Discovery Learning Model to Improve Students Creative Thinking Skills on Vector Topics Vina Serevina (a*), Li-Jen Lester (b), Fitri Kirana Zaharani (c)
(a) Department of Physics Education, State University of Jakarta, Jakarta, Indonesia
*vina.serevina77[at]gmail.com
(b) Department of Computer Science, Sam Houston State University, Texas, USA
(c) Department of Physics Education, State University of Jakarta, Jakarta, Indonesia
Abstract
This research examined the impact of the Discovery Learning model on students creative thinking skills in vector material while contributing to the achievement of Sustainable Development Goal 4 on quality education. The study applied a quasi-experimental method with a one-group pretest-posttest design involving 36 eleventh-grade students at a public senior high school in Jakarta, Indonesia. Creative thinking was assessed using instruments adapted from Torrances indicators, covering fluency, flexibility, originality, elaboration, and problem sensitivity. Instrument testing confirmed 30 valid items through point-biserial correlation analysis, while KR-21 reliability results indicated strong consistency. Data were analyzed using descriptive statistics, Shapiro-Wilk normality testing, paired-sample t-tests, effect size analysis, and normalized gain (N-gain). The results demonstrated a significant increase in students creative thinking performance after the implementation of Discovery Learning (p < 0.05). The effect size analysis showed a very strong influence of the learning model, whereas the N-gain result was classified in the moderate category. Enhancement occurred across all dimensions of creative thinking, particularly in fluency, flexibility, originality, elaboration, and sensitivity to problems. These findings indicate that Discovery Learning can improve creative thinking skills in physics learning, especially in vector concepts.
