<![CDATA[Creative thinking skills are essential in physics learning because students are required not only to understand formulas, but also to generate ideas, solve contextual problems, and explain scientific phenomena creatively. However, most physics assessments still emphasize procedural calculations and have not comprehensively measured students’ creative thinking skills, particularly in dynamic fluid learning. Therefore, this study aims to examine the quality of essay test items developed to assess students’ creative thinking skills in the context of dynamic fluids. A descriptive quantitative approach was employed involving 120 students who had previously studied dynamic fluids. The developed instrument consisted of four contextual essay questions representing the indicators of fluency, flexibility, originality, and elaboration. Data analysis was conducted using SPSS version 30.0 through empirical validity testing, reliability analysis, item difficulty level, and discrimination index analysis. The results showed that all items had very high validity coefficients (r = 0.827–0.946; p < 0.001), indicating strong construct validity. The instrument also demonstrated very high reliability with a Cronbach’s Alpha coefficient of 0.908. Furthermore, all items were categorized as having moderate difficulty levels (0.476–0.526) and good to very good discrimination indices (0.694–0.899). These findings indicate that the developed instrument is effective for measuring students’ creative thinking skills in dynamic fluid learning. The novelty of this study lies in the development of a contextual essay-based assessment instrument specifically designed for dynamic fluid topics, where each item explicitly represents one indicator of creative thinking. This study contributes to the development of more meaningful creative thinking assessments in physics education.]]>
Copyrights © 2026
