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The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students’ scientific creativity and responsibility at α = 5%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students’ scientific creativity and responsibility. Keywords: creative responsibility based teaching, physics learning, responsibility attitude, scientific creativity, first year students.

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Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase student’s responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed      (1) student’s responsibility for each meeting is in good criteria, and (2) there is a significant increase on students’ scientific creativity at α = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase student’s responsibility and scientific creativity in physics learning

Abstract-Physics learning has greatly contributed to the development of technology products. Why do most students face difficultly to design a product creatively? This paper describes the effectiveness of Creative Responsibility Based Learning (CRBL) to maximize the scientific process skill within creative product design. This research was conducted in four classes (physics, chemistry, biology, and science education) Universitas Lambung Mangkurat in 2016. Scientific process skill and creative product design data were obtained from the pre-test and post-test. The data were analyzed by using independent t-test, one-way ANOVA, Tukey test, and bivariate correlation. The tvalue of scientific process skill was -13.156 and the t-value of creative product design was -12.640. It indicated that the average of pre-test and post-test was significantly different. The CRBL affected students' scientific process skill and creative product design. Tukey test results also indicated that all groups had no significant difference with one another. F-value of scientific process skill was 1.236 with sig 0.315, indicated that CRBL increased scientific process skill consistently. F-value of scientific process skill was 3.483 with sig 0.018, indicated that CRBL increased creative product design consistently. Bivariate correlation test indicated that there was a correlation between scientific process skill and students' creative product design. The correlation was 0.511. It was concluded that CRBL was effective to maximize the scientific process skill within creative product design. Furthermore, it is recommended that the way to make creative product design is implemented in the daily life.