Development of instrument to assess prospective teachers’ scientific creativity

Abstract

21st century learning should implement creativity in teaching and learning process. In the field of science, creativity is called as scientific creativity. The difference between creativity and scientific creativity lies in dimensions such as scientific knowledge and scientific inquiry. People can be creative in art, but they can differ in science. The urgency of scientific creativity makes it important to assess scientific creativity among stakeholders in education especially teachers and prospective teachers. Prospective teachers are people who will have an important role in future education because their competencies will affect students in the future that will be produced. Unfortunately, there is no studies that discussed scientific creativity among prospective teachers, especially in chemistry field, this is because there was not yet an instrument for assessing scientific creativity among prospective teachers. Therefore, this study aimed to develop an instrument to assess the scientific creativity of prospective chemistry teachers. This research was conducted quantitatively through validity expert’s method and reliability as data analysis. The results showed that the instrument was valid as confirmed by the experts, and reliable with alpha Cronbach = 0.636. The valid and reliable scientific creativity instruments obtained can be a tool for stakeholders in education to assess scientific creativity before teaching in schools. With the hope that it could help to increase the involvement of 21st century education and further achieve the main goal, namely creating quality education.