Inquiry training model to improve creativity student in environmental physics courses

Abstract

Inquiry Training exercises different student creativity based on Guilford’s theory, there are five indicators of creativity (fluency, flexibility, originality, elaboration and redefinition) which are determined through the creativity profile on the process dimension (p1), product dimensions (p2), and person dimensions (p3) and the extent to which student creativity increases using the inquiry training model. This type of quasi-experimental research with data collection methods in the form of tests, questionnaires and observations. The data analysis technique is a comparative hypothesis in the t-test related variance and the N-gain test. The results study of student Senior High School creativity patterns in the process dimensions of 75% p1 (high), 5% p1 (moderate), and 20% p1 (low). Product dimensions are 80% p2 (high), 10% p2 (medium), and 10% (low). Person dimensions are 77% p3 (high), 8% p3 (medium), and 15% p3 (low). There is effectiveness of the inquiry training model in improving student creativity (p1, p2 and p3) through t-test, increasing the gain score by 0.6 with the medium category. The Inquiry Training model can reveal the power of creativity through different concepts of environmental physics depending on one’s subjectivity and objectivity because creativity is a unique dimension.