Analysis of High School Students' Creative Thinking Ability in Dynamic Fluid Topics

Abstract

Creative thinking ability (CTA) is essential for generating innovative solutions to real-world challenges. This study analyzes high school students' CTA on dynamic fluid topics, focusing on subtopics of flow rate, continuity principle, and Bernoulli's principle. A quantitative survey was conducted with 33 students from a high school in Malang, Indonesia, using a validated essay-based Creative Thinking Ability Test (reliability: 0.880). Descriptive statistics and rubric-based scoring (0–4 scale) categorized CTA levels. Results indicated an overall low CTA (average score: 26.52/100), with flow rate subtopic scoring "very low" (18.18%), while continuity and Bernoulli’s principles scored "low" (34.85% and 26.01%). Indicators like fluency, flexibility, originality, and elaboration were underdeveloped, as students struggled to generate diverse ideas, link concepts, and elaborate solutions. Dominant teacher-centered learning and fragmented conceptual understanding were identified as contributing factors. The study recommends integrating authentic problem-based learning (aPBL), project-based learning (PjBL), and technology-enhanced simulations to foster CTA. These findings highlight the urgency of reforming physics pedagogy to align with 21st-century skill demands.

Keywords

• Creative Thinking Ability
• Dynamic Fluid
• Authentic Problem