Analyzing Students’ Creative Thinking Skills as a Basis for Developing Digital Physics Teaching Materials on Renewable Energy Topics
DOI: https://doi.org/10.26618/g9jhh304
creative thinking skills, digital teaching materials, renewable energy, contextual physics learning, secondary school
Abstract
The rapid advancement of digital technology demands creative, contextual, and sustainability-aligned physics learning. However, high school physics instruction, particularly on renewable energy topics, remains largely conventional and relies on static media, limiting students’ opportunities to develop creative thinking skills. This study aimed to analyze students’ creative thinking skills and learning needs, providing an empirical foundation for the development of contextual, interactive digital physics teaching materials on renewable energy. A descriptive quantitative research design was employed, supported by qualitative data from the teachers’ interviews. The participants consisted of 266 tenth-grade students and three physics teachers from three public senior high schools in Tebo Regency, Indonesia. Data were collected using a 32-item learning-needs questionnaire, a creative thinking skills test based on fluency, flexibility, originality, and elaboration indicators, and semi-structured interviews with teachers. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through thematic analysis. The results indicate that teacher-centered practices, with limited use of interactive digital media, still dominate physics instruction. Students demonstrated a high demand for contextual, problem-based, and digital learning environments, with an overall learning needs mean score of 82.5%. However, students’ creative thinking skills were generally low, with an average score of 41.8%, particularly in fluency, flexibility, and originality, while elaboration emerged as the relatively strongest indicator. The novelty of this study lies in integrating students’ creative thinking profiles with their learning needs and classroom practices to provide an empirical basis for the instructional design. The findings indicate a significant gap between students’ learning needs and current instructional practices, underscoring the need to develop contextual, interactive digital physics teaching materials. This study contributes to physics education by offering diagnostic evidence to guide the design of digital learning innovations that foster creative thinking and sustainability-oriented understanding.
References
Aiyesi, S., Jumadi, J., & Prasetyo, Z. K. (2025). Development of problem-based learning e-books to enhance students’ creative thinking skills. Jurnal Pendidikan Fisika, 13(2), 103–118. https://doi.org/10.26618/jpf.v13i2.17419
Al-Kamzari, F., & Alias, N. (2024). Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), 1–12. https://doi.org/10.29333/ejmste/14241
Andarwulan, T., Al Fajri, T. A., & Damayanti, G. (2021). Elementary teachers’ readiness toward the online learning policy in the new normal era during COVID-19. International Journal of Instruction, 14(3), 771–786. https://doi.org/10.29333/iji.2021.14345a
Asrizal, A., Annisa, N., Festiyed, F., Ashel, H., & Amnah, R. (2023). STEM-integrated physics digital teaching material to develop students’ conceptual understanding and new literacy. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), 1-14. https://doi.org/10.29333/ejmste/13275
Badiah, S., Saefullah, A., & Antarnusa, G. (2024). Development of integrated education for sustainable development digital teaching materials on renewable energy to facilitate students’ critical thinking abilities. EduFisika: Jurnal Pendidikan Fisika, 9(1), 63–73. https://doi.org/10.59052/edufisika.v9i1.32225
Batlolona, J. R., & Diantoro, M. (2023). Mental models and creative thinking skills in students’ physics learning. Creativity Studies, 16(2), 433–447. https://doi.org/10.3846/cs.2023.14743
Batlolona, J. R., Diantoro, M., Wartono, & Latifah, E. (2019). Creative thinking skills of students in physics on solid material elasticity. Journal of Turkish Science Education, 16(1), 48–61. https://files.eric.ed.gov/fulltext/EJ1264884.pdf
Djafar, H., Yunus, R., Pomalato, S. W. D. J., & Rasid, R. (2021). Qualitative and quantitative paradigm constellation in educational research methodology. International Journal of Educational Research & Social Sciences, 2(2), 339–345. https://doi.org/10.51601/ijersc.v2i2.70
Ena, S. I., Zaturrahmi, Z., & Dini, K. (2025). Students’ creative thinking in physics: An investigation of the effectiveness of the CPS instructional model. International Journal of Innovative Research and Scientific Studies, 8(5), 1042–1051. https://doi.org/10.53894/ijirss.v8i5.8946
Farschtschian, F. (2012). Research methodology. In The reality of M&A governance (pp. 51-57). Springer. https://doi.org/10.1007/978-3-642-22778-3_3
Firdaus, F., Wiyanto, W., Putra, N. M. D., & Isnaen, W. (2025). Design of instruments for scientific creative thinking skills and creative thinking digital skills: Rasch models and confirmatory factor analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), 1-16. https://doi.org/10.29333/ejmste/16310
Getliffe, K. (2008). Quantitative research designs. In Research and development in clinical nursing practice (pp. 112–134). Wiley-Blackwell. https://doi.org/10.1002/9780470699270.ch7
Gunawan, K. D. H., Liliasari, L. Kaniawati, I., & Riandi, R. (2024). Status of prospective science teachers’ critical and creative thinking skills in energy and its integration topics. Jurnal Pendidikan Fisika, 12(3), 152–162. https://doi.org/10.26618/jpf.v12i3.11521
Hanč, J., Borovský, D., & Hančová, M. (2024). Blended learning: A data-literate science teacher is a better teacher. Journal of Physics: Conference Series, 2715(1), 1-8. https://doi.org/10.1088/1742-6596/2715/1/012012
Jugembayeva, B., & Murzagaliyeva, A. (2023). Physics students’ innovation readiness for digital learning within the University 4.0 model. Sustainability, 15(1), 1-19. https://doi.org/10.3390/su15010233
Kapanadze, M., Javakhishvili, N., & Dzagania, L. (2023). Investigating the relationship between students’ interest in physics and environmental attitudes in Georgia. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), 1–9. https://doi.org/10.29333/ejmste/13429
Khalil, R. Y., Tairab, H., Qablan, A., Alarabi, K., & Mansour, Y. (2023). STEM-based curriculum and creative thinking in high school students. Education Sciences, 13(12), 1-22. https://doi.org/10.3390/educsci13121195
Kwon, H., & Lee, Y. (2025). A meta-analysis of STEM project-based learning on creativity. STEM Education, 5(2), 275–290. https://doi.org/10.3934/steme.2025014
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive analysis in education: A guide for researchers. U.S. Department of Education, Institute of Education Sciences. https://eric.ed.gov/?id=ED573325
Marlina, L, Ardi, Afifa, M, Sriyanti, I, Meilinda. (2024). Nanofiber membranes for renewable energy: A STEM approach to creativity. Journal of Baltic Science Education, 24(3), 488–505. https://doi.org/10.33225/jbse/25.24.488
Maslakhah, I. F., Jatmiko, B., & Sanjaya, I. G. M. (2024). Development of physics learning media: A literature review. IJORER: International Journal of Recent Educational Research, 5(2), 317–333. https://doi.org/10.46245/ijorer.v5i2.558
Melur, E. C., Liliawati, W., Samsudin, A., Aviyanti, L., & Setiawan, A. (2025). Profile of creative thinking skills and analysis of students’ perceptions of physics learning. Jurnal Penelitian Pendidikan IPA, 11(5), 1029–1035. https://doi.org/10.29303/jppipa.v11i5.10260
Nurazmi, N., Nurfadilah, N., Ardiana, A., & Halim, S. N. H. (2025).
Penguatan keterampilan digital melalui media interaktif dalam pembelajaran fisika. CV Alinea Edumedia.
Patriot, E. A., Ismet, I., Wiyono, K., Rizka, M. R., & Melati, P. (2025). STEM project-based learning: Implementation to optimize 21st century skills in pre-service physics teacher education. In Proceedings of the 6th Sriwijaya University Learning and Education International Conference 2024 (pp. 622–639). Atlantis Press. https://doi.org/10.2991/978-2-38476-390-0_51
Pinar, F. I. L., Panergayo, A. A. E., Sagcal, R. R., Acut, D. P., Roleda, L. S., & Prudente, M. S. (2025). Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: A meta-analysis. Disciplinary and Interdisciplinary Science Education Research, 7(18), 1-17. https://doi.org/10.1186/s43031-025-00137-9
Prihata, L., Suyatna, A., Rosidin, U., & Distrik, I. W. (2020). Interactive physics e-book design of energy resources to optimize self-directed learning and critical thinking skills. In Proceedings of the International Conference on Progressive Education (pp. 136–140). Atlantis Press. https://doi.org/10.2991/assehr.k.200323.106
Putra, Z. A. Z., Susilo, H., Suwono, H., & Ibrohim, I. (2025). Revealing the effect of problem-based learning combined with the use of digital mind maps on students’ creative thinking. Journal of Pedagogical Research, 9(3), 43–61. https://doi.org/10.33902/JPR.202522991
Riswanto, R., Alarifin, D. H., & Hidayat, A. (2025). Exploring the role of digital literacy as a predictor of self-regulated learning in physics education. Jurnal Pendidikan Fisika, 13(3), 308–328. https://doi.org/10.26618/ghc8bt46
Rizal, R., Aripin, H., & Joni, I. M. (2024). Solar-powered electric car: Validity and effectiveness of props in energy conversion learning. Journal of Education and Learning, 18(3), 699–707. https://doi.org/10.11591/edulearn.v18i3.21720
Rizki, I. A., Hariyono, E., Suprapto, N., Dawana, I. R., & Shobah, N. (2024). Renewable energy learning project in physics classrooms: Achieving education for sustainable development. TEM Journal, 13(2), 1452–1460. https://doi.org/10.18421/TEM132-59
Sapulete, H., Wenno, I. H., Tuhurima, D., & Dulhasyim, A. B. P. (2023). Analysis of creative thinking skills based on contextual teaching and learning in physics education students. Jurnal Penelitian Pendidikan IPA, 9(7), 5492–5497. https://doi.org/10.29303/jppipa.v9i7.3691
Sihombing, R. A., Rochintaniawati, D., Agustin, R. R., Muslim, M., & Rahman, T. (2025). STEM-based teaching materials to support scientific literacy and sustainability awareness: A critical review. International Journal of Education in Mathematics, Science and Technology, 13(3), 597–622. https://doi.org/10.46328/ijemst.4790
Siripipatthanakul, S., Muthmainnah, M., Asrifan, A., Siripipatthanakul, S., Kaewpuang, P., Sriboonruang, P., Limna, P., Jaipomh, P., & Sitthipon T. (2023). Quantitative research in education. In Interdisciplinary research: Collaborative insights (pp. 30–53). ResearchGate. https://www.researchgate.net/publication/369013292
Siyamuningsih, L. A., Khoiri, N., Nuroso, H., & Hayat, M. S. (2025). Development of learning tools with project-based learning (PjBL) model on students’ creative thinking skills in renewable energy material. Jurnal Penelitian Pendidikan IPA, 11(5), 181–189. https://doi.org/10.29303/jppipa.v11i5.10783
Sundari, P. D., Hidayati, Saputra, D., Sari, S. Y., & Anusba, E. B. (2024). Analysis of teaching materials needs for digital module development in physics learning: Teachers’ perceptions. Jurnal Penelitian Pendidikan IPA, 10(2), 674–680. https://doi.org/10.29303/jppipa.v10i2.6093
Wijayanto, P. W., Priyatiningsih, N., Herman, H., Sudadi, S., & Saputra, N. (2023). Implementation of problem-based learning model to improve early childhood abilities in creative thinking. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 1017–1023. https://doi.org/10.31004/obsesi.v7i1.3909
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Suci Rizki, Pakhrur Razi, Fatni Mufit, Fuja Novitra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
