The divergent thinking of basic skills of sciences process skills of life aspects on natural sciences subject in Indonesian elementary school students

Findings show that each item fits with the model, so that the tests developed using a divergent answer model is declared "valid" (Wright, 1982) and reliable. This is supported by data that the reliability of estimate from persons estimate is 0,62 Reliability coefficient is slightly low and the internal consistency coefficient is 0.51. A confounding by fluency is a serious consideration. Such confounding is implied by bivariate correlations 355 among the various divergent thinking test indexes but was more dramatically demonstrated by Hocevar’s analyses of the reliability of originality scores from various divergent thinking tests (alternate uses, plot titles, and consequences). He found that the reliability was quite low although reliable before 360 adjustments when the variance accounted for by fluency was removed from originality (Runco &Acar, 2012).

The results of the study present the detail of percentage score to the total score for each indicator with the value in the logit scale ranging from lowest mean abilities, items difficulties, and information on the items that are fitted with PCM.

Table 1. The divergent thinking of observing skills on grades 4 to 6 students and the test item information

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCULTY	THAU		Infit MNSQ
				DIFFCULTY	1	2	Infit MNSQ
1. Identify him/herselfthe names / types of animals based on animal sounds they hear	G4	95	-0.46	-1.10	3.15	-3.15	1.27
	G5	96	-0.40	-0.94	3.78	-3.78	1.23
	G6	99	-0.35	-0.76	3.56	-3.56	1.21
2. Selecthim/herselfthe symptoms that will be compared when they are faced with two kinds of living creatures to identify differences	G4	71	-0.47	-0.75	0.90	-0.90	0.98
	G5	77	-0.42	-0.68	1.14	-1.14	0.94
	G6	78	-0.36	-0.52	1.46	-1.46	0.92
3. Choose him/herselfspecies that will be observed their body parts changes in color, shape, and levels	G4	44	-0.46	-0.36	0.81	-0.81	1.10
	G5	49	-0.41	-0.29	0.84	-0.84	1.08
	G6	57	-0.35	-0.23	0.97	-0.97	1.08
4. Match him/herself a real organism with the picture or vice versa to know the diversity of appearance.	G4	43	-0.47	-0.44	1.33	-1.33	1.05
	G5	44	-0.41	-0.29	1.23	-1.23	1.02
	G6	57	-0.35	-0.31	1.44	-1.44	1.01
5. Identify him/herself circumstances that are equally having full potential risks when making observations in the school with everyday situations at home.	G4	32	-0.46	-0.17	0.99	-0.99	1.02
	G5	41	-0.41	-0.18	0.95	-0.95	1.02
	G6	47	-0.36	-0.13	1.22	-1.22	0.99
6. Identify him/herself the impact of technology in nature, in a region, or in images	G4	27	-0.50	-0.21	-0.44	0.44	0.96
	G5	28	-0.44	-0.18	-0.49	0.49	0.95
	G6	30	-0.37	-0.15	-0.42	0.42	0.94
7. Selectand match him/herself the object of observation in the form of living things with pictures	G4	19	-0.46	0.20	0.95	-0.95	1.00
	G5	26	-0.41	0.16	0.94	-0.94	1.02
	G6	35	-0.35	0.15	0.89	-0.89	1.04

Table 1 provides information about the measurement of divergent thinking of basic skills aspects of SPS on student observing skills. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, in reference to the types of indicators in the skills of observing, the seven items show different levels of achievement. This may imply that different indicators lead to different items and different students achievement. The easiest indicator is indicator number 1 in which grade 6 students attain 98.97% of the total score. Meanwhile, the most difficult indicator is indicator number 7 in which grade 4 students obtain 19.27 % of the total scores. Thirdly, with regard to the percentage score of the total score that have been able to be achieved by the students of grades 4, 5, and 6, the higher the grade is, the higher the percentage of success will be.

Table 2. The divergent thinking of recording data/information skills on grades 4 to 6 students and the test item information

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCLTY	THAU		Infit MNSQ
				DIFFCLTY	1	2	Infit MNSQ
1. Complete him/herself a chart, graphs or histograms of the life phenomenon of living things	G4	81.72	-0.46	-0.98	2.92	-2.92	1.21
	G5	88.43	-0.41	-0.87	3.14	-3.14	1.2
	G6	91.35	-0.35	-0.69	2.61	-2.61	1.18
2. Present him/herself data in tabular form completed with labels	G4	52.52	-0.46	-0.68	2.54	-2.54	1.14
	G5	49.80	-0.41	-0.49	2.68	-2.68	1.10
	G6	59.40	-0.35	-0.41	2.77	-2.77	1.09
3. Make a histogram of the symptoms of living things life completed with labels	G4	43.40	-0.48	-0.42	1.13	-1.13	0.92
	G5	56.42	-0.42	-0.45	1.18	-1.18	0.93
	G6	66.67	-0.36	-0.42	1.50	-1.50	0.93
4. Make him/herselef a summary of some paragraphs / chapters to review the symptoms of living things life	G4	43.31	-0.47	-0.46	1.36	-1.36	0.91
	G5	59.47	-0.42	-0.49	1.20	-1.20	0.9
	G6	65.62	-0.36	-0.39	1.35	-1.35	0.9
5. Write a paper him/herself containing information about the observations results of the life of living things completed with its title.	G4	34.80	-0.47	-0.15	0.68	-0.68	1.02
	G5	38.75	-0.41	-0.10	0.80	-0.80	1.01
	G6	46.56	-0.35	0.03	0.52	-0.52	1.00
6. Determine him/herself the information about the characteristics of an organism that is presented in charts, graphs or histograms.	G4	28.48	-0.47	-0.01	0.74	-0.74	0.93
	G5	37.38	-0.42	-0.05	0.7	-0.7	0.92
	G6	43.88	-0.36	0.00	0.79	-0.79	0.92
7. Make him/herself charts, graphs or histograms of living things life.	G4	18.34	-0.46	0.00	2.09	-2.09	1.02
	G5	26.75	-0.41	-0.08	2.09	-2.09	1.03
	G6	31.27	-0.35	0.02	2.1	-2.1	1.02
8. Determine him/herself body or parts of living bodies to be drawn accurately.	G4	16.62	-0.46	0.40	0.74	-0.74	1.01
	G5	23.63	-0.41	0.37	0.56	-0.56	1.02
	G6	33.19	-0.35	0.23	0.71	-0.71	1.02

Table 2 provides information about the measurement of divergent thinking with the same pattern as observing skills. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, with regard to the types of indicators the skills of data recording, the eight items show different levels of achievement. This means that different indicators lead to different items and different students’ attainment. The easiest indicator is indicator number 1 which grade 6 students attain 91.35% of the total score. Meanwhile, the most difficult indicator is indicator number 8 in which grade 4 students obtain 16.62 % of the total score. Thirdly, concerning the percentage score that has been achieved by the students of grades 4, 5, and 6 students, the higher the grade is, the higher the percentage of success will be.

Table 3. The divergent thinking of following instructions skills grades 4 to 6 students and the test item information

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCLTY	THAU		Infit MNSQ
				DIFFCLTY	1	2	Infit MNSQ
1. Prepare equipment or arrange him/herself the steps to be taken in observing the symptoms of living things life after the teachers give written explanation	G4	53.81	-0.48	-0.58	1.11	-1.11	0.91
	G5	68.15	-0.42	-0.59	1.17	-1.17	0.91
	G6	73.24	-0.36	-0.48	1.45	-1.45	0.90
2. Prepare equipment or arrange him/herself the steps to be taken in observing the symptoms of living things life after the teachers perform demonstration	G4	31.21	-0.47	0.12	0.23	-0.23	1.00
	G5	40.28	-0.41	0.00	0.39	-0.39	1.01
	G6	49.39	-0.35	-0.03	0.56	-0.56	0.99
3. Prepare equipment or arrange him/herself the steps to be taken in observing the symptoms of living things life after the teachers give oral explanation	G4	31.76	-0.47	-0.15	0.92	-0.92	1.03
	G5	39.33	-0.41	-0.09	0.71	-0.71	1.04
	G6	46.71	-0.35	0.00	0.62	-0.62	1.06
4. Prepare equipment or arrange him/herself the steps to be taken in observing the symptoms of living things life after reading written procedures stated in the students working sheet.	G4	18.65	-0.46	0.43	0.48	-0.48	1.01
	G5	23.70	-0.41	0.51	0.27	-0.27	1.02
	G6	28.67	-0.35	0.49	0.37	-0.37	1.02

Table 3 gives information about the measurement results of divergent thinking of basic skills aspects of SPS on student skills in following instructions. This has the same pattern as the previous two skills i.e. observing and data recording skills. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, in reference to the types of indicators in the skills of following instructions, the four items show different levels of scores achievement. This means that different indicators lead to different items and different students attainment. The easiest indicator is indicator number 1 in which grade 6 students attain 73.24% of the total score. Meanwhile, the most difficult indicator is indicator number 4 in which grade 4 students obtain 18.65 % of the total score. Thirdly, with reference to the percentage score of the total score that have been achieved by grades 4, 5, and 6 students, the higher the grade is, the higher the percentage of success will be. The skills of classifying only have two indicators. Therefore, 4 different items are developed for the second indicator. The results are presented in Table 4 below.

Table 4. The divergent thinking of classifying skills on grades 4 to 6 students and the test item information

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCLTY	THAU		Infit MNSQ
				DIFFCLTY	1	2	Infit MNSQ
1. Determine him/herself the base to separate animals or plants or parts of his body that have different characteristics based on data presented in books or given by the teachers.	G4	25.75	-0.47	0.09	0.68	-0.68	0.99
	G5	34.90	-0.41	0.01	0.70	-0.70	1.00
	G6	41.97	-0.35	0.05	0.73	-0.73	0.99
2.a. Determine him/herself the base to separate animals or plants or parts of his body that have different characteristics and put them together based on the same characteristics in reference to the observations results	G4	24.97	-0.47	0.07	0.79	-0.79	0.93
	G5	29.08	-0.42	0.10	0.84	-0.84	0.93
	G6	45.87	-0.36	-0.07	0.96	-0.96	0.92
2.b. Determine him/herself the base to separate animals or plants or parts of his body that have different characteristics and put them together based on the same characteristics in reference to the observations results	G4	16.78	-0.46	0.31	0.94	-0.94	1.00
	G5	23.12	-0.41	0.26	0.87	-0.87	0.99
	G6	41.74	-0.35	0.00	0.92	-0.92	0.99
2.c. Determine him/herself the base to separate animals or plants or parts of his body that have different characteristics and put them together based on the same characteristics in reference to the observations results	G4	18.65	-0.46	0.29	0.77	-0.77	1.01
	G5	30.03	-0.41	0.07	0.88	-0.88	1.03
	G6	41.82	-0.35	0.00	0.92	-0.92	1.04
2.d. Determine him/herself the base to separate animals or plants or parts of his body that have different characteristics and put them together based on the same characteristics in reference to the observations results	G4	15.53	-0.46	0.48	0.67	-0.67	1.00
	G5	20.94	-0.41	0.41	0.68	-0.68	1.01
	G6	35.93	-0.35	0.23	0.53	-0.53	1.03

Table 4 presents information about the divergent thinking of basic skills aspects of SPS on student classifying skills. This has the same pattern as the previous three skills i.e. observing, data recording, and following instruction skills. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, in reference to the types of indicators in the skills of classifying, the items mastered by the students are almost equal. The easiest indicator is indicator number 2.a in which grade 6 students attain 45.87 % of the total score. Meanwhile, the most difficult indicator is indicator number 2.d in which grade 4 students obtain 15.53 % of the total score. Thirdly, with regard to the percentage score of the total score that have been able to be achieved by the students of grades 4, 5, and 6, the higher the grade is, the higher the percentage of success will be.

Table 5. The divergent thinking of measuring skills on grades 4 to 6 students and the test item

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCLTY	THAU		Infit MNSQ
				DIFFCLTY	1	2	Infit MNSQ
1. Find him/herself the causes of inaccuracies in measuring the characteristics of living things bodies using tools	G4	43.17	-0.48	-0.35	0.81	-0.81	0.9
	G5	54.53	-0.42	-0.38	0.90	-0.90	0.89
	G6	59.40	-0.36	-0.28	1.07	-1.07	0.89
2. Find him/herself a mistake in using blue prints (grid) to estimate the area of a surface of the body / parts of the living things body	G4	36.75	-0.48	-0.07	0.34	-0.34	0.91
	G5	45.66	-0.42	-0.15	0.54	-0.54	0.90
	G6	53.08	-0.36	-0.14	0.79	-0.79	0.90
3. Find him/herself the causes of inaccuracies in reading the scale of the living things body temperature measurement using thermometers	G4	33.16	-0.47	-0.12	0.69	-0.69	1.03
	G5	37.51	-0.41	-0.04	0.67	-0.67	1.04
	G6	52.29	-0.35	-0.14	0.84	-0.84	1.05
4. Determine him/herself themeasuring instruments in accordance with the characteristics of the living things body to be measured	G4	30.28	-0.51	-0.29	0.30	-0.30	0.86
	G5	41.55	-0.46	-0.33	0.25	-0.25	0.89
	G6	58.36	-0.41	-0.40	0.19	-0.19	0.89
5. Find him/herself the causes of inaccuracies in measuring the living things body temperature using a digital thermometer	G4	29.18	-0.47	0.01	0.61	-0.61	1.01
	G5	29.52	-0.41	0.29	0.33	-0.33	1.02
	G6	38.55	-0.35	0.23	0.41	-0.41	1.04
6. Find him/herself the causes of inaccuracies in measuring characteristics of the living body using up and down scales	G4	28.40	-0.47	0.03	0.63	-0.63	1.00
	G5	32.72	-0.41	0.14	0.47	-0.47	1.00
	G6	44.28	-0.35	0	0.75	-0.75	0.99
7. Find him/herself the causes of inaccuracies in reading the meter scale or measuring tape when measuring the characteristics of the living things body	G4	23.64	-0.47	0.25	0.45	-0.45	1.00
	G5	26.68	-0.41	0.4	0.28	-0.28	1.02
	G6	34.17	-0.35	0.39	0.27	-0.27	1.04
8. Estimate him/herselfthe size similarity of the two bodies or body parts of living things roughly	G4	15.84	-0.46	0.44	0.73	-0.73	1.01
	G5	19.12	-0.41	0.48	0.68	-0.68	1.02
	G6	20.57	-0.35	0.55	0.86	-0.86	1.02

Table 5 provides information about the divergent thinking of basic skills aspects of SPS on student measuring skills. The results show the same pattern as the previous four skills i.e. observing, data recording, following instruction, and classifying skills. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, in reference to the types of indicators in the skills of measuring, the four items show different levels of scores achievement. This means that different indicators lead to different items and different students attainment. The easiest indicator is indicator number 1 in which grade 6 students attain 59.40 % of the total score. Meanwhile, the most difficult indicator is indicator number 11 in that the students of grade 4 obtain 15.84 % of the total score. Thirdly, with regard to the percentage score of the total score that have been able to be achieved by the students of grades 4, 5, and 6, the higher the grade is, the higher the percentage of success will be.

Table 6. The divergent thinking of movement manipulation skills on grades 4 to 6 students and the test item information

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCLTY	THAU		Infit MNSQ
				DIFFCLTY	1	2	Infit MNSQ
1. Find him/herself the ways to move solid or liquid in anexperiment related to the symptoms of living things life	G4	33.55	-0.47	-0.22	1.06	-1.06	1.04
	G5	44.87	-0.41	-0.25	0.98	-0.98	1.07
	G6	52.39	-0.35	-0.17	0.95	-0.95	1.08
2. Find out him/herself how to use the hand skills to create works that are associated with the symptoms of living things life	G4	31.68	-0.47	-0.02	0.51	-0.51	0.91
	G5	36.64	-0.42	-0.01	0.65	-0.65	0.91
	G6	41.21	-0.36	0.05	0.80	-0.80	0.90
3. Find him/herself the things that cause errors in using a thermometer to measure and observe the symptoms of living things life	G4	31.07	-0.47	-0.07	0.69	-0.69	1.02
	G5	30.32	-0.41	0.25	0.36	-0.36	1.03
	G6	43.27	-0.35	0.08	0.54	-0.54	1.05
4. Find him/herself the things that cause errors in squashing material derived from living things	G4	20.83	-0.46	0.29	0.59	-0.59	1.02
	G5	27.26	-0.41	0.21	0.66	-0.66	1.03
	G6	31.19	-0.35	0.34	0.55	-0.55	1.03
5.a. Find out for him/herself how to use the body/organs of the living body as measurement tools	G4	3.67	-0.46	1.17	1.53	-1.53	1.00
	G5	5.82	-0.41	1.01	1.52	-1.52	0.99
	G6	10.47	-0.35	0.81	1.47	-1.47	0.98
5.b. Find out for him/herself how to use the body/organs of the living body as measurement tools	G4	2.73	-0.46	1.18	2.06	-2.06	1.00
	G5	3.20	-0.41	1.26	1.97	-1.97	1.00
	G6	5.73	-0.35	1.11	1.79	-1.79	1.00
6. Find out him/herself how to use the hand skills to create works that are associated with the symptoms of living things life	G4	2.26	-0.46	2.26	0.52	-0.52	1.00
	G5	4.43	-0.41	1.30	1.30	-1.30	1.00
	G6	5.58	-0.35	1.79	0.53	-0.53	1.00

Table 6 presents information about the divergent thinking of basic skills aspects of SPS on student movement manipulation skills. The results show a little bit different from skills of observing, data recording, following instruction, classifying, and measuring skills. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, in reference to the types of indicators in the student movement manipulation skills, the six items show different levels of scores achievement. This means that different indicators lead to different items and different students’ attainment. The easiest indicator is indicator number 1 in which grade 6 students attain 52.39 % of the total score. Meanwhile, the most difficult indicator is indicator number 11 in which grade 4 students obtain 2.26 % of the total score. Thirdly, concerning to the percentage score of the total score that has been able to be achieved by the students of grades 4, 5, and 6, the higher grade levels, the higher percentage of success will be. However, The students of grade 5 attain lower score than grade 4 for indicator number 3. The students grades 5, 4, and 6 attain the score of 30.32%, 31.07%, and 43.27%. respectively.

Table 7. The divergent thinking of implementing procedures/techniques/tool usage skills on grade 4 to 6 students and the test item information

INDICATORS	GRADE	% TOTAL SCORE	LOWES MEAN ABILITY	INFORMATION ITEM
				DIFFCLTY	THAU		Infit MNSQ
				DIFFCLTY	1	2	Infit MNSQ
Find out him/herself the causes of errors in using a stop clock or stopwatch	G4	49.86	-0.48	-0.48	0.90	-0.90	0.89
	G5	61.87	-0.42	-0.49	0.96	-0.96	0.89
	G6	65.32	-0.36	-0.35	1.06	-1.06	0.89
Find him/herself the things that cause the malfunction of a pipette to move the solution in the experiments associated with the symptoms of living things life	G4	43.54	-0.48	-0.34	0.73	-0.73	0.90
	G5	56.00	-0.42	-0.41	0.97	-0.97	0.89
	G6	58.59	-0.36	-0.26	1.03	-1.03	0.89
Choose him/herself theways to reduce errors in the experiments associated with the symptoms of living things life.	G4	37.72	-0.47	-0.35	1.26	-1.26	1.02
	G5	47.64	-0.41	-0.35	1.32	-1.32	1.02
	G6	60.06	-0.35	-0.34	1.45	-1.45	1.01
Find him/herself the things that cause the malfunction of a liquid chemical test paper on the testing of materials derived from living things	G4	35.04	-0.48	-0.2	0.82	-0.82	0.90
	G5	43.55	-0.42	-0.2	0.86	-0.86	0.91
	G6	52.22	-0.36	-0.18	1.04	-1.04	0.91
Find him/herself the causes of error in mixing the solution of the materials used in the experiment associated with the symptoms of living things life.	G4	29.50	-0.47	0.30	0.00	0.00	1.00
	G5	36.22	-0.41	0.18	0.19	-0.19	1.01
	G6	37.84	-0.35	0.27	0.34	-0.34	0.99
Find him/herself the ways to avoid the mistake of using a measuring spoon to move the substance	G4	28.79	-0.46	0.05	0.53	-0.53	1.04
	G5	35.71	-0.41	-0.02	0.74	-0.74	1.04
	G6	42.20	-0.35	0.03	0.79	-0.79	1.05
Find him/herselfthings that cause errors in filtering to obtain the extract from living organisms	G4	24.58	-0.46	0.17	0.56	-0.56	1.02
	G5	35.55	-0.41	0.04	0.58	-0.58	1.04
	G6	42.97	-0.35	0.06	0.62	-0.62	1.04
Find out him/herself the things that cause an error in using magnifying lenses to observe the symptoms of living things life	G4	22.47	-0.46	0.44	0.17	-0.17	1.01
	G5	28.86	-0.41	0.43	0.10	-0.10	1.02
	G6	34.10	-0.35	0.49	0.08	-0.08	1.03
Find him/herself the secure working steps in using flammable laboratory equipments	G4	17.71	-0.46	0.62	0.22	-0.22	0.99
	G5	21.59	-0.41	0.51	0.41	-0.41	1.00
	G6	30.66	-0.35	0.44	0.36	-0.36	0.99
Find him/herself the things that cause the error in determining the type of equipment that will be used to observe the symptoms of living things life	G4	14.83	-0.46	0.62	0.49	-0.49	1.00
	G5	22.03	-0.41	0.62	0.19	-0.19	1.01
	G6	31.80	-0.35	0.36	0.46	-0.46	1.02
Find him/herself the type of equipment to be used in accordance with the tasks assigned by the teachers	G4	2.42	-0.46	1.24	2.12	-2.12	0.99
	G5	2.47	-0.41	1.76	1.30	-1.30	0.99
	G6	5.58	-0.35	1.09	1.94	-1.94	0.98

Table 7 presents information about divergent thinking of basic skills aspects of SPS on student skills of implementing procedures/techniques/tool usage. The results show the same pattern as skills of measuring, classifying, following instruction,observing and data recording. Firstly, all items fit with the PCM so that they are "valid" (Wright and Masters, 1982). Secondly, in reference to the types of indicators in the skills of implementing procedures/techniques/tool usage, the eleven items show different levels of scores achievement. This means that different indicators lead to different items and different students attainment. The easiest indicator is indicator number 1 in that the students ofgrade 6 attain 65.32 % of the total score. Meanwhile, the most difficult indicator is indicator number 11 in that the students of grade 4 obtain 2.42% of the total score. Thirdly, with regard to the percentage score of the total score that have been able to be achieved by the students of grades 4, 5, and 6, the higher the grade is, the higher the percentage of success will be.