Scientific creative problem solving for introductory physics with biological context

This study aims to find the concept of Scientific Creative Problem-Solving (Sci-CPS) and its characteristics for Introductory Physics learning with biological context. This research is a mixed method with a sequential exploratory design model. The qualitative data was obtained from literature studies and interviews with lecturers and students about Introductory Physics learning. This data was analyzed using the Miles and Huberman model. Meanwhile, quantitative data was obtained from experts on the Sci-CPS guidelines, lesson plan for Introductory Physics learning with biological context, and learning materials for Introductory Physics with biological context based on scientific creativity. This data was analyzed using Aiken’s V formula to calculate the content-validity coefficient. Based on analysis of data, the characteristics of Sci-CPS are: (1) syntax, namely in the form of extraction, design, invention, and termination; (2) it is oriented towards developing scientific creativity in the form of fluency, flexibility, originality, elaboration, and evaluation; (3) the ability to understand and link many concepts, apply concepts to various scientific problems, and solve problems through the scientific method and scientific creativity as instructional impacts; 4) awakening awareness about the importance of creativity and problem-solving, the courage to convey ideas, respond and appreciate other ideas and foster self-confidence as nurturant impacts.