Analisis Korelasi Kemampuan Berpikir Divergen dengan Kreativitas Ilmiah pada Mahasiswa Calon Guru IPA

Main Article Content

Suwito Singgih


This research aims to analyze the relationship between divergent thinking abilities and scientific creativity. That creativity is stated to originate from divergent and convergent thinking. Quantitative descriptive methods with a correlation approach were used in the research. A total of 100 prospective science teacher students were research subjects using random sampling techniques. Measuring divergent thinking abilities uses an instrument that adapts Graphic Convergent Thinking (GCT), consisting of the Gestalt Completion Test (GCT) and Snowy Picture Test (SPT). The scientific creativity instrument adapts the Scientific Creativity Test (SCT), which contains the dimensions of unusual use, problem finding, product improvement, creative imagination, problem solving, science experimentation, and product design. Correlation analysis was carried out using the Pearson correlation test. The results of the correlation test analysis obtained a Pearson correlation index of 0.932 with a significance of 0.000. These results state that divergent thinking has a very strong correlation with scientific creativity. Divergent thinking gives individuals the ability to produce many solutions with many ways of solving problems. The accuracy of the solution provided depends on the initial knowledge or information that the individual already has. Divergent thinking does not always produce new solutions.

Article Details

How to Cite
Singgih, S. (2024). Analisis Korelasi Kemampuan Berpikir Divergen dengan Kreativitas Ilmiah pada Mahasiswa Calon Guru IPA. Journal on Education, 6(4), 19438-19445.


Andriyana, Usman, & Helmi. (2022). Nalisis Kemampuan Berpikir Divergen Peserta Didik Kelas Viii Pada Mata Pelajaran Ipa (Fisika) SMPN di Kabupaten Enrekang. Jurnal Sains Dan Pendidikan Fisika (JSPF), 18(2), 193–203.
Astutik, S., & Prahani, B. K. (2018). The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students’ Scientific Creativity. Educational Leadership, 64(1), 22., 64(1), 409–424.
Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the Creative Scientific Ability Test. Thinking Skills and Creativity, 13, 195–205.
Batey, M. (2012). The Measurement of Creativity: From Definitional Consensus to the Introduction of a New Heuristic Framework. Creativity Research Journal, 24(1), 55–65.
de Vries, H. B., & Lubart, T. I. (2019). Scientific Creativity: Divergent and Convergent Thinking and the Impact of Culture. Journal of Creative Behavior, 53(2), 145–155.
EROGLU, S., & BEKTAS, O. (2022). The Effect of STEM Applications on the Scientific Creativity of 9th-Grade Students. Journal of Education in Science, Environment and Health.
Firdaus. (2018). Aplikasi Metodologi Penelitian. Deepublish.
Gabora, L. (2010). Revenge of the “Neurds”: Characterizing Creative Thought in Terms of the Structure and Dynamics of Memory. Creativity Research Journal, 22(1), 1–13.
Guilford, J. P. (1950). Creativity. American Psychologist, 444–454.
GUILFORD, J. P. (1967). Creativity: Yesterday, Today and Tomorrow. The Journal of Creative Behavior, 1(1), 3–14.
HEBEBCİ, M. T., & USTA, E. (2022). The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358–379.
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403.
Jagtap, S. (2019). Design creativity: refined method for novelty assessment. International Journal of Design Creativity and Innovation, 7(1–2), 99–115.
Jauk, E., Benedek, M., & Neubauer, A. C. (2014). The Road to Creative Achievement: A Latent Variable Model of Ability and Personality Predictors. European Journal of Personality, 28(1), 95–105.
Jones, L. L., & Estes, Z. (2015). Convergent and divergent thinking in verbal analogy. Thinking & Reasoning, 21(4), 473–500.
Kharkhurin, A. V. (2017). Does the Eye of the Beholder Construct Beauty? Contributions of Self-Efficacy Factors to Divergent Thinking Traits. Creativity Research Journal, 29(4), 370–376.
Mijaya, N. P. A. P., Sudiatmika, A. A. I. A. R., & Selamet, K. (2019). Profil Literasi Sains Siswa Smp Melalui Model Pembelajaran Levels of Inquiry. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 2(2), 161.
Mumford, M. D., Medeiros, K. E., & Partlow, P. J. (2012). Creative Thinking: Processes, Strategies, and Knowledge. The Journal of Creative Behavior, 46(1), 30–47.
Pahlevi, G. C., Abdul Haris, & Muh Agus Martawijaya. (2018). Identifikasi Kemampuan Berpikir Divergen Pada Peserta Didik Sma Negeri 10 Makassar. Jurnal Sains Dan Pendidikan Fisika (JSPF), 14(2), 9–14.
Rasul, M. S., Zahriman, N., Halim, L., & Rauf, R. A. (2018). Impact of integrated STEM smart communities program on students scientific creativity. Journal of Engineering Science and Technology, 13(Special Issue on ICITE 2018), 80–89.
Runco, M. A., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 24(1), 66–75.
Shi, B., Cao, X., Chen, Q., Zhuang, K., & Qiu, J. (2017). Different brain structures associated with artistic and scientific creativity: A voxel-based morphometry study. Scientific Reports, 7(1), 42911.
Sidek, R., Halim, L., & Buang, N. A. (2022). Pedagogical Approaches to Inculcate Scientific Creativity among Secondary Students. Creative Education, 13(05), 1779–1791.
Sidek, R., Halim, L., Buang, N. A., & Mohamad Arsad, N. (2020). Fostering Scientific Creativity in Teaching and Learning Science in Schools: A Systematic Review. Jurnal Penelitian Dan Pembelajaran IPA, 6(1), 13.
Sun, M., Wang, M., & Wegerif, R. (2020). Effects of divergent thinking training on students’ scientific creativity: The impact of individual creative potential and domain knowledge. Thinking Skills and Creativity, 37, 100682.
Sun, M., Wang, M., Wegerif, R., & Peng, J. (2022). How do students generate ideas together in scientific creativity tasks through computer-based mind mapping? Computers & Education, 176, 104359.
Suripah, S., & Retnawati, H. (2019). Investigating students’ mathematical creative thinking skill based on academic level and gender. International Journal of Scientific and Technology Research, 8(8), 227–231.
Suyidno. (2015). Pemahaman Kreativitas Ilmiah Mahasiswa dalam Pembelajaran Kreatif pada Mata Kuliah Fisika Dasar. In Prosiding (pp. 1361–1366).
Uğraş, M. (2018). The Effects of STEM Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education. International Online Journal of Educational Sciences, 10(5).
Wahyudi, W., Verawati, N. N. S. P., Ayub, S., & Prayogi, S. (2019). The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers. International Journal of Emerging Technologies in Learning (IJET), 14(14), 122.
Yagolkovskiy, S., & Kharkhurin, A. V. (2015). The Roles of Novelty and the Organization of Stimulus Material in Divergent Thinking. SSRN Electronic Journal.
Yang, K. K., Hong, Z. R., Lee, L., & Lin, H. S. (2019). Exploring the significant predictors of convergent and divergent scientific creativities. Thinking Skills and Creativity, 31, 252–261.
Yusuf, M. (2014). Metode Penelitian: Kuantitatif, Kualitatif, dan Penelitian Gabungan. Kencana.
Zhu, W., Shang, S., Jiang, W., Pei, M., & Su, Y. (2019). Convergent Thinking Moderates the Relationship between Divergent Thinking and Scientific Creativity. Creativity Research Journal, 31(3), 320–328.