Bibliometric review and analysis: scientific creativity in science education
DOI:
https://doi.org/10.35335/cendikia.v13i4.3636Kata Kunci:
bibliometric analysis, scientific creativity, science educationAbstrak
Scientific creativity is one of the higher-order thinking skills that is useful to everyone. Scientific creativity encourages individuals to not only generate creative ideas but also to promote ideas about appropriate technology. This article explains in detail the bibliometric analysis of scientific literature in the field of education from 2017 to 2022. The five-step method was used to conduct the literature review in this study. According to the bibliometric analysis, (1) research on scientific creativity with a high number of citations investigates the relationship between scientific creativity and the ability to think divergently and convergently; (2) There are seven clusters of distribution of scientific creativity research keywords where the variables creativity, assessment, divergent thinking, science, research, cognitive control, stroop assignment, science education, and STEM education seem to be related to scientific creativity; (3) Cognitive control, stroop assignments, research, STEM education, science education, and evaluation are some of the terms that are being used more and more frequently in articles about scientific creativity; and (4) STEM education is a significant phrase in studies that focus on scientific creativity.
Referensi
Aschauer, W., Haim, K., & Weber, C. (2022). A Contribution to Scientific Creativity: A Validation Study Measuring Divergent Problem Solving Ability. Creativity Research Journal, 34(2), 195–212. https://doi.org/10.1080/10400419.2021.1968656
Astutik, S., & Prahani, B. K. (2018). Developing Teaching Material for Physics Based on Collaborative Creativity Learning (CCL) Model to Improve Scientific Creativity of Junior High School Students. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 8(2), 91. https://doi.org/10.26740/jpfa.v8n2.p91-105
Baneyx, A. (2008). “Publish or Perish” as citation metrics used to analyze scientific output in the humanities: International case studies in economics, geography, social sciences, philosophy, and history. Archivum Immunologiae et Therapiae Experimentalis, 56(6), 363–371. https://doi.org/10.1007/s00005-008-0043-0
Chen, Y.-T., Liu, M.-J., & Cheng, Y.-Y. (2022). Discovering Scientific Creativity with Digital Storytelling. Journal of Creativity, 100041. https://doi.org/10.1016/j.yjoc.2022.100041
Demirhan, E., & ?ahin, F. (2021). The Effects of Different Kinds of Hands-on Modeling Activities on the Academic Achievement, Problem-Solving Skills, and Scientific Creativity of Prospective Science Teachers. Research in Science Education, 51(S2), 1015–1033. https://doi.org/10.1007/s11165-019-09874-0
Dikici, A., Özdemir, G., & Clark, D. B. (2020). The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills. Research in Science Education, 50(5), 2055–2079. https://doi.org/10.1007/s11165-018-9763-2
Ero?lu, S., & Bekta?, O. (2022). The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science. Learning and Individual Differences, 98, 102181. https://doi.org/10.1016/j.lindif.2022.102181
Genek, S. E., & Küçük, Z. D. (2020). Investigation of scientific creativity levels of elementary school students who enrolled in a stem program1-2. Elementary Education Online, 19(3), 1715–1728. https://doi.org/10.17051/ilkonline.2020.734849
Ghosh, L., Kar, R., Konar, A., Chakraborty, A., & Nagar, A. K. (2019). Identification of Brain Activation Regions in Inductive Learning Based Scientific Creativity Test. Proceedings of the 2018 IEEE Symposium Series on Computational Intelligence, SSCI 2018, 950–957. https://doi.org/10.1109/SSCI.2018.8628779
Gök, B., & Sürmeli, H. (2022). The Effect of Scientific Toy Design Activities Based on the Engineering Design Process on Secondary School Students’ Scientific Creativity. Asian Journal of University Education, 18(3), 692–709. https://doi.org/10.24191/ajue.v18i2.17987
Gubanov, N. N., Gubanov, N. I., & Yusipov, E. (2019). Scientific Creativity Triple Determination Patterns. Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). https://doi.org/10.2991/iccessh-19.2019.12
Hamidah, I., Sriyono, S., & Hudha, M. N. (2020). A Bibliometric Analysis of Covid-19 Research using VOSviewer. Indonesian Journal of Science and Technology, 5(2), 209–216. https://doi.org/10.17509/ijost.v5i2.24522
HEBEBC?, M. T., & USTA, E. (2022). The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358–379. https://doi.org/10.17275/per.22.143.9.6
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403. https://doi.org/10.1080/09500690110098912
Huang, C.-F., & Wang, K.-C. (2019). Comparative Analysis of Different Creativity Tests for the Prediction of Students’ Scientific Creativity. Creativity Research Journal, 31(4), 443–447. https://doi.org/10.1080/10400419.2019.1684116
Huang, P. S., Peng, S. L., Chen, H. C., Tseng, L. C., & Hsu, L. C. (2017). The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Thinking Skills and Creativity, 25, 1–9. https://doi.org/10.1016/j.tsc.2017.06.001
Indarti, N., Jie, F., & Setyaningsih, I. (2018). Bibliometric analysis of the term “green manufacturing.” International Journal of Management Concepts and Philosophy, 11(3), 315. https://doi.org/10.1504/ijmcp.2018.10014233
Jongluecha, P., & Worapun, W. (2022). Developing Grade 3 Student Science Learning Achievement and Scientific Creativity Using the 6E Model in STEAM Education. Journal of Educational Issues, 8(2), 142. https://doi.org/10.5296/jei.v8i2.20049
Kapri., U. (2017). A STUDY OF SCIENTIFIC TEMPER AND SCIENTIFIC CREATIVITY OF SECONDARY SCHOOL STUDENTS. International Journal of Advanced Research, 5(8), 1498–1503. https://doi.org/10.21474/IJAR01/5209
Komarudin, D. (2018). HUBUNGAN ANTARA KREATIVITAS DENGAN PRESTASI BELAJAR SISWA. Psympathic?: Jurnal Ilmiah Psikologi, 4(1). https://doi.org/10.15575/psy.v4i1.2196
Kozhevnikov, M., Ho, S., & Koh, E. (2022). The Role of Visual Abilities and Cognitive Style in Artistic and Scientific Creativity of Singaporean Secondary School Students. The Journal of Creative Behavior, 56(2), 164–181. https://doi.org/10.1002/jocb.522
Lee, I., & Park, J. (2021). Student, parent and teacher perceptions on the behavioral characteristics of scientific creativity and the implications to enhance students’ scientific creativity. Journal of Baltic Science Education, 20(1), 67–79. https://doi.org/10.33225/jbse/21.20.67
Lehmann, J., & Gaskins, B. (2019). Learning scientific creativity from the arts. In Palgrave Communications (Vol. 5, Issue 1, p. 96). Springer Science and Business Media LLC. https://doi.org/10.1057/s41599-019-0308-8
Oh, J. Y. (2021). Understanding the Scientific Creativity Based on Various Perspectives of Science. Axiomathes. https://doi.org/10.1007/s10516-021-09553-8
Prahani, B. K., Suprapto, N., Rachmadiarti, F., Sholahuddin, A., Mahtari, S., Suyidno, & Siswanto, J. (2021). Online Scientific Creativity Learning (OSCL) in Science Education to Improve Students’ Scientific Creativity in Covid-19 Pandemic. Journal of Turkish Science Education, 18(Special Issue), 77–90. https://doi.org/10.36681/tused.2021.73
Ramly, S. N. F., Ahmad, N. J., & Yakob, N. (2022). Development, validity, and reliability of chemistry scientific creativity test for pre-university students. International Journal of Science Education, 1–16. https://doi.org/10.1080/09500693.2022.2116298
Rasul, M. S., Zahriman, N., Halim, L., & Rauf, R. A. (2018). Impact of integrated STEM smart communities program on students scientific creativity. Journal of Engineering Science and Technology, 13(Special Issue on ICITE 2018), 80–89.
Shi, B., Cao, X., Chen, Q., Zhuang, K., & Qiu, J. (2017). Different brain structures associated with artistic and scientific creativity: a voxel-based morphometry study. Scientific Reports, 7(1), 42911. https://doi.org/10.1038/srep42911
Sidek, R., Halim, L., & Buang, N. A. (2022). Pedagogical Approaches to Inculcate Scientific Creativity among Secondary Students. Creative Education, 13(05), 1779–1791. https://doi.org/10.4236/ce.2022.135112
Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity. International Journal of STEM Education, 7(1), 25. https://doi.org/10.1186/s40594-020-00223-6
Sternberg, R. J., Todhunter, R. J. E., Litvak, A., & Sternberg, K. (2020). The relation of scientific creativity and evaluation of scientific impact to scientific reasoning and general intelligence. Journal of Intelligence, 8(2), 17. https://doi.org/10.3390/jintelligence8020017
Sun, M., Wang, M., & Wegerif, R. (2020). Effects of divergent thinking training on students’ scientific creativity: The impact of individual creative potential and domain knowledge. Thinking Skills and Creativity, 37, 100682. https://doi.org/10.1016/j.tsc.2020.100682
Sun, M., Wang, M., Wegerif, R., & Peng, J. (2022). How do students generate ideas together in scientific creativity tasks through computer-based mind mapping? Computers & Education, 176, 104359. https://doi.org/10.1016/j.compedu.2021.104359
Suyidno. (2015). Pemahaman Kreativitas Ilmiah Mahasiswa dalam Pembelajaran Kreatif pada Mata Kuliah Fisika Dasar. In Prosiding (pp. 1361–1366).
U?ra?, M. (2018). The Effects of STEM Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education. International Online Journal of Educational Sciences, 10(5). https://doi.org/10.15345/iojes.2018.05.012
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2). https://doi.org/10.1007/s11192-009-0146-3
Wahyudi, W., Verawati, N. N. S. P., Ayub, S., & Prayogi, S. (2019). The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers. International Journal of Emerging Technologies in Learning (IJET), 14(14), 122. https://doi.org/10.3991/ijet.v14i14.9532
Yang, K.-K., Hong, Z.-R., Lee, L., & Lin, H.-S. (2019a). Exploring the significant predictors of convergent and divergent scientific creativities. Thinking Skills and Creativity, 31, 252–261. https://doi.org/10.1016/j.tsc.2019.01.002
Yang, K.-K., Hong, Z.-R., Lee, L., & Lin, H.-S. (2019b). Exploring the significant predictors of convergent and divergent scientific creativities. Thinking Skills and Creativity, 31, 252–261. https://doi.org/10.1016/j.tsc.2019.01.002
Zhang, X., Cheng, L., Dai, D. Y., Tong, W., & Hu, W. (2020). Adolescents with different profiles of scientific versus artistic creativity: Similarity and difference in cognitive control. Thinking Skills and Creativity, 37, 100688. https://doi.org/10.1016/j.tsc.2020.100688
Zhu, W., Shang, S., Jiang, W., Pei, M., & Su, Y. (2019). Convergent Thinking Moderates the Relationship between Divergent Thinking and Scientific Creativity. Creativity Research Journal, 31(3), 320–328. https://doi.org/10.1080/10400419.2019.1641685
##submission.downloads##
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2023 Suwito Singgih, Nuryunita Dewantari, Suryandari
Artikel ini berlisensi Creative Commons Attribution-NonCommercial 4.0 International License.
