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Abstract

This study aimed to examine the effectiveness of the window shopping cooperative learning model in enhancing grade 8 students’ creativity and conceptual understanding of earth structure in science learning. The model was introduced as an alternative to address issues of low engagement and uneven participation in classroom activities. The research employed a classroom action research (CAR) design with three meetings representing the planning, action, and reflection stages. The participants were 29 students of class VIII F at SMPN 24 Malang. Data collection techniques included classroom observations, field notes, and a post-test. Qualitative data were analyzed thematically to capture participation, motivation, and creativity, while quantitative data were analyzed descriptively to assess students’ mastery levels. The findings revealed that students actively participated in planning and producing creative outputs, including posters, flipbooks, and three-dimensional models of earth structure. During the reflection stage, the gallery walk activity encouraged peer tutoring, enabling students to explain and exchange knowledge more confidently with classmates. Post-test results confirmed significant improvements, with over 79 percent of students achieving mastery, ranging from sufficient to very satisfactory levels. The study concludes that the window shopping cooperative learning model is effective in fostering creativity, collaboration, and conceptual understanding in science education. Its implementation aligns with student-centered principles and holds potential for broader application across subjects and grade levels.

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