and even more so for pregnancy.

CONCLUSIONS
1. If a female athlete has any problems with reproductive health, and even more so she is thinking about pregnancy, and she is concerned about the impact on the fertility of her lifestyle, she should immediately consult with her coach and sports doctor, review her loads, training regimen, adjust BMI and consult a gynecologistendocrinologist. It will be able to help you with methods and ways that will help improve fertility and increase the chances of getting pregnant.

2.
Reasonably selected loads, balanced nutrition, exercise and rest, balance and competent construction of the training and competition cycle of the athlete will help her to fully experience the charms of female happiness and experience the joy of motherhood.