American Journal of Educational Research, 2018, Vol. 6, No.

12, 1593-1599
Available online at http://pubs.sciepub.com/education/6/12/1
©Science and Education Publishing
DOI:10.12691/education-6-12-1

Improving Creative Thinking Ability of Class X Students

Public High School 59 Jakarta through
Guided Inquiry Learning Model
Vina Serevina1,*, Wawan Andriana2, Anan Fernandianto3

Physics Education, State University of Jakarta, East Jakarta, Indonesia

*Corresponding author: vina.serevina77@gmail.com

Received September 28, 2018; Revised November 24, 2018; Accepted December 06, 2018
Abstract The purpose of this research is to know whether guided inquiry learning model can improve student’s
creative thinking ability of class X-1 Public High School 59 Jakarta. This research is a classroom action research
according to Kurt Lewin model: (1) planning, (2) acting, (3) observing, and (4) reflecting. Research was conducted
from January 2017 to June 2017 with 36 students at Public High School 59, class X-1, Jakarta, Indonesia as
experiment subject. Data was collected through observation, written test and documentation. The result of student’s
creative thinking ability obtained by 52,00% for fluency aspect in cycle 1 and 60,57% in cycle 2. Flexibility aspect
increased from 44.29% in cycle 1 to 55.71% in cycle 2, originality aspect increased from 49, 52% in cycle 1 to
59,05% in cycle 2, and elaboration aspect increased from 45,71% in cycle 1 to 58,57% in cycle 2. According to the
obtained data, it can be concluded that guided inquiry learning model can improve student’s creative thinking ability
in fluency, flexibility, originality, and elaboration aspects.
Keywords: creative thinking ability, guided inquiry learning model
Cite This Article: Vina Serevina, Wawan Andriana, and Anan Fernandianto, “Improving Creative Thinking
Ability of Class X Students Public High School 59 Jakarta through Guided Inquiry Learning Model.” American
Journal of Educational Research, vol. 6, no. 12 (2018): 1593-1599. doi: 10.12691/education-6-12-1.

passive so that they can’t explore the creative ideas to

solve the problems presented. Based on interviews with
1. Introduction teachers in the field of study, it is known that the lecture
method is the most frequently used method in physics
Nowadays, learning must be a student-centered, so learning process, this means that the learning process is
students are expected to expand all potentials they have in still dominated by teachers. When the learning process of
learning activity. However, the learning process that often students tend to be passive, only limited to sit, hear, record
occurs in the real class demands students to master the and only few students who want to ask a question about
subject matter only. The emphasis is more on memorizing the material was being taught. Learning methods and
and looking for the right answer to the questions that are models have not been able to explore student’s creative
given. High-thinking processes have not been widely ideas in solving the problems presented. The results of
applied. One type of high-level thinking is creative interviews with teachers also indicate that many students
thinking. In fact, the progress of science and technology still can’t solve the problems that were given with
demands a human resource that not only has knowledge different viewpoints. Experiment activities in laboratory
but also must have the skills (life skill) in creating also rarely to conduct.
something creatively. In order to achieve results according to the planned
Ability to think creatively is the ability to understand objectives, teachers need to consider teaching and learning
problems and find solutions with varying strategies or strategy that is creative, effective, and efficient (Serevina,
methods. In creative thinking, the basic process of thinking is Maulana, & Suprastiyono, 2017). A learning model that
used for the discovery of new things, works of art, enlivens the learning atmosphere in the classroom so that
constructive ideas relating to perceptions or concepts, which the students are involved more in the learning process is
emphasize the intuitive or rational aspect of thinking. necessary. The guided inquiry learning model provides
Creative thinkers deliberately practice their imagination, students with freedom during the learning process but
partly by looking at things from an unusual point of view. accompanied by teacher guidance in sharpening creative
Based on observations and supported by interviews thinking skills through problem and problem solving
with some students and teachers, it’s indicated that during the learning process and able to generate new ideas
students still feel the learning conditions that tend to be in finding concepts and knowledge.
1594 American Journal of Educational Research

1.1. Formulation of the Problem c) Have many ideas about a problem.

d) Express ideas fluently.
Can guided inquiry learning model improve creative e) Work faster and do more rather than other students.
thinking ability of class X- 1 students in Public High f) Can quickly see the errors or deficiencies in an
School 59 Jakarta? object or situation.

1.2. Research Purposes 2.1.2. Flexible Thinking Skills (flexible)

Flexible thinking skills (flexible) is an ability to generate
Based on the formulation of the problem, the classroom ideas, answer and variety question, can see a problem
action research aims to know whether guided inquiry from different point of view, looking for many different
learning model can improve student’s creative thinking alternatives or directions, and can change ways of
ability of class X-1 Public High School 59 Jakarta. approach or way of thinking. Flexible thinking skills that
students have is reflected in their behavior, as following:
1) Give a variety of unusual usage of an object.
2. Materials and Methods 2) Give various interpretations of an image, story or
problem.
2.1. Creative Thinking 3) Apply a concept or principle in a different way.
4) Give consideration to situations that are different
Thinking is defined as a creative process that deals with from those given by others.
problem solving [1]. In Indonesian General Dictionary, 5) In discussing a situation always have a different or
creative is defined as having the ability to create; for contradictory position of the majority or group.
example, a job that requires addition to intelligence as 6) If given a problem they usually think of different
well as imagination [2]. Creative thinking is a habit of the ways to solve it.
mind trained by paying attention to intuition, enliven the 7) Categorize things according to different divisions
imagination, revealing new possibilities, opening up (category).
amazing perspectives, and generating unexpected ideas [3]. 8) Able to change the direction of thinking spontaneously.
In other words, creativity or creative thinking can be
interpreted as a spontaneous and imaginative pattern of 2.1.3. Original Thinking Skills
thought or idea, characterizing artistic results, discoveries
Original thinking skills is an ability to give new and
of scientific, and mechanical creations [4].
unique expression, think about unusual ways to express
Ibid defines creativity as follows [5]:
yourself, able to create unusual combinations of parts or
• Creativity is the ability to create new combinations,
elements.
based on data, information, or elements that exist.
Original thinking skills that students have are reflected
Usually, people interpret creativity as creativity, as
in their behavior, as following:
the ability to create new things. Indeed what is
1) Thinking about issues or things that others do not.
created is not necessarily new things at all, but is a
2) Questioning about old ways and trying to think of
combination of things that already existed.
new ways.
• Creativity (creative thinking or divergent thinking)
3) Select a-symmetry in drawing or design.
is the ability to find many possible answers to a
4) Have a different way of thinking than others.
problem, where the emphasis is on quantity, usability,
5) Looking for a new approach from the stereotype.
and diversity of answers. The more possible answers
6) After reading or hearing ideas, work to find a new
that can be given to a problem the more creative one
solution.
is. Of course, the answers should be in accordance
7) Preferably synthesizing rather than analyzing the
with the problem. So, not just the number of
situation.
answers that can be given that determines one's
creativity, but also the quality or level of the answer. 2.1.4. Elaboration Skills (Elaborate)
• Operationally, creativity can be defined as an ability
Elaboration skills (elaborate) is an ability to enrich and
that reflects fluency, flexibility, and originality in
develop an idea or product, adding or detailing the details
thinking, as well as the ability to elaborate (develop,
of an object, idea, or situation so that it becomes more
enrich, detail) an idea.
interesting. Elaboration is defined by modifying the
Creative thinking skills that are developed in learning
reaction by adding some other reactions. It’s like taking a
according to Munandar [6] include aspects of fluency,
simple thought, then modify and make it more interesting.
flexibility, originality, and elaboration.
Or, increase the details of a particular thought, provided
2.1.1. Fluency Thinking Skills that these details fit the main idea. Detailing skills that
students have is reflected in their behavior, as following:
Fluency thinking skills is the ability to spark a lot of 1) Looking for deeper meaning for answers or
ideas, answers, and problem solving, give many ways or troubleshooting by taking detailed steps.
suggestions to do many things and always think of more 2) Develop or enrich other’s ideas.
than one answer. Fluency thinking skills that students 3) Try and test the details to see the direction to be taken.
have is reflected in their behavior, as following: 4) Has a strong sense of beauty so they are not
a) Ask a lot questions. satisfied with the empty or simple appearance.
b) Answering with a number of answers if there is 5) Add lines, colors, and details to the pictures
question. themselves or others.
 American Journal of Educational Research 1595

2.2. The Guided Inquiry Learning Model Students are responsible for testing the hypothesis that
has been formulated by analyzing the data that has been
Kuhlthau, Leslie, and Caspary [7] stated that the guided obtained. An important factor in testing the hypothesis
inquiry learning models can help students to think is right or wrong thinking. After obtaining the
creatively and find creative solutions to problems. The conclusion, from the experimental data students can test
guided inquiry learning model is a learning model that the hypothesis that has been formulated. If the
motivates students to learn through the proving of topics hypothesis is wrong or rejected, the student can explain
or issues by conducting investigative activities. The according to the inquiry process that he has done.
aspects of creative thinking can be enhanced through the 5) Make a conclusion
stages of the guided inquiry learning model. The closing step of inquiry learning is to make a
Orlich [6] says, there are several characteristics of tentative conclusion based on the data obtained by the
guided inquiry must be considered : students.
1) Develop student’s thinking skills through specific
observations to be able to make inference or 2.3. Accelerated Uniform Motion
generalization.
2) The goal is learning the process of observing events Many practical situations occur when the acceleration is
or objects and compiling appropriate generalizations. constant or nearly constant, if the acceleration does not
3) The teacher controls a certain part of the learning, change with time. The situation when the magnitude of
such as events, data, materials and acts as a class constant speed and motion through straight lines is called
leader. perpendicular motion. In this case, momentary acceleration
4) Each student tries to build a pattern that is based on and average acceleration are the same [9].
observation in the classroom. The equations of motion on accelerated uniform motion
5) Class is expected to function as a learning laboratory. are as follows [10]:
6) Usually a number of generalizations will be
obtained from the students. V=
t V0 + at. (1)
7) Teachers motivate all students to communicate their
deliberate habits so that they can be utilized by all 2.4. Parabolic Motion
students in the class.
Gulo in Trianto ([8]: 137-138) states that the capabilities In parabolic motion, objects work speed in both
needed to implement self-learning are as follows: directions, ie vertical and horizontal [11].
1) Asking questions or problems The initial velocity of the object on the y-axis is V0y =
Inquiry activities begin when questions or problems are V0 sinθ. The initial velocity of the object on the x-axis is
raised. To make sure that the question is clear, the Vox = V0 cosθ. When the object moves in the air the
question is written on the board, and then the student is velocity component on y axis becomes Vy
asked to formulate the hypothesis. =
v y v0 y ± gt (2)
2) Formulate the hypothesis
Hypotheses are temporary answers to questions or =v y v0 sin θ ± gt (3)
solutions to problems that can be tested with data. To
facilitate this process, the teacher asks students the idea =
v y 2 v0 y 2 ± 2 gh (4)
of a possible hypothesis. Of all the ideas, one of the
hypotheses that is relevant to the given problem is
chosen. =vy2 ( v0 sin θ )2 ± 2 gh (5)
3) Collecting data The time when the object moves upward reaches speed
Hypotheses are used to guide the data collection
in the air is
process. The resulting data can be a table, matrix, or
graph. v0 sin θ − v y
4) Data analysis t= . (6)
g

Figure 1. Parabolic Motion

1596 American Journal of Educational Research

The time when the object moves down, the speed in the 2.5. Research Methodology
air is as follows:
This research is a Classroom Action Research. Kurt Lewin
v y − v0 sin θ
t= . (7) model became a reference or basis of various models of
g action research, especially classroom action research. The
concept of principal action research according to Kurt
The height of the object as it moves upward as follows: Lewin consists of four components: (1) planning, (2) acting,
(3) observing, and (4) reflecting. The fourth component
( v0 sin θ )2 − v y 2
h= (8) relationships are viewed as one cycle. Data that has been
2g retrieved and collected are processed and analyzed using
qualitative data analysis techniques. Qualitative data obtained
The height of the object as it moves down as follows: from test data analysis of qualitative observation that is
used to analyze data in the process of learning which is
( v0 sin θ )2 − v y 2
(9)
done by delivering contextually and profound meaning
h=
2g according to the research problem. To measure the extent
to which creative thinking abilities of students through
The initial velocity on the x axis is 𝑣𝑣0𝑥𝑥 observation, then the criteria used in the observation sheet
v0 x = v0 cos θ . (10) is to provide the value of 1 if the indicator appears and 0 if
it does not appear. After the whole students answers were
When the object moves in the air the velocity given a score, then the next step is to calculate a
component on the x ( 𝑣𝑣𝑥𝑥 ) is not affected by gravity so that percentage score for each item or response from the grain
its velocity equals 𝑣𝑣0𝑥𝑥 problem by using the following formula:
vx = v0 x . (11) answer Skor
=
Percentage × 100%. (20)
ideal Skor
Distance traveled by object while moving in air of x
Furthermore the percentage score obtained is compared
x = vx.t. (12)
on the criteria of interpretation of the score on the following table:
x = v0 cos θ .t. (13)
Table 1. Criteria for the assessment of the results of Observation of
When the object is at the highest / maximum height: the student's creative thinking
Moving objects reach the highest point when vy = 0 The percentage answer Assessment criteria
Maximum height of object, ℎ𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 81 % - 100 % Very creative
61 % - 80 % Creative
( v0 sin θ )2 41 % - 60 % Creative enough
hmaks = . (14) 21 % - 40 % Less creative
2g
0 % - 20 % Not creative
The time to reach the maximum height is 𝒕𝒕𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎
v0 sin θ
thmaks = . (15) 3. Results
g
The distance the object reaches when it reaches its 3.1. Cycle I
maximum height is xhmaks
3.1.1. Planning Phase
v02 sin 2θ
=
xhmaks v=
x .thmaks . (16) The activities undertaken in this planning stage are as
2g follows:
• The result of preliminary observation or preliminary
When it reaches the farthest distance then the object findings of teaching in class X-1 in Public High School
hits the ground so these that 59 Jakarta, student’s ability to think creatively is still
hxmaks = 0. (17) low. This finding is a reflection material for perfoming
cycle I by making a planning action cycle I.
Time to reach the farthest distance is twice the time to • Prepare lesson plan implementation.
reach maximum height. • Develop assessment instruments in the from of
performance appraisal, student’s worksheet assessment
2v0 sin θ
=
t xmaks 2=
thmaks . (18) and learning result test consisting of questions based
g on the indicators contained in the implementation
plan of learning.
The furthest distance ( 𝑥𝑥𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 ) object was achieved
when the object hit the ground with an interval of 𝑡𝑡𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥 3.1.2. Implementation Phase of Action
xmaks = vx .t xmaks Implementation of the action is done referring to the
v0 sin 2θ [12] (19)
2 learning scenario that has been made, where scenarios are
= 2=
xhmaks based on the guided inquiry learning guided syntax. In general,
g the actions performed can be seen in Table 2 as follows:
 American Journal of Educational Research 1597

Table 2. Implementation Phase of Action

Number Activity Learning Activities
Students see some animations and videos
Ask a question about accelerated uniform motion the
1
or issue expected students are able to ask several
question indentify the problem.
Formulate the
2 Students discuss in forming hypothesis.
hypothesis
Students design experiments, students sort
3 Collecting data
the test steps, students experiment.
Students analyzes data in the form of
tables and graphs, write experimental
4 Data analysis reports in the form of posters, and present
the results of group experiments in front of
the class.
Taking Students take conclusions throughout the Figure 6. students make conclusions
5
conclusions learning process.
3.1.3. Observation
Data that were obtained from the observation sheet
of the implementation phase were used to make improvements
in the next learning process. Found that in the preliminary
activities of students are quite active in expressing
ideas and answering teacher questions in the classroom.
In the core activities of most students still cannot
determine the experiment variables, problem formulation,
and hypothesis. Students have not seemed to think
Figure 2. (a) Students pose problems and (b) formulate hypotheses about different ways to solve them and to find new
solutions to problems encountered during the experiment.
Students are seemed to have this strong sense of
beauty visible from the poster of experiment report that
looks more interesting and creative. At the presentation
of the results in laboratory, students are quite active
in the question and answer session. In closing
activities, some students are still not making right
conclusions.

3.1.4. Reflection
Based on the analysis of the research results cycle 1 has
Figure 3. Students collecting data been described above, it appears that students are still less
precise in determining experimental variables, problem
formulation, hypotheses and making conclusions. Based
on the results of the reflection, then the action plan for
cycle 2 can be designed is the students are given the task
of designing the experiment in the form of daily tasks. The
problems raised in class are closer to the student's daily
life, and students are trained with questions to reveal a
hypothesis.

3.2. Cycle 2
Figure 4. students analyzing data
3.2.1. Planning Phase
Based on the reflection on cycle 1, the researcher goes
on to cycle II. In this second cycle, the planned topic is
about parabolic motion. These steps start from asking
questions or problems, formulating hypotheses, collecting
data, analyzing data, making conclusions

3.2.2. Implementation Phase of Action

The implementation of the action is done based on the
learning scenario that has been made, where the scenario
is based on guided inquiry guided instruction syntax. In
general, the actions taken can be seen in Table 3 as
Figure 5. students present the experimental results
follows:
1598 American Journal of Educational Research

Table 3. Implementation Phase of Action

Number Activity Learning Activities
Students see some animations and
videos about accelerated uniform
Ask a question
1 motion the expected students are able to
or issue
ask several question indentify the
problem.
Formulate the
2 Students discuss in forming hypothesis.
hypothesis
Students design experiments, students
3 Collecting data
sort the test steps, students experiment.
Students process data in the form of
tables and graphs, write experimental
4 Data analysis reports in the form of posters, and
present the results of group experiments
in front of the class.
Taking Students take conclusions throughout
5 Figure 10. Students present experimental results
conclusions the learning process.

Figure 11. Students make conclusions

Figure 7. Students pose problems and formulate hypotheses
3.2.3. Observation
In cycle 2 it’s found that student's preliminary activities
are more active in expressing ideas and answer questions
teachers in the classroom. In the core activities most of
students have been able to determine experiment variables,
problem formulation, and hypotheses. Students have
seemed to think different ways to solve and to find new
solutions on ongoing problems during the experiment.
Students seemed to have this strong sense of beauty
visible from the poster of a practicum report that looks
more interesting and creative. At the presentation of the
results in the laboratory, students are quite active in the
question and answer session. In closing activities some
students are making right conclusions.
Figure 8. Students collecting data

4. Discussion
Creative thinking as a spontaneous and imaginative
pattern of thought or idea, which is most likely a
functioning skill, flexibility, and originality in thought, as
well as the ability to elaborate (develop, enrich, detail) an
idea. Nowadays, creative thinking ability is very needed in
the school because in refraction will produce innovative
and creative generation so that is expected learners will be
able to compete in global market. One way to cultivate
students' creative thinking skills in learning activities is to
vary the model, approach, or method of learning. In this
study used guided inquiry learning model in an effort to
improve students' creative thinking ability. The reason for
Figure 9. Students analyzing data the use of guided inquiry learning model because this
 American Journal of Educational Research 1599

learning model motivates students to learn through the was seen from more students who provided various
proving of topics or issues by conducting investigation interpretations of a problem and think of different ways to
activities. Aspects of creative thinking can be enhanced solved it. Most students have been able to determine
through the stages of the guided inquiry learning model. experiment variables, formulation of the problem, and
Creative thinking skill consists of aspects of fluency, hypothesis. Students were serious and enthusiastic in
flexibility, originality, and elaboration. These four aspects doing experiment. Some students were making right
of creative thinking are measured through observation in conclusions. At the presentation of practicum results,
each stage of the guided inquiry learning model. In cycle 1, students were quite active in the question and answer
the learning material of Accelerated Uniform Motion session. Original thinking skills (originality) increased by
found findings about the materialized of guided inquiry 9,53 % from 49,52% to 59,05% with moderately creative
learning such as students were quite active in expressing categories. This increase is proved by more students
ideas and answering teacher’s questions in the classroom, having different ways of thinking, and working to find
creative in designing experiments, but most students still new solutions. Detailing thinking skills (elaboration)
cannot determine the research variables, formulation of increase by 13,16% from 45,71% to 58,57% with
the problem, hypothesis, and make a conclusion. Students moderately creative categories. This increase is proved by
were serious and enthusiastic in doing practicum. At the more students who seek deeper meaning for answers or
presentation of the results of practicum, students were problem solving by taking detailed steps, and have strong
quite active in the question and answer session. sense of beauty. Thus obtained the average result of
Observation result of students' creative thinking ability in student creative thinking ability improvement of 10,75%
the form of data as follows: from cycle 1 to cycle 2. Based on the data above, it can be
concluded that the guided inquiry learning model can
Table 4. Comparison Between Observation Results of Creative improve students’ creative thinking ability.
Thinking Skill Students of Cycle 1 and Cycle 2
Result
Rated Aspect
Cycle 1 Cycle 2 5. Conclusion
Fluency 52,00% 60,57%
Flexibility 44,29% 55,71% Based on the result and discussion that has been
Originality 49,52% 59,05% described previously, it can be concluded that students’
Elaboration 45,71% 58,57% creative thinking ability can be improved through guided
inquiry learning model.
100.00%
80.00% References
60.00%
40.00% [1] Bono, E. D. (2007). Revolusi Berpikir. Bandung: Kaifa.
Result of cycle 1 [2] Poerwadarminta, W. J. (1976). Kamus Umum Bahasa Indonesia.
20.00% Jakarta: PN Balai Pustaka.
0.00% Result of cycle 2 [3] Johnson, E. B. (2006). Contextual Teaching and Learning Menjadikan
Kegiatan Belajar Mengajar Mengasyikkan dan Bermakna. Bandung:
MCC.
[4] Amien, M. (1987). Mengajarkan Ilmu Pengetahuan Alam (IPA)
dengan Menggunakan Metode Discovery atau Inquiry. Jakarta:
Departemen Pendidikan Nasional.
[5] Munandar, U. (1999). Mengembangkan Bakat dan Kreativitas
Anak Sekolah Penuntun Bagi Guru dan Orang Tua. Jakarta: PT
Grasindo.
Figure 12. Graph of the Enhancement of Student’s Creative Thinking
[6] Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat.
Skills
Jakarta: Rineka Cipta.
From Table 4 above, in the cycle 1, the fluent thinking [7] Kuhlthau, C. C., Leslie, M. K., & Caspary, A. K. (2007). Guided
Inquiry: Learning in The 21st Century. London: Libraries
ability is 52.00% with quite creative category, flexibility Unlimited.
skills is 44.29% with quite creative category, original [8] Trianto. (2007). Model-model Pembelajaran Inovatif Berorientasi
thinking skills (originality) is 49.52% with quite creative Konstruktivistik. Jakarta: Prestasi Pustaka Publisher.
category, and ability to think in detail is 45.71% with [9] Sumarsono, J. (2009). Fisika Untuk SMA/MA Kelas X. Jakarta:
quite creative category. Result of reflection of cycle 1 still Depdiknas.
has not reached the expected goal, then cycle 2 was [10] Halliday, R. (2014). Fundamental Physics. USA: John Wiley &
Sons, Inc.
implemented. In cycle 2, fluent thinking ability (fluency) [11] Cutnell, J. (2014). Physics th9 Edition. USA: John Wiley & Sons,
increased by 8.57%, from 52.00% to 60.57% with creative Inc.
category. This enhancement was seen from the more [12] Drafting Team. (2017). Modul Pembelajaran Fisika SMA Kelas X.
students who asked questions, the students worked faster, Jakarta: PPG SM-3T Fisika Universitas Negeri Jakarta.
and the students began to express their many ideas. [13] Suyanti, R. D. (2010). Strategi Pembelajaran Kimia. Yogyakarta:
Graha Ilmu.
Flexibility skills increased by 11.42%, from 44.29% to
55.71% with creative enough category. This enhancement