The Science Literacy Profile Based on Students’ Creative Thinking Skill in the Time of Covid-19 Pandemic Using Blended Learning

Abstract

This study tries to describe students' creative thinking skills and creativity levels using blended learning. This research was conducted using a cross-sectional survey method to 70 students of State Madrasah Aliyah (Islamic State Senior High School) in Mataram. The result of the study shows that students with high creativity category were able to perform all the creative thinking indicators in comprehending the background and problem solving as in the correct concept. The students with the medium category did not show all indicators of creative thinking perfectly, less ability to answer systematically, and unable to mention the function of objects in their opinion. The students with low creativity categories showed an inability to write answers as in the right concept, were unable to make their own decision, and did not have a strong argument in expressing their opinion. The creativity development within blended learning shows that it can be a suitable alternative for teachers to perform the teaching process during the COVID-19 pandemic.

Effect of Search, Solve, Create, And Share (SSCS) Learning Models Assisted Multimedia Interactive to Improve Creative Thinking Ability and Student Learning Outcomes

“…The low competence of students' creative thinking, due to the teacher's lack of training in students' creative thinking competence, this is confirmed by the responses of students who tend to memorize not understanding concepts, because the language given tends to be the same as that in books (Ibrahim et al, 2017). Research Bahtiar & Ibrahim, (2022) states that students' creative thinking competence on flexibility and elaboration indicators is still low. In line with research which also states that the indicators of flexible and elaborative thinking have a low percentage, compared to indicators of fluent and original thinking.…”

“…The use of interactive multimedia is expected to stimulate students' thoughts, feelings, interests, and attention in such a way that the learning process can be more optimal. This is important because there are various ways students process unique information (Bahtiar et al, 2022;Maimun & Bahtiar, 2022). Some find it easier to process visual information, some find it easier with sound, and some will understand easily or get better with practice.…”

“…Several previous studies have also shown several advantages of interactive multimedia in learning. Research conducted by (Nugroho, 2019;Bahtiar et al, 2022) that interactive multimedia can facilitate students to increase their curiosity and activeness in learning by doing, experiencing, and associating. Experts find different phenomena to improve science process skills.…”

“…Based on research conducted by Kurnia & Bahtiar, (2015;Radford et al, (2011) at the junior secondary level, data obtained from the level of students' creative thinking skills as much as 2.73% were at the high level of creative thinking skills, 15.45% were moderate levels of creative thinking skills, 46.36 % the students' creative thinking skills were low and 35.45 % the level of students' creative thinking ability is very low. In addition, education in Indonesia is still lacking in supporting the development of children's creative thinking skills, especially in the fields of mathematics and science (Ahyansyah et al, 2020;Bahtiar & Ibrahim, 2022;Rahmatullah et al, 2022).…”

“…Where the teacher's role is only as a facilitator, learning designer, and learning manager (Bahtiar & Ibrahim, 2022;Ahyansyah, 2019). So that students and teachers are more actively involved in learning so that learning is not considered boring, uninteresting, unpleasant, and not scary for students.…”