Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science

  • Julianto Julianto Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Wasis Wasis Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Rudiana Agustini Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Suprayitno Suprayitno Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Asri Susetyo Rukmi Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Fitria Hidayati Universitas W.R Supratman, Surabaya,  Indonesia
  • Endah Rahmawati Universitas W.R Supratman, Surabaya,  Indonesia
Keywords: Creative Attitude in, Science Learning (CASL), Creative Thinking Skills, Positive Attitude, Toward Science


The results of the literature study show that the Problem Based Learning (PBL) and Creative Problem Solving (CPS) models are proven to be able to improve students' creative thinking skills, but also have weaknesses that need to be improved. To complement the weaknesses of the application of the PBL Model and the CPS Model, it is necessary to develop an Innovative Learning Model that can improve students' creative abilities. The CASL (Creative Attitude In Science Learning) model is a learning model that integrates the CPS model with the PBL model in learning activities. The development of the CASL model is supported by the latest learning theories and the empirical foundation of the latest research. The CASL model has five phases, namely: (1) Generating positive attitudes as creative individuals, (2) Organizing creative learning, (3) Guiding creative investigations, (4) Forming positive attitudes in demonstrating scientific creativity, and (5) Attitude evaluation positive and scientific creativity.

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How to Cite
Julianto, J., Wasis, W., Agustini, R., Suprayitno, S., Rukmi, A. S., Hidayati, F., & Rahmawati, E. (2022). Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science. IJORER : International Journal of Recent Educational Research, 3(6), 701-717.
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