Descriptive qualitative and quantitative analysis reveals varied creative thinking skills in students, indicating the need for improved physics education.
Key Points
A significant variation in students' creative thinking skills was observed, with most classified as high or moderate levels.
The fluency aspect of creative thinking achieved 72%, while flexibility lagged behind at 63.5%, highlighting areas for improvement.
Utilizing the Rasch model, it was determined that most test items were too easy, failing to adequately challenge higher-ability students.
Interview responses indicated a lack of originality in students' answers, suggesting current instructional methods are not optimizing creative potential.