Creative Thinking Skills Profile of Fifth Grade Students

Abstract

Creative thinking skills are crucial 21st-century competencies that need to be developed in elementary schools through contextual, student-centered learning. This qualitative descriptive research serves as a preliminary study to describe the creative thinking profile of fifth-grade students at SDN 1 Ngemplak during Natural and Social Sciences (IPAS) learning. Nine subjects were purposively selected based on their variations in academic ability. Data were collected via tests covering four indicators (fluency, flexibility, originality, and elaboration), observation, and documentation, followed by a qualitative descriptive analysis. The results indicate that students' overall creative thinking skills remain low (57%). Fluency achieved the highest score (78%), followed by flexibility (66.67%), whereas originality and elaboration were low (44.44%). This suggests that students can generate multiple ideas but lack optimal novelty and depth in their ideas. These findings emphasize the need to strengthen IPAS learning strategies that facilitate exploration, encourage divergent thinking, and comprehensively stimulate student creativity