Elementary students’ creative thinking skills in science in the Maluku Islands, Indonesia
Abstract
Learning that encourages the development of students’ creative thinking needs to be maximized since the level of primary education, including in the disadvantaged, outermost, and frontier regions that is referred to 3T areas (terdepan, terluar, tertinggal) in Indonesia is still categorized as underdeveloped that requires special attention. The main objective of this research was to diagnose students’ creative thinking skills for four components including fluency, flexibility, originality, and elaboration on students in the islands. The study was conducted on 161 students sitting in fourth grade from 6 elementary schools. The unique thing why this research was conducted because the research location was one of the Maluku Islands, which has abundant sea, air and land in terms of natural resources and is one of the areas that borders directly with Australia, so it can be predicted students’ creative thinking skills will be good. However, the analysis results report that students’ creative thinking skills were still very low and thus require comprehensive learning improvement to improve students’ creative thinking skills. It was hoped that good creative thinking skills of students will support better regional development in the future.
Keyword : 3T areas, creative thinking skills, elementary students, island, Maluku Islands
How to Cite
Leasa, M., Batlolona, J. R., & Talakua, M. (2021). Elementary students’ creative thinking skills in science in the Maluku Islands, Indonesia. Creativity Studies, 14(1), 74-89. https://doi.org/10.3846/cs.2021.11244
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454. https://doi.org/10.1037/h0063487
Gullan, P. J., & Cranston, P. S. (2004). The insects: an outline of entomology. Wiley-Blackwell.
Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532. https://doi.org/10.33225/pec/18.76.520
Hargrove, R. A. (2013). Assessing the long-term impact of a metacognitive approach to creative skill development. International Journal of Technology and Design Education, 23, 489–517. https://doi.org/10.1007/s10798-011-9200-6
Hoth, J., Schwarz, B., Kaiser, G., Busse, A., Konig, J., & Blomeke, S. (2016). Uncovering predictors of disagreement: ensuring the quality of expert ratings. ZDM – Mathematics Education, 48, 83–95. https://doi.org/10.1007/s11858-016-0758-z
Ismirawati, N., Corebima, A. D., Zubaidah, S., & Syamsuri, I. (2018). ERCoRe learning model potential for enhancing student retention among different academic ability. Eurasian Journal of Educational Research, 77, 19–34. https://doi.org/10.14689/ejer.2018.77.2
Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. Ch. (2017). Development and application of a fourtier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094
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Khuziakhmetov, A. N., & Gorev, P. M. (2017). Introducing learning creative mathematical activity for students in extra mathematics teaching. Bolema: Boletim de Educação Matemática, 31(58), 642–658. https://doi.org/10.1590/1980-4415v31n58a06
Klassen, S. (2006). A theoretical framework for contextual science teaching. Interchange, 37(1), 31–62. https://doi.org/10.1007/s10780-006-8399-8
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., Souza, de L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286–295. https://doi.org/10.1016/j.jclepro.2018.07.017
Leasa, M., & Corebima, A. D. (2017, 19 November). The effect of Numbered Heads Together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability. Journal of Physics: Conference Series 795. International Conference on Science and Applied Science (Engineering and Educational Science). Solo, Indonesia. https://iopscience.iop.org/article/10.1088/1742-6596/795/1/012071/pdf
Leasa, M., Lalyolik Sanabuky, Y., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122–134. https://doi.org/10.21009/biosferjpb.v12n2.122-134
Lemmer, M., Kriek, J., & Erasmus, B. (2020). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50, 375–392. https://doi.org/10.1007/s11165-018-9693-z
Lin, Ch.-Sh., & Ying-Wei Wu, R. (2016). Effects of web-based creative thinking teaching on students’ creativity and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1675–1684. https://doi.org/10.12973/eurasia.2016.1558a
Martz, B., Hughes, J., & Braun, F. (2017). Creativity and problem-solving: closing the skills gap. Journal of Computer Information Systems, 57(1), 39–48. https://doi.org/10.1080/08874417.2016.1181492
Munandar, S. C. U. (2002). Kreativitas dan Keterbakatan: Startegi Mewujudkan Potensi Kreatif dan Bakat. Gramedia Pustaka Utama.
Newton, L., & Newton, D. (2010). Creative thinking and teaching for creativity in elementary school science. Gifted and Talented International, 25(2), 111–124. https://doi.org/10.1080/15332276.2010.11673575
Puspitasari, L., In’am, A., & Syaifuddin, M. (2019). Analysis of students’ creative thinking in solving arithmetic problems. International Electronic Journal of Mathematics Education, 14(1), 49–60. https://doi.org/10.12973/iejme/3962
Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. The Australian Educational Researcher, 31(2), 45–62. https://doi.org/10.1007/BF03249519
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230. https://doi.org/10.33225/pec/18.76.215
Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: developing the SCALE. Thinking Skills and Creativity, 27, 45–54. https://doi.org/10.1016/j.tsc.2017.11.004
Rogan, J. M., & Grayson, D. J. (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, 25(10), 1171–1204. https://doi.org/10.1080/09500690210145819
Santi, D. H., Prayitno, B. A., & Muzzazinah, M. (2018, 12 May). Exploring ecosystem problems: a way to analyze a profile of creative thinking skills in upper and lower academic students in senior high school in Klaten Regency. In AIP Conference Proceedings. Vol. 2014. International Conference on Science and Applied Science 2018. Surakarta, Indonesia. https://doi.org/10.1063/1.5054521
Schulz, H., & FitzPatrick, B. (2016). Teachers’ understandings of critical and higher order thinking and what this means for their teaching and assessments. Alberta Journal of Educational Research, 62(1), 61–86.
Stasiulis, N. (2016). On the conception of the creative in natural science and philosophical reflections thereof. Creativity Studies, 9(1), 42–52. https://doi.org/10.3846/23450479.2015.1114041
Subali, B., Kumaidi, K., & Siti Aminah, N. (2018). Developing a scientific learning continuum of natural science subjects at grades 1–4. Journal of Turkish Science Education, 15(2), 66–81.
Torrance, E. P. (1965). Scientific views of creativity and factors affecting its growth. Creativity and Learning, 94(3), 663–681.
Trench, M., & Minervino, R. A. (2017). Cracking the problem of inert knowledge: portable strategies to access distant analogs from memory. Psychology of Learning and Motivation, 66, 1–41. https://doi.org/10.1016/bs.plm.2016.11.001
Trilling, B., & Fadel, Ch. (2009). 21st century skills: learning for life in our times. John Wiley & Sons, Inc.
Valanides, N., Papageorgiou, M., & Angeli, Ch. (2014). Scientific investigations of elementary school children. Journal of Science Education and Technology, 23, 26–36. https://doi.org/10.1007/s10956-013-9448-6
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higherorder thinking skills in elementary and secondary students. The Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
Wellfelt, E., & Djonler, S. A. (2019). Islam in Aru, Indonesia: oral traditions and islamisation processes from the early modern period to the present. Indonesia and the Malay World, 47(138), 160–183. https://doi.org/10.1080/13639811.2019.1582895
Yang, K.-K., Lee, L., Hong, Z.-R., & Lin, H. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education, 38(13), 2133–2151. https://doi.org/10.1080/09500693.2016.1230685
Ahmad Alhassora, N. S., Abu, M. S., & Abdullah, A. H. (2017). Inculcating higher-order thinking skills in mathematics: why is it so hard? Man in India, 97(13), 51–62.
Al-abdali, N. S., & Al-Balushi, S. M. (2016). Teaching for creativity by science teachers in grades 5–10. International Journal of Science and Mathematics Education, 14, 251–268. https://doi.org/10.1007/s10763-014-9612-3
Allen, K., & Lieberman, M. (2010). University of Southern California. In M. L. Fetters, P. G. Greene, M. P. Rice, & J. Sibley Butler (Eds.), The development of university-based entrepreneurship ecosystems: global practices (pp. 76–95). Edward Elgar Publishing. https://doi.org/10.15294/jpii.v6i2.11100
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: are they effective to improve students thinking skills? Jurnal Pendidikan IPA Indonesia: Indonesian Journal of Science Education, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Batlolona, J. R., Diantoro, M., Wartono, W., & Latifah, E. (2019). Creative thinking skills students in physics on solid material elasticity. Journal of Turkish Science Education, 16(1), 48–61.
Bielik, T., & Yarden, A. (2016). Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program. International Journal of STEM Education, 3. https://doi.org/10.1186/s40594-016-0048-x
Brown, D. E. (2014). Students’ conceptions as dynamically emergent structures. Science and Education, 23, 1463–1483. https://doi.org/10.1007/s11191-013-9655-9
Chan, S., & Yuen, M. (2014). Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong. Thinking Skills and Creativity, 12, 69–77. https://doi.org/10.1016/j.tsc.2014.02.003
Chang, Y., Li, B.-D., Chen, H.-Ch., & Chiu, F.-Ch. (2015). Investigating the synergy of critical thinking and creative thinking in the course of integrated activity in Taiwan. Educational Psychology: An International Journal of Experimental Educational Psychology, 35(3), 341–360. https://doi.org/10.1080/01443410.2014.920079
Chen, Sh.-Y., Lai, Ch.-F., Lai, Y.-H., & Su, Y.-Sh. (2019). Effect of project-based learning on development of students’ creative thinking. The International Journal of Electrical Engineering and Education, 1, 1–19. https://doi.org/10.1177/0020720919846808
Diezmann, C. M., & Watters, J. J. (2000). Catering for mathematically gifted elementary students: learning from challenging tasks. Gifted Child Today, 23(4), 14–52. https://doi.org/10.4219/gct-2000-737
Diezmann, C. M., & Watters, J. J. (2002, 7–10 July). Summing up the education of mathematically gifted students. In Mathematics Education in the South Pacific: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated. Vol. 1 (pp. 219–226). Auckland, Australia. MERGA Incorporated.
Ebrahimi, B., Shakibi, S., & Foster, W. A. (2014). Delayed egg hatching of Anopheles Gambiae (Diptera: Culicidae) pending water agitation. Journal of Medical Entomology, 51(3), 580–590. https://doi.org/10.1603/ME13100
Faisal, F., & Martin, S. N. (2019). Science education in Indonesia: past, present, and future. Asia-Pacific Science Education, 5(4). https://doi.org/10.1186/s41029-019-0032-0
Fazylova, S., & Rusol, I. (2016). Development of creativity in schoolchildren through art. Czech-Polish Historical and Pedagogical Journal, 8(2), 112–123. https://doi.org/10.5817/cphpj-2016-0023
Fenanlampir, A., Batlolona, J. R., & Imelda, I. (2019). The struggle of indonesian students in the context of TIMMS and PISA has not ended. International Journal of Civil Engineering and Technology, 10(2), 393–406.
Florida, R., Mellander, Ch., & Stolarick, K. (2011). Creativity and prosperity: the global creativity index. Martin Prosperity Institute.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454. https://doi.org/10.1037/h0063487
Gullan, P. J., & Cranston, P. S. (2004). The insects: an outline of entomology. Wiley-Blackwell.
Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532. https://doi.org/10.33225/pec/18.76.520
Hargrove, R. A. (2013). Assessing the long-term impact of a metacognitive approach to creative skill development. International Journal of Technology and Design Education, 23, 489–517. https://doi.org/10.1007/s10798-011-9200-6
Hoth, J., Schwarz, B., Kaiser, G., Busse, A., Konig, J., & Blomeke, S. (2016). Uncovering predictors of disagreement: ensuring the quality of expert ratings. ZDM – Mathematics Education, 48, 83–95. https://doi.org/10.1007/s11858-016-0758-z
Ismirawati, N., Corebima, A. D., Zubaidah, S., & Syamsuri, I. (2018). ERCoRe learning model potential for enhancing student retention among different academic ability. Eurasian Journal of Educational Research, 77, 19–34. https://doi.org/10.14689/ejer.2018.77.2
Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. Ch. (2017). Development and application of a fourtier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094
Kemkes.go.id. (2015). Profil Kesehatan Maluku Tahun. https://www.kemkes.go.id/resources/download/profil/PROFIL_KES_PROVINSI_2015/31_Maluku_2015.pdf
Khuziakhmetov, A. N., & Gorev, P. M. (2017). Introducing learning creative mathematical activity for students in extra mathematics teaching. Bolema: Boletim de Educação Matemática, 31(58), 642–658. https://doi.org/10.1590/1980-4415v31n58a06
Klassen, S. (2006). A theoretical framework for contextual science teaching. Interchange, 37(1), 31–62. https://doi.org/10.1007/s10780-006-8399-8
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., Souza, de L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286–295. https://doi.org/10.1016/j.jclepro.2018.07.017
Leasa, M., & Corebima, A. D. (2017, 19 November). The effect of Numbered Heads Together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability. Journal of Physics: Conference Series 795. International Conference on Science and Applied Science (Engineering and Educational Science). Solo, Indonesia. https://iopscience.iop.org/article/10.1088/1742-6596/795/1/012071/pdf
Leasa, M., Lalyolik Sanabuky, Y., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122–134. https://doi.org/10.21009/biosferjpb.v12n2.122-134
Lemmer, M., Kriek, J., & Erasmus, B. (2020). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50, 375–392. https://doi.org/10.1007/s11165-018-9693-z
Lin, Ch.-Sh., & Ying-Wei Wu, R. (2016). Effects of web-based creative thinking teaching on students’ creativity and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1675–1684. https://doi.org/10.12973/eurasia.2016.1558a
Martz, B., Hughes, J., & Braun, F. (2017). Creativity and problem-solving: closing the skills gap. Journal of Computer Information Systems, 57(1), 39–48. https://doi.org/10.1080/08874417.2016.1181492
Munandar, S. C. U. (2002). Kreativitas dan Keterbakatan: Startegi Mewujudkan Potensi Kreatif dan Bakat. Gramedia Pustaka Utama.
Newton, L., & Newton, D. (2010). Creative thinking and teaching for creativity in elementary school science. Gifted and Talented International, 25(2), 111–124. https://doi.org/10.1080/15332276.2010.11673575
Puspitasari, L., In’am, A., & Syaifuddin, M. (2019). Analysis of students’ creative thinking in solving arithmetic problems. International Electronic Journal of Mathematics Education, 14(1), 49–60. https://doi.org/10.12973/iejme/3962
Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. The Australian Educational Researcher, 31(2), 45–62. https://doi.org/10.1007/BF03249519
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230. https://doi.org/10.33225/pec/18.76.215
Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: developing the SCALE. Thinking Skills and Creativity, 27, 45–54. https://doi.org/10.1016/j.tsc.2017.11.004
Rogan, J. M., & Grayson, D. J. (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, 25(10), 1171–1204. https://doi.org/10.1080/09500690210145819
Santi, D. H., Prayitno, B. A., & Muzzazinah, M. (2018, 12 May). Exploring ecosystem problems: a way to analyze a profile of creative thinking skills in upper and lower academic students in senior high school in Klaten Regency. In AIP Conference Proceedings. Vol. 2014. International Conference on Science and Applied Science 2018. Surakarta, Indonesia. https://doi.org/10.1063/1.5054521
Schulz, H., & FitzPatrick, B. (2016). Teachers’ understandings of critical and higher order thinking and what this means for their teaching and assessments. Alberta Journal of Educational Research, 62(1), 61–86.
Stasiulis, N. (2016). On the conception of the creative in natural science and philosophical reflections thereof. Creativity Studies, 9(1), 42–52. https://doi.org/10.3846/23450479.2015.1114041
Subali, B., Kumaidi, K., & Siti Aminah, N. (2018). Developing a scientific learning continuum of natural science subjects at grades 1–4. Journal of Turkish Science Education, 15(2), 66–81.
Torrance, E. P. (1965). Scientific views of creativity and factors affecting its growth. Creativity and Learning, 94(3), 663–681.
Trench, M., & Minervino, R. A. (2017). Cracking the problem of inert knowledge: portable strategies to access distant analogs from memory. Psychology of Learning and Motivation, 66, 1–41. https://doi.org/10.1016/bs.plm.2016.11.001
Trilling, B., & Fadel, Ch. (2009). 21st century skills: learning for life in our times. John Wiley & Sons, Inc.
Valanides, N., Papageorgiou, M., & Angeli, Ch. (2014). Scientific investigations of elementary school children. Journal of Science Education and Technology, 23, 26–36. https://doi.org/10.1007/s10956-013-9448-6
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higherorder thinking skills in elementary and secondary students. The Curriculum Journal, 29(1), 95–115. https://doi.org/10.1080/09585176.2017.1318771
Wellfelt, E., & Djonler, S. A. (2019). Islam in Aru, Indonesia: oral traditions and islamisation processes from the early modern period to the present. Indonesia and the Malay World, 47(138), 160–183. https://doi.org/10.1080/13639811.2019.1582895
Yang, K.-K., Lee, L., Hong, Z.-R., & Lin, H. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education, 38(13), 2133–2151. https://doi.org/10.1080/09500693.2016.1230685