Creative Performance of Junior High School^s Students About Alternative Energy in Science Learning Fitri Amaliyah (a), Supeno Supeno (a*), Sri Wahyuni (a)
(a) Magister of Science Education, Universitas Jember
Jalan Kalimantan No 37, Jember 68121, Indonesia
*supeno.fkip[at]unej.ac.id
Abstract
Creative performance is ability to integrate multiple knowledge collaboratively and exchange of ideas uniquely in a discipline that requires cross-disciplinary skills and knowledge. Creative performance includes several aspects: novelty, resolution, elaboration, and synthesis. Students need a creative performance in dealing with social problems around them. Students with creative performance will be able to produce solutions in form of arguments to create innovative products. Students with good creative performance also show a high level of cognitive understanding. Teachers must measure students^ creative performance to determine learning strategies that suit student needs. Teachers can evaluate each student^s problem-solving tendency by measuring each performance indicator. This study describes creative performance profile of 7th-grade junior high school students in science learning about alternative energy. The research method used is interviews with junior high school science teachers regarding students^ creative performance about alternative energy in science learning. The results showed that students are challenged to make innovative products about alternative energy in terms of novelty, resolution, elaboration, and synthesis. Students^ creative performance needs to be improved using appropriate learning approaches, methods, models, materials, and media. Science learning that provides opportunities for students to design their products can be primary key to improving creative performance.
Keywords: creative performance- alternative energy- science learning
