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Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex
real-life problems faced by students; but both competencies are not trained in school. Therefore, this
research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase
student’s responsibility and scientific creativity on physics learning in senior high school. This research
used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin,
South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation
emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data
were gained through scientific creativity test emphasizing on problem finding, product improvement,
scientific imagination, scientific problem solving, and creative product design. The data analysis was
done through qualitative descriptive, n-gain, and paired t-test. The results showed: (1) student’s
responsibility for each meeting is in good criteria, and (2) there is a significant increase on students’
scientific creativity at α = 5%, with n-gain constitutes moderate category. Thus, the CRBL is believed to
be effective to increase student’s responsibility and scientific creativity in physics learning.
Keywords: CRBL, responsibility, scientific creativity |
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