Scientific Creativity in Chemistry Education: How is it Measured?

Wimbi Apriwanda Nursiwan, Chuzairy Hanri and Nor Hasniza Ibrahim
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Wimbi Apriwanda Nursiwan: Department of Innovative Science and Mathematics, Faculty of Educational Sciences and Technology, University Technology Malaysia
Chuzairy Hanri: Department of Innovative Science and Mathematics, Faculty of Educational Sciences and Technology, University Technology Malaysia
Nor Hasniza Ibrahim: Department of Innovative Science and Mathematics, Faculty of Educational Sciences and Technology, University Technology Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 480-493

Abstract: Scientific creativity is a critical component of 21st-century skills, especially in science education. This study aims to develop a scoring rubric that enables chemistry educators to assess students’ scientific creativity effectively. The development process adopted Tessmer’s model, consisting of three phases: Preliminary Phase, Self-Evaluation Phase, and Prototyping Phase. To determine the rubric’s validity, expert judgment was conducted and analyzed using the Content Validity Index (CVI). The findings showed that the rubric achieved an item-level CVI (I-CVI) of 1.00, indicating excellent content validity. Feedback from the experts was also incorporated to improve the structure, clarity, and applicability of the rubric. The resulting scoring method provides a practical tool to evaluate key aspects of scientific creativity, such as creative traits, product and process within the context of chemistry learning. This study contributes to the advancement of assessment practices by offering a reliable and valid instrument tailored for creative performance in science. The rubric can support educators in identifying and fostering students’ creative potential, ultimately enhancing the quality of chemistry instruction.

Date: 2025
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