Abstract Scientific creativity is increasingly recognized as a crucial competency in science education, yet domain-specific assessments remain limited. This study developed and validated an instrument to measure scientific creativity in the context of university-level physics. Scientific creativity was conceptualized as a second-order construct composed of seven task-based components, each evaluated through dimensions of fluency, flexibility, and originality. The instrument was administered to 135 sixth-semester students majoring in physics and physics education from three universities in Indonesia. Data analysis was conducted using Confirmatory Composite Analysis within a Partial Least Squares Structural Equation Modeling framework, applying the repeated indicators approach. The model demonstrated strong psychometric properties, including adequate indicator reliability, internal consistency, convergent validity, and discriminant validity. These findings support the use of task-based assessments for capturing students? creative potential in physics. The validated instrument offers a practical tool for evaluating scientific creativity and provides insights for instructional design and research in science education.
Saefan et al. (Wed,) studied this question.
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