Research Article doi: 10.12973/eu-jer.10.1.187 European Journal of Educational Research Volume 10, Issue 1, 187 - 197. ISSN: 2165-8714 https://www.eu-jer.com/ Science KIT Teaching Aid for the Earthquake in Improving Students’ Collaboration Skills and Creative Thinking in Junior High School Sri Atun * Yogyakarta State University, INDONESIA Veronica Purnama Sari Latupeirisa Yogyakarta State University, INDONESIA Received: August 22, 2020 ▪ Revised: December 11, 2020 ▪ Accepted: December 29, 2020 Abstract: This study aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students. Keywords: Science KIT , earthquake, creative thinking, collaboration skills, teaching aid. To cite this article: Atun, S., & Latupeirisa, V. P. S. (2021). Science KIT teaching aid for the earthquake in improving students’ collaboration skills and creative thinking in junior high school. European Journal of Educational Research, 10(1), 187-197. https://doi.org/10.12973/eu-jer.10.1.187 Introduction 21st Century skills are important skills to be possessed by every individual. This set of skills includes communication skills, critical thinking, creative thinking, and collaboration skills. Collaboration is key to success in the twenty-first century (Splichal et al., 2018). Collaboration allows a group to make better decisions than doing it individually. This is because they will consider various perspectives (Bialik & Fadel, 2015). A set of skills, experiences, and resources in groups can be used to support and empower one another and to foster the development of each individual (Huang et al., 2018). Through collaborative activities, students are expected to be able to work together to create a pleasant atmosphere. Efforts to empower collaborative skills are essential things. One of the learning requirements that support these efforts is to organize students to face several problems together (Yaqin et al., 2018). Learning-based collaboration can train students in theoretical skills and practical skills (Borah et al., 2019). Collaborative learning encourages students to see situations from different perspectives and to create an environment where they can practice social and leadership skills. The environment can also provide students a satisfying learning experience that significantly reduces anxiety (Valcárcel et al., 2014). A study showed that the use of collaborative learning is not always adequate in the classroom. Understanding the causes of ineffective collaboration can help teachers to promote more successful and enjoyable collaborative learning experiences (Le et al., 2018). Popov et al. (2012) stated that problems of communication are caused by a lack of collaborative skills. They also stated that it can prevent students from engaging in group work and contributing to group outcomes. Previous studies suggested that a lack of collaborative skills may be one of the antecedents of collaborative problems that learners often experience during collaborative learning (Webb, 2009). Teachers are often difficult to assess the performance and achievement of students when they apply collaborative learning in the classroom at all levels of education (Strijbos, 2011). This is because of the low attention to collaborative aspects (Le et al., 2018) * Corresponding author: Sri Atun. Yogyakarta State University, Yogyakarta, Indonesia.  sriatun@uny.ac.id © 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).