PERAN STRATEGI KONTROL VARIABEL (CVS) DALAM MENUMBUHKAN KEMAMPUAN BERPIKIR KREATIF CALON GURU SD MELALUI INKUIRI BERBASIS STEAM
DOI:
https://doi.org/10.23969/jp.v11i03.65740Keywords:
Control of Variables Strategy (CVS), STEAM-based inquiry learning, creative think-ing, prospective elementary school teachers, scientific reasoning.Abstract
This study aimed to examine the role of the Control of Variables Strategy (CVS) in fostering the creative thinking skills of prospective elementary school teachers through STEAM-based inquiry learning. The study was motivated by the importance of creative thinking as a key twenty-first-century competency that prospective teachers are expected to possess. However, previous evidence indicates that their creative thinking skills remain at moderate to low levels. Therefore, an instructional strategy capable of effectively integrating scientific reasoning and creativity into the learning process is needed.
This study employed a quasi-experimental approach using a pretest–posttest control group design. The participants consisted of 57 undergraduate students enrolled in the Elementary School Teacher Education Program, divided into an experimental group (n = 29) and a control group (n = 28). The experimental group received STEAM-based inquiry learning integrated with the Control of Variables Strategy (STEAM-CVS), whereas the control group received STEAM-based inquiry learning without CVS integration. The research instrument was a creative thinking test adapted from the Torrance Test of Creative Thinking (TTCT), which assessed four dimensions: fluency, flexibility, originality, and elaboration. The data were analyzed using an independent-samples t-test and normalized gain (N-Gain) analysis.
The findings revealed that the experimental group achieved a significantly higher level of creative thinking (91%) than the control group (69%), with a statistically significant difference (p < 0.05). Furthermore, the improvement in creative thinking skills was greater in the experimental group (N-Gain = 0.72) than in the control group (N-Gain = 0.41).
In conclusion, integrating the Control of Variables Strategy (CVS) into STEAM-based inquiry learning plays a significant role in enhancing the creative thinking skills of prospective elementary school teachers by promoting systematic, evidence-based scientific investigation.
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