Rendi Restiana Sukardi, Wahyu Sopandi, Riandi
The study investigates the learning strategies chosen and planned by the teachers to develop the creativity of secondary school students in Indonesia. The descriptive research involved 110 science teachers of secondary school from 22 provinces in Indonesia. They were chosen by purposive technique sampling. The instruments were questionnaires, open-ended questions, and lesson plan format, validated by two science education experts. The data were processed quantitatively and qualitatively through triangulation. The findings from the questionnaire showed that the teaching strategies chosen by the science teachers in secondary school were PjBL (43.50%), STEAM (16.70%), PBL (13.90%), Inquiry (12.00%), STEM (16.70%), and Personal Strategy (2.80%). Although the teacher chooses various learning strategies, the coding process from lesson plan analysis and transcripts of an open-ended question shows that the development of student creativity must be based on science's fundamental concepts. It means concept mastery and creativity are the two essential learning goals, and they could not be separated. © 2021 Author(s).
Science Education Study Program of Post Graduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, Jawa Barat, 40154, Indonesia; Primary Education Study Program of Cibiru Campus, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, Jawa Barat, 40154, Indonesia; Chemistry Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, Jawa Barat, 40154, Indonesia; Biology Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, Jawa Barat, 40154, Indonesia
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