Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

Abstract

Creativity is one of important goals of education. Students' creativity can be enhanced in information technology-assisted classroom. This study investigated the increase of students' creativity as they follow virtual laboratory-aided physics classroom sessions. The research was conducted towards three classes in three different high schools. The subjects had studied about virtual laboratory-aided physics learning. Samples were selected using purposive sampling technique suggesting 34 male and 36 female students. The results showed an increase exhibited by all students in terms of verbal and figural creativity. Overall, the average increases on creativity were of 55.6% for female students and 52.2% for male students. Verbal creativity was higher than the figural one, which was indicated of 59.02 and 41.97 for each group. The level of verbal creativity achievement were of 55.5 f or male students and 62.4 for female students, while in terms of figural creativity, the score was 44.4 for male students and 39.6 for female students. It was also revealed that female students performed higher verbal creativity than male students. On the other hand, male students had shown higher figural creativity than female students.

Analysis of Student's Creative Thinking Ability Based On Gender Perspective On Reaction Rate Topic

“…The nature and structure of assignments or assessments given to students have a significant impact on the development of students' potential and thinking abilities. In some aspects of creative thinking, gender differences have an effect (Gunawan et al 2017). Gender differences affect creative thinking, critical thinking skills and the attitudes towards science (Shubina and Kulakli 2019;Wan and Lee 2017).…”

Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs

“…One of them is through the utilization of information and communication technology. According to Gunawan et al (2017d), the more interesting media used during the learning process, the faster the transfer of knowledge to learners to enhance the understanding of learners. Learning media such as computer simulations and animations can be presented effectively to teach and visualize the concept of abstract or difficult science.…”

Identifikasi Kemampuan Berpikir Kreatif Siswa pada Materi Termodinamika

“…Siswa umumnya menyesuaikan cara mereka belajar dengan model dasar pembelajaran yang ditetapkan oleh guru. Menurut (Gunawan et al, 2017) siswa cenderung menghafal teori atau persamaan matematika untuk menghadapi ujian. Penerapan model pembelajaran yang belum sesuai dengan tujuan pembelajaran juga mengakibatkan rendahnya berpikir kreatif pada siswa (Sahyar & Noveri, 2017).…”

“…Siswa cenderung menghafal teori atau persamaan matematika untuk menghadapi ujian. Hal ini mengakibatkan rendahnya berpikir kreatif pada siswa (Gunawan et al, 2017). Proses pembelajaran yang masih bersifat teacher centered menjadi salah satu sebab rendahnya berpikir kreatif pada siswa, selain itu kurang aktifnya siswa dalam kegiatan pembelajaran mengakibatkan proses pembelajaran fisika hanya berfokus pada penyelesaian contoh soal (Anshori et al, 2019).…”