Building Pupils’ Creativity at Lower Secondary School: Science Teachers’ Perspectives in Urban and Rural Areas
Abstract
This study aims to investigate lower secondary science teachers’ perspectives of teaching strategies for developing pupils’ creativity as one of the 21st-century skills in rural and urban areas. This descriptive research consisted of 110 participants who are lower secondary school science teachers in rural and urban areas from 22 provinces in Indonesia. A survey technique was employed as the method. The instruments used in this study were questionnaires, unstructured interviews, and lesson plan analyses that were validated by two experts in science education. The results showed that 33.30% of teachers prioritize the acquisition of creativity in learning. They mention science skills as the basis for gaining knowledge of concepts from learning experiences. Furthermore, lesson plans of teachers in rural and urban areas show that there is no significant difference between the number of divergent questions and the number of convergent questions in order to develop pupils’ creativity. The numbers of divergent and convergent questions are 50.90% and 49.10%, respectively. Only 2.80% of Indonesian lower secondary science teachers have the initiative to implement teaching strategies that are suitable for the circumstances of their pupils so that learning is more progressive. In conclusion, most teachers from rural and urban areas apply teaching methods from abroad without adapting these to the pupils’ circumstances. This study indicates the importance of developing a new teaching strategy that is able to raise pupils’ levels of creativity based on their conditions and the Indonesian curriculum.
https://doi.org/10.26803/ijlter.21.7.3
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