Profile of divergent thinking ability of elementary school student in thematic learning

Abstract

The purpose of this study was to analyze the profile of the divergent thinking ability ofelementary school students in thematic learning. This research was descriptive quantitative research. Thesample of this study was fifth grade students with 48 students in two public elementary schools inLaweyan, Surakarta. Data collection techniques used was test. The instrument used was divergentthinking ability tests. The data validity technique used was construct and content validity. The dataanalysis used was statistic descriptive. The results found that the fluency indicator reaches a maximumvalue (76%), flexibility (74%), originality (68%), and elaboration is the lowest indicator (65.80%). Thus, itcan be concluded that the divergent thinking skills of fifth grade elementary school students have differentindicators and are divided into three categories. The introduction of training programs with openproblems is quite an informative and promising way to complement integrated thematic learning inprimary school.