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Vol. 4 No. 1, 2018; pp.

23-28
ISSN: 2442-3750 (print); ISSN: 2527-6204 (online)
http://ejournal.umm.ac.id/index.php/jpbi
Received: 05/02/2018
Revised: 13/03/2018
JPBI (JURNAL PENDIDIKAN BIOLOGI INDONESIA) Accepted: 26/03/2018
Indonesian Journal of Biology Education

IMPROVING CREATIVE THINKING SKILLS AND SCIENTIFIC ATTITUDE


THROUGH INQUIRY-BASED LEARNING IN BASIC BIOLOGY LECTURE
TOWARD STUDENTS OF BIOLOGY EDUCATION

Bayu Sandika1* and Herlina Fitrihidajati2


1
Biology Education Department, Faculty of Education and Teacher Training,
Institut Agama Islam Negeri Jember, East Java, Indonesia
2
Biology Education Department, Faculty of Mathematics and Natural Sciences,
Universitas Negeri Surabaya, East Java, Indonesia
*corresponding e-mail: bayu.sandika@iain-jember.ac.id

ABSTRACT
Inquiry-based learning is one of the learning methods which can provide an active and authentic scientific
learning process in order students are able to improve the creative thinking skills and scientific attitude.
This study aims at improving creative thinking skills and scientific attitude through inquiry-based learning
in basic biology lecture toward students of biology education at the Institut Agama Islam Negeri (IAIN)
Jember, Indonesia. This study is included in a descriptive quantitative research. The research focused on
the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic
year of Biology Education Department at the IAIN Jember. The learning process was conducted in two
meetings in November 2017. The enhancement of students' creative thinking skills was determined by one
group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused
on curiosity and objectivity were observed using the non-test instrument. Research result showed that
students' creative thinking skills enhanced highly and students' scientific attitude improved excellently
through inquiry-based learning in basic biology lecture.

Keywords: Creative thinking, inquiry, scientific attitude

© 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia

INTRODUCTION also to be able to apply the principles of


scientific thinking in their daily interactions.
In this globalization era, the world is Not only creative thinking skill which
changing rapidly. This change brings new should be taught in the school, scientific
requirements for education. Education needs to attitudes should be also improved during the
be developed according to the needs of the learning process (Davies et al., 2013; Duran &
communities. They want schools to equip Dökme, 2016; Gençi, 2015). Since those two
students with 21st-century skills such as creative skills are included in 21st-century skills that are
thinking skills and scientific attitudes. It is totally important in facing big challenges in the
expected that by having both these globalization era (Bellanca & Brandt, 2010;
competencies, students are ready to be parts of Jenkins, Clinton, Purushotma, Robison, &
a developing era. Weigel, 2009; Kaur, 2013).
Creative thinking skill is defined as about Scientific attitude can be regarded as a
applying imagination in facing given problems, complex of values and norms which is held to
thinking systematically in expressing ideas and be binding on the scientists (Pitafi & Farooq,
solving the problems (Coughlan, 2007; Lau, 2012; Spronken-Smith, 2009). Scientific
2011). Creative thinking needs to improve the attitude has three basic components, they are
learning process because it is useful for facing the belief, feeling, and action (Mukhopadhyay,
big challenges in the 21st century. Halpern et al. 2014). Several attributes of scientific attitudes
(2012), stated that the main goal for creative are objectivity, open-mindedness, unbiasedness,
thinking instruction is not only to educate curiosity, suspended judgment, critical
students to be wise consumers of research but mindedness, and rationality (Lacap, 2015). By

Citation: Sandika, B., & Fitrihidajati, H. (2018). Improving creative thinking skills and scientific attitude
through inquiry-based learning in basic biology lecture toward students of biology education. JPBI (Jurnal 23
Pendidikan Biologi Indonesia), 4(1), 23-28. https://doi.org/10.22219/jpbi.v4i1.5326
Sandika & Fitrihidajati / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 23-28

having those skills, students are expected learning comprehension and students’ thinking
capable to enrich the learning experiences and skills. According to those previous studies, this
develop their knowledge (Eady & Lockyer, research aims to improve creative thinking skill
2013; Husamah & Pantiwati, 2014). and scientific attitude through inquiry-based
However, the result of preliminary research learning in basic biology lecture toward
in this study indicates that the students’ creative students of biology education at the IAIN
thinking skills and scientific attitudes were in Jember.
low level since students were not used to given
a learning activity which evaluates the creative METHOD
thinking skill and scientific attitudes. It is also
assumed that several factors lead to that The study is a descriptive quantitative
problem, for instance, ineffective learning research conducted in November 2017. Twenty
methods and only a few of authentically five students consisting of five boys and twenty
scientific learning activities which affect on the girls at Biology 2 class, the academic year of
student' motivation and thus on students’ 2017, Biology Education Department, at the
learning achievement. It is supported as Alberta IAIN Jember in same education background
Learning (2004) stated that one of the factors were the subjects in this study. The number of
leading to this problem is considered an research subjects was determined as minimum
unsuitable outdated method of teaching biology as possible however it was assumed that it can
that does not motivate students. bring a comprehensive data as the research
Inquiry-based learning encourages students conducted by Susiyawati, Ibrahim, Atweh, and
to be able to learn certain concepts in science Rahayu (2015).
actively by solving given problems themselves Students were taught on the topic of cell
so they are not passively receiving the transport in basic biology lecture for two
knowledge from the lecturer. Arends (2009), meetings with two hours each. During this
stated that students are able to gain knowledge, learning activity, the students’ creative thinking
develop thinking and reasoning skills, enhance skill and scientific attitudes were evaluated.
metacognitive skills, and build positive attitudes Students’ creative thinking skill were evaluated
through inquiry activities. using one group pre-test and post-test design
Similiarly, Abdi (2014), also reported that meanwhile the students’ scientific attitudes
students are able to learn scientific skills and were evaluated using observation sheet. The
enhance thinking skills through the inquiry- pre-test was given at the beginning of learning
based learning activity. This activity provides activity meanwhile post-test was given at the
an authentic learning environment because end of the activity. In this study, the students
students can learn certain concepts actively by were given a scientifically inquiry-based
conducting researches which are related to learning activity, encouraged to overcome given
complex problems occurred in the real world. problems, and invited to act as a researcher.
Furthermore, students taught in the inquiry- Concepts taught in the first and second
based learning class were proved very actively meetings were about cell structure and cell
in learning certain topics and have good transport. Students were guided to observe and
scientifically inquiry skills (Pewnim, identify the cell structure in the laboratory, then
Ketpichainarong, Panijpan, & Ruenwongsa, continued to do research about plasmolysis and
2011). By implementing this inquiry-based deplasmolysis on the plant cells by themselves
learning activity in teaching cell transport in a group. Students were given problems and
concepts, it is expected that students are not asked to overcome the problems in inquiry-
only able to comprehend the concepts but also based activities with the guidance and
able to learn how to be scientists since they assistance from the lecturer.
conduct a research by themselves that might be In this inquiry-based learning process,
capable to improve their creative thinking skills students’ creative thinking focused on two
and scientific attitudes. indicators, namely: flexibility and originality
Several previous studies related to inquiry- were measured using test instrument. This test
based learning method indicated that this instrument was arranged personally by the
learning activity provides an active learning author as the lecturer at Biology Education
environment that is able to increase students’ Department, at the IAIN Jember. Then its
learning motivation which affects on students’ validity was evaluated by two experts and it

24 Improving creative thinking skills ….


Sandika & Fitrihidajati / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 23-28

reached 3.3 thus it can be called that the moderate, and 3) if n-gain score is less than
instrument is valid. The criteria of validation 0.30, the enhancement is low.
result were based on Ratumanan and Laurens
(2003). Furthermore, the reliability of the test RESULTS AND DISCUSSION
instrument that was measured using Alpha
Cronbach formula reached 0.72 which means The students’ creative thinking skill scores
that the instrument is reliable. The criteria of and its enhancement is shown briefly in Table
reliability instrument referred to Arikunto 1. According to the data shown in the table
(Arikunto, 2006, 2010) above, all students of biology 2 class from
Meanwhile, the students' scientific attitude biology education department reached the score
focused on curiosity and objectivity was of pre-test less than 65. In contrast, all students
measured during the activities by five observers mastery the post-test by reaching score more
using observation sheets in which one observer than 65. Data on the table also shows that eight
observed one group consisting of five students. students reached moderate enhancement of
The aspects of measurement in students' creative thinking skill and the rest got the high
curiosity and objectivity were using Guttman enhancement of creative thinking skill. It also
scale which is characterized by a consistent and can be seen that the classical enhancement
solid assessment (Riduwan, 2011). In every value of creative thinking skill reached 0.70
aspect of scientific attitudes, there are ten with high criteria.
indicators of assessment in which if students are
observed doing the indicator, the score is 1 Table 1. Enhancement score of students’ creative
however if students did not do as, on the thinking skills
Pre-test Post-test N-gain
indicator, the score is 0. Furthermore, the score Student Criteria
score score score
for every student is summed up and the 1 30 80 0,71 High
percentage on each is measured. In the end, the 2 25 85 0,80 High
total percentage of all students of every aspect 3 30 80 0,71 High
is also measured. The criteria of assessment are 4 45 75 0,55 Moderate
5 50 80 0,60 Moderate
based on Riduwan (2011) in which if the 6 35 85 0,77 High
classical percentage is more than 81% means 7 50 70 0,40 Moderate
that the scientific attitude is excellent. 8 60 85 0,63 Moderate
On the other hand, the enhancement of 9 40 85 0,75 High
students’ creative thinking was determined 10 50 85 0,70 High
11 25 75 0,67 Moderate
using one group pre-test and post-test research 12 45 85 0,73 High
design. Data of students' creative thinking skill 13 30 80 0,71 High
was analyzed descriptively. The score of the 14 65 90 0,71 High
enhancement was measured using a formula by 15 35 75 0,62 Moderate
16 30 85 0,79 High
Hake (1998): 17 50 95 0,90 High
18 50 80 0,60 Moderate
19 55 80 0,56 Moderate
<g> (1) 20 60 90 0,75 High
21 40 85 0,75 High
Note: 22 40 85 0,75 High
23 30 80 0,71 High
<g> = score of enhancement (N-gain)
24 20 90 0,88 High
= score of pre-test 25 50 85 0,70 High
= score of post-test 41.6 82.8 0.70 High
= maximum score

Score of the enhancement of students’ On the other hand, the observation result of
creative thinking skill obtained was categorized students’ scientific attitudes focused on
as the criteria as follows: 1) if n-gain score is curiosity and objectivity is shown in Figure 1.
more than equal to 0.70, the enhancement of Data from the observation result on students’
students’ creative thinking skill is high, 2) if n- scientific attitudes shown in the figure above
gain score is more than equal to 0.30 and less indicates that students’ scientific attitude on
than equal to 0.70, the enhancement is curiosity aspect met 87% while students’
scientific attitude on objectivity reached 85%.
The learning process implemented in this study

Improving creative thinking skills …. 25


Sandika & Fitrihidajati / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 23-28

was based on inquiry-based learning method. given several different solutions under the
Arends (2012), explained that phases in inquiry microscope. Thus it affects to high creative
learning method consisted of 1) gain attention thinking skills on students. Similarly, Arends
and explain the inquiry process, 2) present the (2012) and Shabani, Khatib, and Ebadi, (2010)
inquiry problem or discrepant event, 3) have said that Vygotsky has already explained that
students formulate hypotheses to explain the an effective learning process can occur if
problem or event, 4) encourage students to students have abilities to finish the complex
collect data to test the hypothesis, 5) formulate tasks which have not been studied yet.
explanations and/or conclusions, and 6) reflect However, the result of pre-test on this
on the problem situation and the thinking research indicated that students’ creative
processes used to inquire into it. thinking skill which met low criteria was
caused by a learning habit. Students were not
used to having pre-test before start a learning
process and they were not also used to actively
attain the concepts themselves. Therefore, by
implementing this learning activity, it also
triggered students to be active ones, build
knowledge, and skills themselves.
Furthermore, the differences in enhancement
scores between every student might be caused
by their differences in cognitive development.
Although all students undergo same learning
activities, every student has the different rate of
attaining the concepts. Arends (2012), reported
that students grow in the same intellectual
development but this growth occurs in the
different rate.
Figure 1. Classical percentage of students’ scientific Besides students' creative thinking skill,
attitudes findings in this study also indicated that
students' scientific attitudes were also observed
According to the data shown above, students excellently. In this study, the scientific attitude
reached high enhancement of creative thinking focused on curiosity and objectivity. Curiosity
skill. That high enhancement of creative could be equated with a basic desire to know
thinking skill might be supported by students’ (Mukhopadhyay, 2014). A curious one asks
high motivation during the learning process. It questions, read more learning sources to find
is caused by learning environment provided by meaningful information and get ready to carry
this learning method was contextual and out an investigation. Curiosity is a stimulus to
authentic that was capable to increase students’ inquiry since each discovery raises new
learning motivation. Sudjana and Rivai (2015), questions and suggests new undertakings.
stated that students are motivated to learn if Therefore, students should show great curiosity
educators not only teach verbally but also give for the science courses and by having inquiry-
interesting and fun learning activities. Alberta based learning, they may occur curiosity
Learning (2004) and Ibe (2013) also said that (Erdogan, 2017).
contextual learning environments are able to A scientist also should be objective in
create meaningful learning experiences since interpreting ideas and fair in communicating the
students can study, build knowledge, and findings (Anderson, 2010; Dudo & Besley,
develop skills themselves. 2016; Pitafi & Farooq, 2012). To learn the
This inquiry-based learning process is also attitude of objectivity, students may be
proved that was capable to enhance students’ confronted by situations which the temptation
creative thinking skills since they are faced to permit personal feelings and to interfere with
several authentic problems during the learning the recording of an observation in order capable
activity by having a research about plasmolysis to achieve a correct or accurate solution of a
and deplasmolysis on Rhoeo discolor cells. problem (Erdogan, 2017; Rafiee, Moattari,
Students were guided to compare the Nikbakht, Kojuri, & Mousavinasab, 2014).
differences of cell structure before and after Objectivity also needs to improve and thus

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