Utilization of Open-Ended Problems Model to Analyze Students ’ Creative Thinking Ability on Electrochemistry Lesson

The objective of the present research is to study students’ achievement in creative thinking ability and to determine the level of their ability in creative thinking in electrochemistry through open-ended problems model. The method used in this research is Descriptive Study. The sample of this research is 12 grade students majoring in Science of SMAN 3 South Tangerang which consist of 28 students. The sample taken are students of 12 grade majoring in science from selected classes; they have higher scores in daily test compared to 4 other classes. This was simply for convenience of studying the learning process and the implementation of open-ended model problem in this study. The data of this research was acquired from observation sheet, test and interview. In this research the achievement of student’s creative thinking ability was focused on three aspects of creative thinking: fluency, flexibility and originality. The result showed that student’s achievement on fluency was good, flexibility was average and originality was average. Meanwhile, the open-ended test result showed that student’s achievement on fluency was good, flexibility was average and originality was also average. Level of student’s ability in creative thinking was categorized as very poor, poor and average. Number of students in each category was 10 students (35.71%) in very poor category, 17 students (60.71%) in poor category, and 1 student (3.57%) in average category.


INTRODUCTION
The 2013 curriculum is a studentcentered curriculum which demand an active involvement in learning process.
Teachers act as facilitator or mediator as well as learning designer so as the students actively sought new discoveries (Sani, 2013).The mindset in 2013 curriculum is to generate creative Indonesian society (Yani, 2014).This is correspond to the goal of 2013 curriculum as set-forth in the Regulation of Ministry of Education and Cultural no.69/2013, i.e. preparing Indonesian so as to possess life skills as individual and citizen who is faithful, productive, creative, innovative and affective as well as capable to contribute to the society, nation, country and world civilization (Republic of Indonesia, 2013).
Ability to innovate and create are also needed in performing works in the 21st century.Within frame of competence of 21st century, it is shown that students must possess life skills and carrier, learning skills and innovating (critical and creative), ability to utilize information and communicating (Hürsen et al., 2014).In order to face challenge in the future, students must have adequate skills, among others, such as (i) basic skills comprising reading, writing, arithmetic and mathematics, speaking and listening (ii) thinking skills comprise of creative thinking, decision making, problem solving, seeing picture of idea, know how to learn and reasoning (iii) personality comprise of aspects of responsibility, confidence, social attitude, self management and righteousness (SCANS, 1991;Aizikovitsh-Udi & Amit, 2011;Sayadian & Lashkarian, 2015).
Up to date, the student's creativity has not been appreciated in the learning process.This lack of appreciation resulted in reluctance in exploring new experiences.Creativity is not always related to ability to produce but also ability to come up with solutions without fixating to the correct answer (Hürsen et al., 2014;Chen et al., 2015).This is in accordance to Bono (2007) that the need to always provide the correct answer at school has hindered the student's ability in creative thinking.Thus, ability in creative thinking among students would not be hindered provided that the students are accustomed to provide various solutions or not fixated to one correct answer.To think some different various ways to finish.

Achievement in Creative Thinking
The student can think of the problems or somethings which have not been taught by the other people.
Table 3 shows the result of scoring of the student's answer from Open-Ended test.Fluency aspects has good score, while flexibility and originality is average in score.From the questions given, the student opined that variation in battery such as primary and secondary batteries was something new for the student.This proved that the students have dominant fluency aspect since various kind of batteries was not considered as something new for the students in their current level of knowledge.

4.
Such selection was to facilitate the learning process and application of openended problems model in this research.In this research, sample taken by purposive sampling technique.Research instruments used were observation sheet, open-ended set of problems and interview guidance.Observation sheet used in this research serves as a mean to observe the process or the student's activity in completing the open-ended set of problems which in turn related to the aspect of creative thinking.The observation sheet were validated until they were deemed suitable to be used for data sampling process.The objective of the test instrument is to measure the student's creative thinking ability by providing an openended test.Open-ended questions given to the students were set of problems with open answers.Set of problems were made to see the three aspects in student's creative thinking based on the answers given, i.e., fluency, flexibility and originality.Each aspect has their own reference in terms of assessment.Interview was conducted to acquire more in-depth information concerning the answers given in the test by the students and the student's response toward openended model in creative thinking ability.The interview guidance was created by researcher and consists of 8 questions.In this research, the instrumen validity uses the content of validity which leads to an instrument which has suitable content in revealing the aspects to be measured.The content validity is usually based on the two lecturers's assesments from the Chemistry Education of Jakarta Islamic State University and a chemistry teacher from public senior high school 3 South Tangerang.The students's answers throughout the task of open-ended were analyzed on the aspects of fluency, flexibility and originality which then interpretated into the category form in accordance to Riduwan's (Riduwan, 2010).In order to measure the student's level of creative thinking, researcher analyzed the occurence of the three aspects of student's creative thinking in each open-ended problem set completed by the students based on their level of creative thinking ability according to Siswono's (Siswono, 2011).From each task item given, if the student provides answer which satisfy the fluency, flexibility and originality aspects (as listed on the table above), the level of the student's creativity thinking ability is remarked as very creative.Scores from each of the problem were summed up and converted into percentage.Percentage data were interpreted into categories according to Riduwan's as previously discussed (Riduwan, 2010).

Fluency
in problem solving refers to variation of correct answers given by the students.The varied answers were not necessarily different.Some answers were deemed as vary but not different if the answers were not the same as one another but the answers appeared to be based on particular pattern or sequences.Based on the Table 3, percentage of achievement in fluency aspect in open-ended test was scored the highest and categorized as good by 63.45%.This result shown that the students have good capability in providing various solutions from given open-ended problems.The fluency aspect is the lowest aspect in creative thinking compare to flexibility and originality (Siswono, 2011).Therefore, student's achievement in this aspect placed in the highest position.

FlexibilityFigure 2 .
Figure 2. Level of Creative Thinking Among Students Based on Figure 2, none of the students able to reach good and excellent level in creative thinking ability.In other words, the students could not solve the problem given by fulfilling the three aspect of creative thinking in order to reach level of excellence.Further, the students could not meet the aspect of fluency and originality in solving the whole problem set given and reach good score.Based on students grouping (high, medium and low), the level of the student's ability in creative thinking is shown by Figure 3.

Figure 3 .
Figure 3. Level of Student's Creative Thinking Ability Based on Group

Table 3 .
The Achievement of Creative Thinking Aspect Based on Open-Ended Test