The confirmatory factor analysis of science creative pedagogy (SCP) model

Abstract

Creative pedagogy is an instructional strategy that emphasizes the central importance of creativity in successful learning. Even though creativity among teachers has been extensively studied, the contributing factors in creative pedagogy are still inconclusive. To bridge the gap, a cross-sectional survey has been conducted to develop the Science Creative Pedagogy (SCP) Model by focusing on the elements that potentially support the motivation for implementing SCP. Therefore, the purpose of this study is to assess the validity and reliability of the CSP measurement model developed in Malaysia. A survey was administered to 409 primary school science teachers, covering the six constructs of elements of creative practice, namely knowledge (PG), environment (SEKITAR), teaching aids (BBM), skills (KEM_GURU), science process skills (KPS), and attitudes (SIKAP). The confirmatory factor analysis was performed, and subsequently, the discriminant validity, convergent validity, and reliability of the measurement model were computed. From the findings, the initial model was then modified from five items per construct to three items per construct, resulting in a refined SCP measurement model. Maps of teachers' creative pedagogy will be made using the construct. This will help the teachers' management bodies to set up a better environment for science teacher who wants to use the SCP in their classrooms.