Profile of Creative Thinking In Science LearningIn Junior High School For The Different Gender

Creative thinking including higher order thinking. Creative thinking is very important in the learning of science. Often there is a difference in creative thinking in both male and female. The purpose of this research is to determine the profile of creative thinking skills in science learning in junior high school to the different gender. This research is descriptive methods. Creative thinking skill is measured by creative thinking rubric. The Data were analysed using descriptive quantitative using Microsoft Excel. The result of research has a variate creative thinking skills in science learning process in male and female.


INTRODUCTION
We are in the 21st century where there is a very rapid development in various countries.Creativity becomes a determinant of individual success in the face of increasingly complex life challenges.Creativity is also the determinant of a nation's excellence.Progress of a nation is no longer determined by the resources possessed by the nation, but how creative the people of the nation.
The quality of human resources is not separated from the quality of education.Formal education in schools studies and develops science.Science is learned in school and one of them is science.Science lessons in junior high schools are intended to achieve national education objectives of creating creative learners.
Creative thinking includes high-level thinking.The development of creative thinking ability in education is mostly done after realizing that creative thinking ability is very useful for learners, especially starting from science lesson.In accordance with the ability of scientific thinking in science, learners who have the ability to think creatively will have the ability to solve every problems well because it has many kinds of mindset ranging from basic to high level thinking.
In the reality, science lessons in junior high school seem to be teacher-centered.Teachers are more dominant in learning by emphasizing the process of transfer of knowledge to students.Students tend to be passive and do not want to think creatively, this is one of the obstacles that cause students' creative thinking ability is not developed.The development of creativity in each learner is different.The most frequently observed difference is gender.Gender is a distinguishing characteristic between individuals as well as birth defects that are influenced by social and culture.So in fact in the field there is a variety of levels of thinking in male and female.Based on the description above, the researcher is interested to examine more about "Profile ofcreative thinking on science learning in junior high school for different gender".

A. Creative thinking
Thinking as a mental process that can develop knowledge.In addition, thinking is also said to be a rearrangement or cognitive manipulation of both information from the environment and the symbols which are stored in long term memory.So thinking is a representation of some event or item that aims to solve the problems.
The unique / creative thinking of a person is preceded by the construction of a creative idea of a thought process involving cognitive activity.This process is called the creative thinking process.Creative thinking is included in higher-order thinking skills.According to Costa (Amit, 2009) there are 4 high thinking patterns, namely critical thinking, creative thinking, problem solving and decision making.Among the four highlevel thinking patterns, creative thinking is the basis of people's ability to think science.Often we assume that most people are creative only in certain thing.When in fact there are various other creativities in human beings, it's just that we often do not realize and know it (Rogerson).
In general, creativity is defined as "the cognitive skill of proposing a solution to a problem or making something useful or novel from ordinary (Asrori, 2004).According to Silver (Arikunto, 1999) and Ervynck (Ervynck, 1991), creativity has two characteristics, general and specific.General original or creative thinking enables problem-solving or problem-posing in various fields -creating innovative and original solutions of the highest quality.These ideas or solutions are elegant and surprising.This kind of thinking is characterized by mental flexibility, curiosity, a well-developed imagination, interest in finding solutions, the creation of metaphors, and goal-oriented thinking.It is measured by the quantity and quality of its outcomes.Specific original or creative thinking brings about creativity in a specific field.The realization of this creativity's potential requires a longer period of maturation and development.The development and maturity are the results of experience and usually manifest themselves in mature people.
The ability to think creatively can be measured by giving tests on four aspects of fluency, flexibility, originality, and elaboration (Hasan, 2004).Here is an explanation of the aspects of creative thinking with the indicator: The four components to assess the creative thinking of science are to review different things and stand alone, so that students with different abilities and backgrounds will have different abilities according to their level of ability or environmental influence.So it is possible there will be a level or level in creative thinking in accordance with student achievement in the four components (Arikunto, 1994).
From some of the above definition can be said that the ability to think creatively is a person's ability to create something new, both in the form of ideas and real works that are relatively different from those that have been there before.Something that should not be a completely new result/ creation although the final result may appear as something new, but it can be a combination of two/ more existing concepts.

B.Factors that affect the ability to think creatively
Creativity is not a talent possessed by a number of people, but creativity is shared by all children.Therefore, creativity needs to be given opportunities and stimuli by the surrounding environment in order to develop properly.Factors that can develop student creativity include: 1. Social and cultural change 2. School 3. Environment 4. Teacher In the organizations, effective leaders must be able to solve problems using creative thinking and emploVying their imagination to drive the change.Social and cultural changes also invested the field of education.Particularly, schooling is the privileged place where individuals' creative abilities can be fostered.As Antonietti and Cesa-Bianchi pointed out (2003) in Paola Pizzingrilli et al [7], it is important to consider two different aspects of school environment.The first one is related to the situations that can enhance or inhibit students' creative potential.The second one is related to the teachers, meant as "agents of change" .They have a crucial role because they are requested to suggest situations that stimulate critical and creative reasoning, to favour independent.

METHODS
This research is a comparative study.Comparative research was a conducted to compare the value of one variable with another variable, this research is more than onesample [8].This research was conducted on the students of class VIII in junior high school.I choose grade VIII students because according to Piaget & Barbel that at the age above 12 years and over, the child is able to solve special problems, and learn skills and logical thinking skills.The research instrument is a questionnaire.The question type in the questionnaire used is a closed questionnaire that has been validated by a learning expert.The research was conducted in April 2017, with respondents totaling 54 students consisting of 27 male and 27 female.The collected data was analyzed using quantitative descriptive analysis in the average form with the help of Microsoft Excel.

RESULTS AND DISCUSSION
The study sample was grouped into three categories of groups, namely high, medium and low group groups to find differences in students creative thinking ability.Students are grouped based on standard deviation results processed from the quisioner data through grouping of 3 ranks.
Data obtained from research results, analyzed using Microsoft Excel (Frequency, average, min and max value, and standart deviation), then the obtained mean is confirmed by the predefined criteria.Criteria determination can be done by using some equations.Scores obtained by learners are grouped to determine the ability profile of creative thinking science students as a whole.From the data obtained, the profile of the creative thinking ability of science in grade VIII school in junior high school is divided into three categories, namely high, medium and low category.Categories of creativethinking ability of learners in science learning in the male learners is the most dominant is the category of being.
Based on data processing, it can be seen that the creative thinking ability of each student on science learning is different.The average value of male students obtained by 54 while female students is 53.Maximum value obtained by male students is 66 while female learners are 70.and the minimum value obtained by male students is 35 while Female learners is 45.This acquisition shows that there are no students with zero creative thinking ability.This is in accordance with what Eleni, S (Silver, 1997) disclosed that no one has no creativity at all.
Based on Table 1.2 and Table 1.3 we knew that the profile of the creative thinking ability of learners in science learning is in the low to high category range.Differences in the number of students in each category indicate the diversity of creative thinking skills of learners.This is in accordance with the opinion of Eleni, S (Piaget, 2010), that one's creativity is different.This is because the development of creativity is based on the potential that exists within the individual and is supported by experience during interaction with the environment.Based on the interview with one of the teachers, it is found that in science learning during this time, the teacher is more dominant by emphasizing the process of transfer of knowledge to the students.So in learning, learners tend to be passive.In addition, learners are only required to be able to solve the problem which is given by the teacher and later, the problem was used during the test.With so, the ability to think creatively in learners is notdeveloped.
The current science learning should not be like that.Teachers can provide problems related to the environment / daily life so that learners can think diverging.Guilford[6]) reveals that what is primarily concerned with creativity is the ability to think divergently?Divergent thinking is a variety of possible answers based on information provided with an emphasis on the diversity of numbers and conformity.Creativity will continue to grow in accordance with the stimulus in the environment.From the environment that learners can deal with problems that exist in the environment.So that, factors from outside or from within an individual influence the creative thinking ability of learners.
According to Torrance (in Ali & Asrori, 2004), teachers also need to provide motivation to develop the creativity of learners because basically everyone has creative potential, but in reality not all materialized into creative ability.Therefore, internal factors and external factors are some factors that cause differences in the ability of creative thinking in learners.

CONCLUSION
Male and female learners have different creative thinking skills.The results showed that the profile of students' creative thinking ability in science learning in junior high school was in the low to medium category range.