International Journal of Evaluation and Research in Education (IJERE) Vol. 12, No. 1, March 2023, pp. 174~179 ISSN: 2252-8822, DOI: 10.11591/ijere.v12i1.22852  174 Journal homepage: http://ijere.iaescore.com Relationship between level of scientific creativity and scientific attitudes among prospective chemistry teachers Wimbi Apriwanda Nursiwan, Chuzairy Hanri School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Malaysia Article Info ABSTRACT Article history: Received Sep 2, 2021 Revised Aug 13, 2022 Accepted Oct 1, 2022 Scientific creativity and scientific attitude are important things that must be passed on in science learning. That is because the level of scientific creativity and scientific attitude could influence the performance in learning. As the same crucial components in learning, this research aimed to study the relationship between the level of scientific creativity and scientific attitudes. This study involved 92 prospective chemistry teachers in Pekanbaru, Indonesia who were selected using sample-simple random sampling. The data was collected through a chemistry scientific creativity test (CSCT) in form of open-ended questions, and a scientific attitude questionnaire. The data further was analyzed using SPSS 26.0 with a calculation of spearman correlation. The result showed that there was no relationship between the level of scientific creativity and scientific attitudes with Sig. 2-tailed=0.193, rs=0.137. It indicated that the level of scientific attitude was not the dominant factor that could influence the level of scientific creativity among prospective chemistry teachers in this study. Thus, this finding could be a consideration for educational stakeholders to explore the dominant factor that affected scientific creativity. Keywords: Chemistry Correlation study Prospective teachers Scientific attitude Scientific creativity This is an open access article under the CC BY-SA license. Corresponding Author: Wimbi Apriwanda Nursiwan School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia C15 Level 2, 81310 Skudai, Johor Bahru, Malaysia Email: wimbiiapriwanda@gmail.com 1. INTRODUCTION Creativity is a common term in the educational system in this era because one of the demands of the 21st century is creativity. Creativity is the ability related to producing original ideas and items that also combine the existing work and objects in unique ways for the current goals [1]. In the field of science, creativity is known as scientific creativity [2]. Scientific creativity is the intellectual ability to provide original products and features of the non-public or social and is designed with a specific motive in mind using the knowledge provided [3]. Scientific creativity is a form of thinking style or trait, it emphasizes scientific knowledge, scientific inquiry skills, and creative thinking [4], [5]. It is an overview of an individual’s thinking skills that can produce many original ideas from many fields to solve problems [6]. Countries in overall the world has emphasized creativity, either developed or developing countries consider creativity as a cognitive competency that educators must apply in learning and teaching activities such as in the United States, the United Kingdom, and Malaysia [7]–[9] Indonesia also has emphasized creativity in the curriculum (the 2013 curriculum) which requires learning, and teaching activities must emphasize 4C (creativity thinking, critical thinking, communication, and collaboration) and higher order thinking skills (HOTS), one of which is creativity [10]. As important components emphasized in the 2013 curriculum make the need for scientific creativity to be investigated and implemented. Teachers must have scientific creativity that will impact how they carry out learning in class so that it further will affect the students being taught.