Creative performance of junior high school students about alternative energy in science learning

Creativity, as one of the important skills of the 21st century, can perform in knowledge and psychomotor skill, known as creative performance. Creative performance is the ability to integrate multiples knowledge collaboratively and exchange ideas uniquely in a discipline that requires cross-disciplinary skills. Knowledge includes several aspects: novelty, resolution, elaboration, and synthesis. Students need creative performance in dealing with social problems around them. Teachers must measure students’ creative performance to determine learning strategies that suit student needs. The research objective is to describe the creative performance profile of 7th-grade junior high school students in science learning about alternative energy. The research method used is interviews with junior high school science teachers regarding students’ creative performance about alternative energy in science learning. The results showed that creative performance means the score is 31.68 (low). The lowest indicator is elaboration and synthesis (22.73). 3 of 5 teachers have not led an increase in creative performance in science learning. Limited use of media in learning, direct learning time, and economic conditions is affected teachers learning strategies. Students’ creative performance needs to be improved using appropriate learning approaches, methods, models, materials, and media. Science learning that provides opportunities for students to design their products can be the primary key to improving creative performance.