Trend Creative Thinking Perception of Students in Learning Natural Science: Gender and Domicile Perspective
Year: 2021
Type: article
Study design: Observational Study
Abstract: The purpose of this study was to describe the tendency of students creative thinking perceptions in science learning.The research method used is descriptive quantitative.The sampling technique used a proportional random sampling technique for State Junior High Schools in Konawe Selatan District.The research instrument used a questionnaire as primary data and the observation sheet was used to collect secondary data.The data analysis technique uses the Rasch model through the Winsteps program to analyze the Summary Statistics, Person Item Map, Person Fit Order, Scalogram, Person Measure, and DIF (Differential Item Functioning).Through a questionnaire analyzed with the Rasch model through the Winsteps program.The results of the Analysis Differential of Item Functioning (DIF) perceptions of creative thinking based on the perspective of domicile origin show that respondents (students) from urban perceptions of creative thinking tend to have fluency aspects and respondents (students) from rural areas have perceptions of creative thinking that tend to be elaboration aspects; Whereas based on the perspective of gender differences, male respondents (students) have creative thinking perceptions that tend to be on the aspect of fluency and female respondents (students) have perceptions of creative thinking that tend to be on the aspect of flexibility.
Authors: Universitas Sebelas Maret, Surakarta Indonesia, [email protected], Syafrial Syafrial, Ashadi Ashadi, Universitas Sebelas Maret, Surakarta, Indonesia, [email protected], Sulistyo Saputro, Universitas Sebelas Maret, Surakarta, Indonesia, [email protected], Sarwanto Sarwanto, Universitas Sebelas Maret, Surakarta, Indonesia, [email protected]
Institution: Sebelas Maret University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4200437473