The role of inquiry learning in enhancing creativity generating ideas from a self-efficacy perspective

Abstract

A creative idea plays a pivotal role in enabling individuals to navigate the challenges posed by technological advancements, particularly within the realm of education. This study aims to enhance students creativity in generating ideas (CGI) and to examine the relationship between these ideas and creative products (CP), while also considering the influence of self-efficacy. The research employs an intervention incorporating the process-oriented guided inquiry learning model, supported by the flipped classroom approach (POGIL+FC). A quasi experimental research design is utilized, with data analyzed using a dependent t-test, two-way ANOVA, and correlation tests. The study involves 137 eleventh-grade students. The findings indicate that the POGIL+FC intervention effectively enhances students creative idea generation, particularly in the subdimensions of fluency and originality. Moreover, SE influences variations in students perspectives and the diversity of their generated ideas, while a positive correlation is observed between idea generation and CP. The implications of this study are discussed in the conclusion section.