CHAPTER I

INTRODUCTION

1.1 Research Background

In the days of rapid development of science and technology, many problems
must be overcome with the limitations of knowledge possessed by each
individual. Changes in various areas of life require humans to be able to adapt
in line with the changes that occur. Creativity is a basic capital that must be
owned in the face of this era of globalization.
The creativity according to Munandar (2009) are:
Creativity or creativity allow new discoveries in science and technology, as
well as in all other areas of human endeavor. The ever-increasing
technological advances and the diverse challenges of various aspects of life
require creative adaptation and imaginative problem-solving skills.

Munandar's statement above indirectly confirms that in the development of

science and technology, especially in the 21st century is a century where
technology and science change and develop very rapidly, it takes Human
Resources (HR) that has a high competitiveness, creative, reliable, and
qualified to be able to overcome various possible solutions to a problem and
change. In this case, creativity is the most basic basic capital that must be
possessed in order to develop the science so as to bring benefits to the life of
the nation. Creative ideas in solving any problems can not just pop up. To
create something meaningful is required early preparation stage in formal
education, because by obtaining good education one can solve problems in
real life context. With the early development of creativity is a provision in the
face of problems that will be faced in their daily lives.
Development of science is specifically developed through formal education in
school. Knowledge learned in schools encompasses a wide range of
disciplines, one of which is natural science (IPA). The lessons of natural
science in junior high schools are intended to acquire basic science
competencies as well as to cultivate scientific thinking critically, creatively
and independently. (Depdiknas, 2006: 3).
Based on the description above, it is seen that the lessons of natural
science including physics in it is to train students' thinking ability. There are
many kinds of thinking patterns that students need to develop from basic
thinking to complex thinking or high-level thinking. According to Costa
(Liliasari: 2007) there are four high-level thinking patterns, namely critical
thinking, creative thinking, problem solving, and decision making. High-level
thinking requires students to manipulate information and ideas in a certain
way that gives them new insights and implications (Costa, 1985). For
example when students combine facts and ideas in the process of
synthesizing, generalizing, explaining, hypothesizing and analyzing, and
finally arriving at a conclusion requires students' high-order thinking skills.
School-based learning is aimed at developing high-level thinking skills and is
very important to be taught early in formal education (Costa, 1985).
Critical thinking and creative thinking is the embodiment of higher order
thinking. Critical thinking can be viewed as a student's thinking ability to
compare two or more information, eg information received from outside with
information held. If there are differences or similarities, then he will ask
questions or comments with the aim to get an explanation. Critical thinking is
often associated with creative thinking.
Evans (1991) explains that creative thinking is a mental activity to create
continuous (continuous) relationships, so that a "right" combination is found
or until someone gives up. Creative associations occur through the
resemblance of something or through analogical thinking. The association of
ideas forms new ideas. Thus, creative thinking ignores established
relationships, and creates individual relationships. This understanding shows
that creative thinking is a mental activity to find a combination that has not
been known before.
Creative thinking can also be viewed as a process used when an individual
brings about or raises a new idea. The new idea is a combination of previous
ideas that have never been realized (Infinite Innovation Ltd, 2001). This
understanding is more focused on the individual process to generate new
ideas that are a combination of previous ideas that have not been realized or
still in thought. This sense of creative thinking is characterized by a new idea
that emerges as a result of that thought process.
Based on these opinions, then creative thinking can be defined as a mental
activity that a person uses to build new ideas or ideas.
In looking at the link between creative thinking and critical thinking there are
two views. The first view of creative thinking is intuitive in contrast to critical
thinking (analytical) based on logic, and secondly looking at creative thinking
is a combination of analytical and intuitive thinking. Intuitive thinking means
thinking of getting something by using instincts or feelings without any
general facts. The first view tends to be influenced by the view of the
dichotomy of the right brain and the left brain that have different functions,
while the second view sees the two hemispheres working synergistically
together that are not separated.
Johnson (2002) seems to put more emphasis on first sight Johnson explains
that critical thinking organizes the processes used in mental activities such as
problem solving, decision making, convincing, analyzing scientific
assumptions and discoveries. Critical thinking is an ability to reason (to
reason) in an organized way. Creative thinking is a mental activity that
considers authenticity and insight (idea). Creative thinking as opposed to
destructive thinking involves searching for opportunities to change things for
the better. Creative thinking does not explicitly organize processes, such as
critical thinking. Creative thinking is a habit of sharp thinking with intuition,
moving imagination, revealing new possibilities, unveiling amazing ideas and
inspiring unexpected ideas.
This understanding distinguishes firmly from creative thinking and critical
thinking.
Teachers need to equip learners with the ability to solve problems. Problem
solving is seen as one of the main skills that learners should have when
entering the real world (Mabilangan, 2012). Learners are given the
opportunity to solve problems that prioritize problems in accordance with life
and how to learn. A person who has problem-solving ability can be classified
as a qualified human resource because by having the ability, one can solve
problems from the lightest to the most complex (Munandar, 2009).

Problem solving is seen as one of the main skills that learners should have
when entering the real world (Mabilangan, 2012). Learners are given the
opportunity to solve problems that prioritize problems in accordance with life
and how to learn. . A person who has problem-solving ability can be
classified as a qualified human resource because by having the ability, one
can solve problems from the lightest to the most complex (Munandar, 2009).
Creativity and problem-solving skills are also the capabilities demanded by
today's world of work. According to Career Center Maine Department of
Labor (2004), some of the individual characteristics of the desired workforce
are: (1) confidence, (2) motivation for achievement, (3) master basic skills
such as reading, writing, listening, talking, and computer literacy, (4)
mastering thinking skills, such as problem solving, problem posing, decision
making, analthical thinking, and creative thinking (4) creative thinking), and
(5) master interpersonal skills, such as the ability to work in teams and
negotiate.
Thinking, solving problems and producing something new is a complex
activity and closely related to each other. A problem generally can not be
solved without thinking (Slameto, 2003). The linkage between creative
thinking and problem solving can also be seen from some definitions of
creative thinking ability. For example, Hwang et al (2007) defines the ability
of creative thinking as a cognitive skill to provide solutions to a problem or
make something useful or something new from the ordinary. According to
Shapiro (Nakin, 2003), the ability of creative thinking as an association
process and the synthesis of various concepts that can be used to solve
problems. While Krutetski (Park, 2004) views creative thinking as an
approach to finding solutions to problems in an easy and flexible way. It
appears that the three definitions above look at creative thinking with regard
to problem-solving abilities. Creativity and problem-solving skills are also the
capabilities demanded by today's world of work.
According to Career Center Maine Department of Labor (2004), some of the
individual characteristics of the desired workforce are:
(3) master basic skills such as reading, writing, listening, speaking, and
computer literacy, (4) mastering thinking skills, such as solving problems
problem solving, problem-making, decision-making, analthical thinking, and
creative thinking, and (5) mastering interpersonal skills, such as the ability to
work in teams and negotiate .
Thinking, solving problems and producing something new is a complex
activity and closely related to each other. A problem generally can not be
solved without thinking (Slameto, 2003). The linkage between creative
thinking and problem solving can also be seen from some definitions of
creative thinking ability. For example, Hwang et al (2007) defines the ability
of creative thinking as a cognitive skill to provide solutions to a problem or
make something useful or something new from the ordinary. According to
Shapiro (Nakin, 2003), the ability of creative thinking as an association
process and the synthesis of various concepts that can be used to solve
problems. While Krutetski (Park, 2004) views creative thinking as an
approach to finding solutions to problems in an easy and flexible way. It
appears that the three definitions above look at creative thinking with regard
to problem-solving abilities.
Students achieving in some schools are only measured by the values they
earn. Regardless of how they get the value. That if the students were asked if
they remembered what material they were learning and how they worked on
the problem, it would not be surprising if they had forgotten what they were
doing. So that students' creative thinking ability is not developed properly.
Creative thinking is one's process of creating something new creative thinking
takes place through the resemblance of something or through analogical
thinking. The purpose of creative thinking is to stimulate curiosity and
improve divergent thinking skills. Creative thinking according to James. and
Coustance is quoted Jalaluddin is "thinking which produces new methods,
new concepts, new understandings, new inventions, new work of art."
Creative thinking is needed from the communicator who must design the
message, engineers who must design the building, verbal messages and
graphic messages, to the leaders of the community who must provide new
perspectives within
overcome social problems.
Drost stated that actually teachers have realized that learning thinks that
children become smart, critical, and creative. and being able to solve
problems related to their daily lives is important. This awareness has also
underpinned curriculum development which is now more emphasized in
contextual learning.
However, most teachers have not done, yet seriously designed lessons based
on the learning process.
Research on creative thinking is usually just an experimental study that
examines the effect of a learning model on creative thinking skills. Or also
just a classroom action study that examines the improvement of students'
creative thinking skills in a class. Research on the creative thinking of many
also describes the process of creative thinking skills which include
preparation, incubation, illumination and verification. While this study will
describe the creative thinking skills of students based on aspects of novelty
(originality), flexibility (flexbility), fluency (fluency), and elaboration
(elaboration).
One topic in Physics subject is Newton's Law.
It is expected that students can build basic skills, provide further explanation,
and conclude. All students are expected to have creative thinking skills to
understand existing concepts so as to obtain optimal learning outcomes.
Based on the background of the problems that have been described above, the
researchers are interested in conducting research on: ANALYSIS OF
CREATIVE THINKING AND PROBLEM SOLVING SKILLS OF
PHYSICS ON NEWTON’S LAWS TOPIC GRADE X SECOND
SEMESTER IN SENIOR HIGH SCHOOL.
1.2. Identification of problems
Based on the above background, then the problem identifies are:
1. Measuring students problem solving abilities
2. measure the ability of students' creative thinking is measured by using
creative thinking test in the form of written test type description.
3. Knowing the number of students who can complete a creative thinking test
4. It is important to think creatively in solving physics problems
5. student's weakness in answering test

1.3. limitation of problem

Given the wide scope of the problem and the limitations of the ability and
time researchers, the researchers need to make a limit problem in this study,
as follows:
1. The analysis is done by giving test of essay test to the students.
2. This research will examine the creative thinking skills and problem solving
of newton's legal matter physics.
3. Research subjects are limited to grade X students SMA N 2 SEI RIGHT,
Semester Even T.P. 2017/2018

1.4. Formulation of the problem

The problem formulation in this research are:
1. How is the problem solving ability of students on newton legal material?
2. Does each student have a different thought in solving the problem?
3. How creative thinking ability does the student have?
4. How is the relationship of creative thinking ability in problem solving?

1.5 Research Objectives

The purpose of this research are:
Know and describe the relationship of students' creative thinking skills in
solving newton's material physics matter problem.
 1.6 Research Benefits
The benefits of this research are:
1. Theoretical benefits: as a study material and input materials for further
development of creative thinking analysis in solving physics problems for
other researchers.
2. Practical benefits
a. For School
Researchers hope that the results of this study can provide information to
teachers to consider factors that can improve student learning outcomes as
well as to make students think creatively in every learning and improve the
quality of education and the quality of education in his special physics.
b. For Students
From this research is expected to be used by the students as a reference when
applying his knowledge how to make students think creatively and increase
knowledge about students problem solving abilities.
c. For Researchers
With this research, researchers can add insight and knowledge related to the
ability of creative thinking in solving physics problems.

1.7 Operational Definition

1. Skill Creative thinking is the ability to find many possible answers to a
problem, where the emphasis is on quantity, usefulness, and diversity of
answers (Munandar, 2009).
2. Problem Solving is one type of high-level learning because students
must have the skills of incorporating rules to achieve a solution (Dahar,
2011).