Scientific Problem-Based Creativity Learning Model for Enhancing Students’ Creative Traits and Developing Scientific Creative Process

Abstract

Scientific creativity in chemistry is unique and differs from that in other sciences. Previous studies have found low levels of students' scientific creativity and limited research on scientific creativity in chemistry education, especially concerning colloid systems, a topic closely related to everyday life. The research used a quasi-experimental design, employing instruments namely the chemistry scientific creativity test and Think Aloud Protocol. Data were analyzed using descriptive statistics and inferential statistics. Qualitative data were analyzed through thematic analysis to explore students’ creative processes. Results showed that SPBCL significantly improved students' creative traits (p < 0.001). Moreover, SPBCL fostered the development of students’ creative processes. This study emphasizes adopting SPBCL to nurture students' scientific creativity. The findings contribute to chemistry education by highlighting scientific creativity and equipping students with the essential skills needed for chemistry and beyond.