Creative Thinking Skill: Development of Problem Solving Worksheet

in Physics

Yudi Dirgantara

, Diah Mulhayatiah

, Endah Kurnia Yuningsih

, Yasniwarti

, Siti Hamidah

Nardiatun

Program Studi Pendidikan Fisika,UIN Sunan Gunung Djati, Jl. A H Nasution 105 Bandung, West Java, Indonesia

Program Studi PIAUD, UIN Sunan Gunung Djati, Jl. A H Nasution 105 Bandung, West Java,

Indonesia

Keywords: High Order Thinking, Problem Solving Strategy, Work and Energy.

Abstract: This research aims to study the use of problem-solving worksheet to improve Madrasah Aliyah students’

creative thinking skill in learning Physics. The worksheet of Work and Energy is designed for the students’

use with the problem-solving approach. This research is developed from the model of ADDIE – Analysis,

Design, Development, Implementation, and Evaluation. The developed worksheet is validated by an

expert of Physics, an expert of teaching materials, and a Physics teacher. It is then tested in two experiments

(limited and extensive). The subjects of the limited experiment are 6 students; while the large trial involves 75

students. The students’ creative thinking skill is analyzed with essay tests adopting TTCT (Torrance Test of

Creative Thinking) with the indicators of fluency, flexibility, and elaboration. The research findings show

that the problem-solving worksheet is considered good. It is based on the average rating given by

validators of 4.15 on 0–4.2 scale. This worksheet is beneficial to be used by students for improving their

creative thinking ability. Preparation of the worksheet also improves the students' creative thinking skills.

This is reasonably based on the results of the average n-gain which increased by 0.6 point, falling into the

medium category.

1 INTRODUCTION

Education has an objective that students have

qualified competences involving three aspects:

attitude, knowledge, and skill. It means that

students are expected to grow with a positive

attitude, a critical, creative, innovative and

collaborative thinking, honesty and openness in

their life (Scott, 2015).These competences should

be built on early stages through formal and informal

educations. Based on the goal, a contextual Physics

learning which is easy to understand and generates

students’ thinking ability is required. Thus, students

are able to discover how a concept or theory is

formed. They will not be trapped in the nature of

passive learning. Students should have the ability to

formulate problems, identify problems, and find

solutions to their problems (Ubaidillah, 2016).

In the 21st century, students are required to have

high order thinking skills to be able to compete in

the society. One of those high order thinking skills

is creative thinking. The skills can be built in

students through the learning process that they are

involved in. This is in accordance with what is

described by Patel that learning is fundamental

process that involves the student's creativity (Patel

C, 2017). Students' experiences through learning

that involve creative thinking skills are proven to

improve their knowledge skills (Thompson, 2017).

Initially, creative thinking skills are considered only

to be possessed by a genius, but the development of

research results shows that creativity is a skill that

could be mastered through practice (Faulkner,

2008). Creative thinking skills can be developed in

each person through educational processes from the

young to adult ages. Treatments given for the sake

of students’ creative thinking skill improvement can

be done by utilizing the worksheets that correspond

to the students’ characteristics. It is in-line with the

study conducted to students in India which shows

that there is a positive relationship between the

acquisition of students' knowledge with the

dimensions of their creative thinking skills

(Mohanty, 2015). Meanwhile, a good learning

Dirgantara, Y., Mulhayatiah, D., Yuningsih, E., Yasniwarti, . and Nardiatun, S.

Creative Thinking Skill: Development of Problem Solving Worksheet in Physics.

DOI: 10.5220/0008221300002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 497-503

ISBN: 978-989-758-416-9

497

process could not be separated from the utilization

of teaching materials as a guide for students to

develop their knowledge. Teaching materials should

be made by the teacher in accordance with the

learning objectives and students’ needs. One of the

teaching material forms that can accommodate the

learning objectives and needs is worksheets.

Student worksheets need to be developed to make

learning process effective. It could be designed to

stimulate their creative thinking. To train and

develop students’ thinking skills, a proper learning

strategy is also essential. The use and development

of problem-solving strategies are highly effective to

improve students’ performance in exploring

thinking skills (Selçuk et al., 2008).

Therefore, teaching materials and appropriate

learning strategies are very influential on students’

thinking skills. In fact, many teachers still use

conventional teaching materials, including

traditional worksheets (Prastowo, 2011). A good

worksheet is a worksheet fitted to the learning

strategy being used. If the chosen strategy is

problem-solving, the worksheet should lead

students to problem-solving activities. It in turn

accommodates students to finding, identifying, and

solving the problem.

A problem-solving model is regarded as a

learning process which improves students’ ability in

high order thinking, one of which is creative

thinking skills (Widodo and Kadarwati, 2013).

Problem- solving models with high order thinking

will bring students to their experience using

knowledge and skills to discover non-routine

patterns of problem- solving. The discovery results

in a more meaningful learning, specifically learning

through problem- solving result in individuals who

are capable of creative thinking (Soriano de

Alencar, 1993).

For that reason, this research aims to improve

students’ creative thinking skills through problem-

solving strategies built in student worksheets,

designed in accordance with the problem-solving

stages. Previous studies have always linked problem-

solving models to problem-solving abilities, whereas

in this study problem-solving is the basis for the

preparation of worksheets to improve creative

thinking skills.

2 METHOD

This developmental research refers to the

development model of ADDIE, standing for Analyse,

Design, Development, Implementation, Evaluation

(Gustafson and Branch, 1997). The research design is

illustrated in Figure 1.

Figure 1: Research Design

The instruments used in this research are(1)

validation sheets, (2) a questionnaire of student's

responses, and (3) a creative-thinking-skill test

adopted from TTCT (Torrance Test of Creative

Thinking) which is a description referring to three

indicators; namely fluency, flexibility, and

elaboration(Harvey et al., 1970, Kim, 2006). The

validation sheets are given to three experts: one

learning-material expert, one teaching-media

expert, and one physics teacher, to determine the

feasibility of the designed worksheet. The

questionnaire is used to figure students’ response

out, to understand their comments and suggestions

to the worksheet. The questionnaire is given in both

limited-scale and wide- scale. In addition, to find

out the improvement of students’ creative thinking

skills, two tests are given each before and after the

use of the student worksheet with problem-solving

strategies.

The assessment of the student worksheet

conducted by the three validators is designed on

four aspects: learning materials, language,

presentation and graphics. The validators give the

material aspects of the student worksheet an A,

which means ‘excellent’. Meanwhile, the

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linguistic, presentation and graphics aspects get a

good grade, B. Because the validation result is

good or excellent, the student worksheet has been

considered valid so it is eligible to try in the

classroom (Kartika, 2016).

The limited-scale test is conducted to six

students. Through this limited trial, students’

responses are interpreted. The average score of

students’ response on the limited scale is 3.26, it

means all the students give good responses to the

worksheet. This interpretation refers to that if the

score range is 3.5> X ≥2.5 (Mardapi, 2008), it is in

the agreed category and the designed worksheet are

feasible to be used on a wide scale. After a limited-

scale test, large-scale or field tests were conducted.

This activity includes the implementation of the

tests of creative thinking skills (pre- and posttest)

and the application of the problem- solving-based

student worksheet.

The data is analyzed both qualitatively and

quantitatively. The qualitative analysis involves the

validators’ reviews and recommendation as well as

the students’ responses. The quantitative analysis

covers the examination of the feasibility of the

student worksheet, students’ responses and

students’ creative thinking skills. To decipher the

students’ creative thinking improvement,

normalized gain (N- gain) value was determined.

The formulation of N- gain value (Hake, 1999):

posttest score – pretest score

d = ------------------------------------------

maximum score – minimum score



The interpretation criteria of N-gain value are in

the following table:

Table 1: Classification of N-Gain

N-Gain Classificati

0.3

0.3

Medium

0.7

RESULTS

AND DISCUSSION

3.1 Analysis

The first stage is analyzing the needs of learning

based on the curriculum. A needs analysis is done

through observation and interviews on the students

and teachers. It results in the need for materials that

can enhance creative thinking skills of students, since

the school previously used the worksheet from a

publisher that only contains brief and material-

reserved exercises. With the old worksheet, students’

thinking skills are not trained. It also does not support

the effective learning of physics that it can make

students feel bored.

Based on an analysis of the competence of the

basic curriculum as a guide, creative thinking skills

can be developed through learning with problem-

solving strategies applied in a worksheet-based

problem solving. This is because the learning

outcomes demonstrate that the learners should be

able to propose ideas for solving problems relating

to the concept of Work and Energy.

3.2 Design

The second phase of this research is to make the

design of a customized worksheet with a model of

learning problem-solving. Preparation of the

worksheet includes introduction and the core. The

introduction consists of the cover, the manual,

concept maps, core competences, basic

competences, and learning objectives to be achieved

by students in learning.

Figure 2: Worksheet Cover

The cover contains the title, student identity, and

learning and discussion information.

Figure 3: Worksheet Instruction

The manual section contains instructions and

frequently-asked questions regarding the worksheet.

Creative Thinking Skill: Development of Problem Solving Worksheet in Physics

499

Meanwhile, the concept map depicts the basic

concepts being studied as well as the relation of each

other.

Figure 4: Concept Map

Figure 5: Competences and Learning objectives

The last part of the introduction contains the

core competence, knowledge and basic skills, and

the learning objectives the students are expected to

achieve in the material of Work and Energy.

The main part of the worksheet contains the

materials and problems to solve, the experiment

section, discussion section, self-evaluation

section, and communication section. This part is

shown in figure 6, 7, 8, 9, 10, and 11.

Figure 6: Problems in the Worksheet

Figure 6 presents the problems and materials.

Problems related to learning material are given to the

students to solve. The material is presented to give

students insight of the matter that can help them in

solving the problem.

Figure 7: Problem and Solution

Figure 7 presents the example of the problem

and how to solve it. The given problem is associated

with the application of the Work and Energy

concept in daily life.

Figure 8: Experiments

Figure 8 shows the section of which students need

to do experiments for solving the problem in

accordance with the experimental results.

Figure 9: Discussion

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Figure 9 presents the section of which students

conduct discussions

Here, students are expected to

be able to link the results of the experiment with the

concepts of physics and its mathematical equation. It

is so that when they find such problems in everyday

life related to the concept being learned, they will be

able to resolve it with the creative ideas they have.

Figure 10: Self-Evaluation

Figure 10 presents the self-assessment part of the

worksheet. Here, students are expected to assess

themselves based on what they did in the previous

activity. This is done to see how well the learning

objectives are achieved.

Figure 11: Communication

Figure 11 shows the communication section. Here,

students are expected to communicate the

conclusions of the learning process they already

experienced with the worksheet. The final conclusion

shows the students’ understanding of the material so

far.

3.3 Development

The worksheet development stage involves the

validation, in which experts assess and provide

inputs towards the designed worksheet. The results

of the validation from three validators on the four

aspects are presented in table 2.

Table 2: the result of validation

Assessment Sco Interpretat

Material

4.3

Very

Language

4.1

Presentation

Graphics

4.2

Very

Average

4.1 G

Based on table 2 above, the overall assessment

of the worksheet is in the “good” category. It

happens because the worksheet is designed in

accordance with the needs analysis result and the

curriculum. It, therefore, corresponds to the core

competences and

basic competences

students need

to have by the end of the lesson.

The inputs provided by the three validators are

presented as follows: The media expert adds an

editorial to the example of stage 5 for the first

worksheet, which is at the checking stage of the

answer, the phrase "reasonable answer" plus its

redaction with "searched quantity and conclusion",

this applies to all

including

the second worksheet. The

material expert suggests an answer sheet on a special

sheet because in essence the worksheet is a

guideline/activity guide for learners. While the

physics teacher gives suggestions for image display

should be more focused, and use a clearer color

primer to illustrate the more cheerful and assertive.

Media expert judgment corrected item of

question for 5th stage for student work sheet in

answer checking stage. The sentence containing

“logic answer” was revised into “the number

searched and conclusion”. This applied to all

worksheet two. The experts suggested to give

students other answer sheet since students’

worksheet are guidance for them. Physics teachers

suggested that the image should be more focused

using primary colours to make it better.

3.4 Implementation

In implementation, based on the results of the

pretest and posttest data analysis, there is an

increase in students’ creative thinking skills. It

implies that the problem-solving-based student

worksheet is applicable for learning Physics. The

highest score in the creative thinking test is 81.25

and the lowest score is 60.42 with N-Gain value

0.60, which is categorized ‘medium’. Table 3 shows

the data of N-Gain value analysis per indicator of

creative thinking skills.

Creative Thinking Skill: Development of Problem Solving Worksheet in Physics

501

Table 3: N-Gain Value per Indicator of Creative

Thinking

Skills

Creative

Thinking

N-Gain

Interpretation

Fluenc

0.82

High

Flexi

ilit

0.70

High

Ela

oration 0.55

Medium

Avera

e 0.60

Medium

The average N-gain value per indicator

illustrates students’ creative thinking improvement.

Improvement of creative thinking skills will occur

by using high order thinking learning strategy

(Malik et al., 2017). The use of the student

worksheets developed by teachers can improve the

creative thinking skills of students (Herman, 2015).

However, the improvement of students’ creative

thinking skills after the use of the problem-solving-

based student worksheet is not optimal. The

improvement remains in the medium category. It is

caused by several factors. One of the factors is the

problems (cases) given in the test. The

problems/cases are not routine issues faced by the

students, so they have difficulty in interpreting

sentences into mathematical form. Consequently,

they find it difficult to solve the problem (Alghafri

and Ismail, 2014).

From Table 2, it can be seen that the lowest N-

Gain is elaboration which is 0.55, regarded as

‘medium’. The highest N-Gain is fluency which is

0.82, regarded as ‘high’. The low ability is

decomposition or elaboration because the students

did not fully understand how to develop or explore

their ideas which are important to solve the problems

and to identify the steps of problem-solving; and,

generally, the given problems are not common in

students’ life. They are difficult to interpret the

question into physical phrases (Nozari and Siamian,

2014, Putra, 2012).

The result of N-Gain value analysis based on

business and energy concept can be seen in the table

below.

Table 4: N-Gain Value per Sub Concept

Concept

N-Gain Interpretation

Work 0.58 Medium

Potential Energy and

Kinetic Energy

0.55

Medium

Energy 0.60 Medium

Energy

Conservation

0.65

Medium

Average 0.60 Medium

From table 4, the lowest N-gain value is the

sub- concept of energy which is 0.55, whereas the

highest N-gain is the sub-concept of energy

conservation. In the sub-concept of potential

energy and kinetic energy, students are still

difficult to understand and apply kinetic-energy-

work theorems, potential energy-work, and the

variations of questions in the worksheet. This is

consistent with the previous research results that

the varied questions of potential energy problems

often lead students to confusion because their

understanding of the concepts is not complete

(Singh and Rosengrant, 2003).

3.5 Evaluation

In evaluation, a discussion is conducted about the

students’ response towards learning using the

problem-solving-based worksheets.

Table 5: Analysis of students’ responses on the wide-

scale experiment

Aspects

Average

Score

Qualification

Content 3.02

Agree

Presentation 3.03

Agree

Language 3.01

Agree

Motivation 3.11

Agree

Average 3.16

Agree

Table 5 shows the results of the questionnaire

response analysis on the wide-scale experiment. The

average score of students’ response is 3.16 out of 4.

The score is in the ‘agree’ category. This indicates

that there is a positive or good response from students

after the use of the

problem-solving-based

worksheet.

It is in line with the research conducted by (Mariati,

2012). If the result of the response analysis is ‘agree

or ‘strongly agree’ on a broad scale, it gives an idea

that the student worksheet can be accepted by the

students in the learning process. The use of the

problem-solving-based worksheet can boost creative

thinking skills. It is shown by the good response

from students, and is further strengthened by the

creative thinking test result.

4 CONCLUSIONS

The feasibility of this developed worksheet is valid

from the aspects of learning materials, language,

presentation and graphics. The material used in the

worksheet was considered ‘good’ by the three

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

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validators. Similarly, the students’ responses to the

worksheet are also very positive. It is illustrated by

the statement of ‘agree’ from students. This research

can show that the designed student worksheets with

problem-solving strategies improve students’

creative thinking skill to the medium category.

However, this research is unable to present the

specific aspects of creative thinking skills performed

by the students. Further research can be developed

in terms of evaluation and application of the

worksheet by teachers.

ACKNOWLEDGEMENTS

We would like to thank MAN 3 Tasikmalaya, MA Al

Huda Banjaran, and all those who supported this

research.

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