Torrance Creative Thinking Profile of Senior High School Students in Biology Learning: Preliminary Research

Abstract

One of the skills developed in the 21st century is creative thinking skills. Creative thinking is a thought process that produces a wide variety of possible ideas and various solutions. The theme of environmental change and waste recycling is one of the learning themes closely related to everyday life. This study aims to analyze students’ creative thinking skills in biology subjects with environmental change and waste recycling. This research is descriptive quantitative research. The subjects of this study were 32 students of class X science Muhammadiyah 1 Pontianak. The technique of collecting data wasa test of creative thinking skills in the form of description questions. The questions used were based on indicators from Torrance (1969). The percentage of each indicators, namely fluency was in the medium category (55.5%), flexibility was in the medium category (52.3%), originality was in the medium category (50.8%), and elaboration was in the low category (32.9%). The average of all indicators was 48%. Based on findings, it can be concluded the ability to think creatively is still low. Further research requires a learning model to improve creative thinking skills such as the Creative Problem Solving (CPS) or Project Based Learning (PjBL) model.

Project-based learning approach on content mastery and cognitive skills: a pedagogical model for senior high school biology students

“…The outcome of student experiences is in line with the perspective of Aryanti et al (2021) that the project-based learning approach aids in enhancing the creative thinking skills of students studying biology. Utilizing the environment around them is a beneficial method for concentrating student engagement in biology studies.…”

Creative Thinking Ability of Biology Teachers at State Senior High Schools in Pekanbaru

“…According to Trisnayanti et al (2020), the culture of the learning process still relies on how to understand concepts, principles, and theories and has not been the target of empowering creative thinking skills. The results of research by Sugiyanto et al ( 2018), Aryanti et al (2021) and Nurhamidah et al (2018) shows that students' creative thinking skills must be a serious concern considering the low proportion of each indicator of students' creative thinking. The results of research conducted by Murtianto et al (2020) shows that the method of solving mathematical problems in students has been smooth and flexible, but the answers produced are not new and creative which is in line with the research results of Cahyono et al (2021) that students can complete the process of solving mathematical problems well but students have not carried out the evaluation process properly this affects the quality of their answer ideas.…”

“…Creative thinking is also one of the 21st century skills. Great challenges in facing this era of course require innovative, creative, and competitive thinking (Aryanti et al, 2021;Cahyono et al, 2021;ElSaid & Fuentes, 2018;Madyani et al, 2019). Many countries have studied the ability of human creativity, such as research in Germany using a multivariate approach that can imply various interactions between creativity and cognitive, emotional and environmental factors (Scholer et al, 2015).…”

The Influence of the STEM-Based Engineering Design Process Model on High School Students' Creative and Critical Thinking Abilities

“…The results of research from the 2015 International Trend of Mathematics and Science Study (TIMMS) stated that the level of creative thinking abilities of students in Indonesia is still lacking because only 0.4% of students in Indonesia can work on High International Benchmark type questions and 0.1% on High International Benchmark type questions. Advanced International Benchmark (Aryanti et al, 2021). High and advanced type questions are types of questions that require creative thinking skills to be able to find answers to solve the problems obtained.…”