Improving science process skills of junior high school students through the implementation of collaborative creativity learning (CCL) model in physics learning

Abstract

The collaborative creativity learning (CCL) model is a collaborative-based scientific creativity learning to improve scientific creativity, science process skills, and collaborative skills of the junior high school students. The purpose of this research is to improve science process skills of junior high school in physics learning through the implementation of CCL model. This research used one group pre-test and post-test design toward 144 students of State Junior High School 2 Jember and State Junior High School 3 Jember (Jember, Indonesia) academic year 2017/2018. The student’s science process skills were measured by using Science Process Skills Instrument (SPSI) with indicators of formulating problems, formulating the hypothesis, identifying variables, formulating the operational definition of variables, designing the data table, carrying out the experiment, analysing the data, formulating the conclusions. The data analysis technique used the Wilcoxon test, n-gain, and Mann-Whitney U test. The results show that: (1) The average post-test score was in the medium category, (2) There is improvement of student’s science process skills at α = 5%, (3) N-gain average score of student’s science process skills was in medium category, and (4) There is no difference (consistent) n-gain on student’s science process skills in all groups. Therefore the CCL model has proven to be effective to improve the science process skills of junior high school in physics learning. The implication of this research is that CCL model can be used as a solution to improve science process skills of junior high school in physics learning.