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The success of learning in school is determined by the ability to find and use effective and creative learning strategies. Creativity is not only an important element in solving problems, but also an indicator that individuals have higher levels of excellence functions. Creativity character is one of the issues that has not been widely discussed and actualized in the context of education, especially in the focus of creating an effective learning process. A systematic review was used to examine previous research on creativity in the context of education. This study reviewed 450 scientific papers based on the analysis of the three experts who participated in the study. The results show that creativity has a specific model based on aspects of definition, characteristics of creative subjects, supporting factors, inhibiting factors, domain of creativity and creative strategies in school. Creativity is also a very important character and has a particular model both for students and teachers, and for the principals.

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Creativity is an important aspect in building a good culture of education. Good creativity is shown by the learning outcomes that not only focus on improving cognitive abilities but also on the process of solving a problem either by using divergent or convergent thinking skills. This study was carried out with descriptive quantitative. The study was conducted using two instruments, namely the creativity character scale consisting of 10 items and a set of Verbal Creativity Tests (TKV) consisting of six subtests. The total subjects involved in this study were 470 students who were divided into groups that got the character scale of creativity with the group given the verbal ability test. The results of the study, either through the creativity character scale or verbal creativity tests, show the acquisition of creativity scores which describes that there are still many individuals who have not been optimized in terms of creativity. This becomes a serious concern that can be anticipated by providing information about the importance of creativity. It is also built by creating an instrument that is more effective directly capturing the condition of one's creativity as a whole.

This study was done to adapt the language and culture of STEBI (Science Teaching Efficacy Belief Instrument) to be used in Indonesia. This research used the adaptation process of language and culture developed by Beaton et al., by following 5 stages. The translation process from English to Indonesian language was done in stage 1 by two translators who have the background in Science Education. In stage 2, a deeper discussion was accomplished by two experts who have the background in Psychology and Education. This discussion was done by considering the aspect of language and culture in which every word and sentence in every item was discussed in a deeper way by reflecting on Indonesian language and culture. The step of back translation in stage 3 aims to translate back STEBI in Indonesian version based on stage 2 into English. A discussion was held in stage 4 to compare the two translations, the original version of STEBI and the back translation version. In the next step, the draft of STEBI in stage 4 then handed out to 5 volunteers who have the background in science to read the instrument. There were some modifications and refinement in this instrument based on this stage. Finally, the final version of STEBI in Indonesian language version was generated after going through these 5 stages as the process of language and culture adaptation.