Is the Creativity of First-Year Students in Stoichiometry Learning Affected by Their Chemistry Scholastic Ability?

Findiyani Ernawati Asih(1), Utiya Azizah(2), Fida Rachmadiarti(3), Sukarmin Sukarmin(4),

DOI: https://doi.org/10.46843/jiecr.v7i1.1995


(1) Department of Chemistry, Universitas Negeri Surabaya, Indonesia
(2) Department of Chemistry, Universitas Negeri Surabaya, Indonesia
(3) Department of Biology, Universitas Negeri Surabaya, Indonesia
(4) Department of Chemistry, Universitas Negeri Surabaya, Indonesia

Abstract

This study aims to examine the correlation between scholastic ability in chemistry and creativity in stoichiometry learning among first-year students. Chemistry scholastic ability is naturally integrated among first-year students who demonstrate their reasoning skills in the field of chemistry, which may influence students' creativity in their chemistry learning. This quantitative research used a correlational design to examine two variables without providing an intervention. The research results showed a significant correlation between scholastic ability in chemistry and creativity, but were inconsistent across the two creativity measures (verbal assessment of creativity [VAC] and figural assessment of creativity [FAC]). Chemistry scholastic ability had a significant correlation with VAC. The first-year students identified had moderate-level reasoning ability, as evidenced by their difficulties transforming stoichiometry knowledge at the microscopic-symbolic level. Students' reasoning abilities encouraged the emergence of an original idea for molecular modeling using environmentally friendly materials (VAC). Even though they did not achieve high-level reasoning ability, they succeeded in creating a mind map (FAC) on stoichiometry by supporting digital literacy. Reasoning ability can foster creativity as one of the 21st-century skills, enabling students to directly contribute to preserving the environment by using molecular modeling materials. They also solve daily-life problems more easily by applying stoichiometry knowledge visualized in a mind map.

Keywords

creativity; chemistry; scholastic ability; stoichiometry learning

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