Analysis of Creative Thinking Ability in Science Learning Students Elementary School Sisviana Etyka Sari Sebelas Maret University, Surakarta evisisviana@gmail.com Gunarhadi Sebelas Maret University, Surakarta gunarhadi@fkip.uns.ac.id Peduk Rintayati Sebelas Maret University, Surakarta pedukrintayati@staff.uns.ac.id ABSTRACT This research is motivated by the importance of creative thinking skills in education in the 21st century. The purpose of this study is to determine the creative thinking abilities of sixth-grade elementary school students and the ability of each indicator. This research is a descriptive type of qualitative research. The subjects of this study were students of class VI who were selected by the purposive sampling technique. Data were collected by observation, interviews, and tests. Data analysis is done by flow analysis. Based on the results of the research and discussion, information was obtained that the student's creative thinking skills on the indicators of fluency, flexibility, originality, and elaboration, most of the students had moderate creative thinking skills (67.2%). The average score for each indicator includes fluency (2.44), flexibility (2.42), originality (2.19), and elaboration (2.31). The results of this study can be used as input for teachers to improve the learning process. CCS CONCEPTS General and reference ~ Survey and overviews KEYWORDS creative thinking, elementary school, students 1. Introduction Learning in the 21st century requires students to think critically and creatively. They need to communicate and elaborate. Students need higher-order thinking skills to deal with any real-world problems that involve them in higher-order thinking [1]. This type of thinking requires students to be skilled in solving a problem based on information and knowledge that has been previously owned. Therefore, students need to develop their creative thinking skills. Students' creative thinking is recognized as the ability to diagnose problems and find solutions [2]. Creative thinking is a change in the way of thinking. Changes in thinking from the abstract to the concrete and back to the abstract [3]. Creative thinking needs to be accustomed since students are in elementary school. Each school level should encourage students to think logically and creatively to solve a problem[4]. Teachers can stimulate students to think creatively by inviting them to play, experiment, and adventure with new things. It can also be used by the teacher as a step to hone students' abilities by experimenting. Students who have creative thinking will be seen when they solve a problem. Students will be able to come up with and develop ideas (fluency), generate ideas that are varied, relevant, logical, and come from various points of view (flexibility), create new, unique, and appropriate ideas for the problem (originality), and develop new ideas. Ideas that are more specific, complete, and interesting (elaboration) [5], [6]. Students who think creatively have an open mind and generate many different ideas. They can make unusual combinations of different and known ideas [7]. The creative thinking of students needs to be appreciated by the teacher. They should be trained to become creative, productive generation, be able to read every problem, and be able to relate it to personal experience. One of the charges of learning that requires students to think creatively is the scientific knowledge of nature (IPA). Science learning in schools must contain the nature of science which consists of three aspects, namely scientific products, scientific processes, and scientific attitudes [8]. IPA is related to the natural way of finding out about a systematic manner so that the IPA is not just a mastery collection of knowledge of facts, concepts, or principles, but also a process of discovery. Therefore, It is hoped that science can be used as a means for students to develop all the potential that exists in themselves and their environment. The reality of the development of creative thinking that is happening today is inversely proportional to these expectations. Based on the results of the 2015 GCI (Global Creativity Index) Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). ICLIQE '21, September 4, 2021, Surakarta, Indonesia © 2021 Association for Computing Machinery. ACM ISBN 978-1-4503-8692-0/21/09…$15.00 https://doi.org/10.1145/3516875.3516992