THE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT’S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT

Teaching in the 21st century must develop an educating vision using technology integration to creative such a creative thinking (Anderson & Krathwohl, 2001). The teaching framework in the 21st century should depict student’s skill, knowledge, and ability required to reach success while entering professional zone today. The framework shall include: (1) the core subject and theme of the 21st century; (2) learning and innovative skill; (3) informational, media-related and technological skill; and (4) life skill and career (Bellanca, 2011). A successful creativity teaching process on physics subject requires such a learning environment that can encourage the students to answer with all possible answers available based on the right concept. The result of the research shows that an inspiring teaching evaluation will encourage thinking and imagination freedom. The students will not only be required to master a certain concept, but also they need to be creative in solving any problems (Park, Lee, Oliver, & Cramond, 2006). The characteristics of physics teaching have similarity with the creative process through scientific method that characterizes a scientist when trying to achieve the meaning and relevance of process, to emphasize on the product and attitude. The result of research indicates that this creative process must be supported by the involvement of creativity and student center learning (Kind & Kind, 2007; Junus, Santoso, Isal, & Utomo, 2015). Scientific creativity refers to an intellectual character or an ability to create or potential to create a certain product that is original and has the value of both social and personal as it is designed to reach a certain goal in mind using the given information (Hu & Adey, 2002). Scientific creativity is different from free content creativity. A creative thinking must be activated during the process of investigation or process of scientific knowledge application. Scientific creativity has three dimensions consisting of products, creative Iwan Wicaksono University of Jember, Indonesia Wasis, Madlazim State University of Surabaya, Indonesia Abstract. VS-TM refers to a teaching model that applies virtual media aided scientific approach. VS-TM is required to prepare students who are trained problem-solving process through scientific creative thinking opportunities and complete physics concept mastery. The aim of this research is to analyze the effectiveness of VS-TM to improve student’s scientific creativity and concept mastery on Senior High School physics subject. This research involves 318 students from 3 State Senior High Schools in Jember Regency, Indonesia. Pre-test and post-test scores obtained using Sign Test and Paired Sample T-test are used to analyze VS-TM impact on student’s scientific and concept mastery improvement. Such impact consistency then is observed through the calculation of n-gain achieved by each testing class using ANOVA. The research of VS-TM application on Senior High School physics subject indicates that there is a high categorized significant improvement student’s scientific creativity (n-gain > 0.7) and concept mastery (n-gain > 0.8) on physics subject, before and after VS-TM application with p-value is < 0.05 and there is not any difference between 9 testing classes with p-value is > 0.05.