The divergent thinking of basic skills of sciences process skills of life aspects on natural sciences subject in Indonesian elementary school students

With regard to the above findings, it is evident that students’ achievements on divergent thinking skills in grades 4, 5, and 6 vary and some indicators are still low when measured using measurements of basic skills in SPS of life aspects.

With reference to these findings, some recomendations are presented. Firstly, teachers could adapt the test items which are used in this study to measure students’ divergent thinking skills of SPS on the grounds that all of the test items fitted to the model so that they are “valid”. Secondly, it is found that there is a low achievement toward indicators of basic skills of SPS. This could encourage teachers to make an attempt for selecting appropriate teaching and learning strategies/models in order that their students attain high divergent thinking skills of SPS which could establish their skills to deal with imagination and creativity. Thirdly, the results of the research could be used as the basis of policy making by some related parties to enhance teachers’ professional and pedagogical competence so that they are able to develop students’ divergent thinking skills under the issue of SPS in natural sciences in particular and other social sciences in general. Fourthly, the results of this research are of great importance for other researchers who are keen on conducting research on natural sciences and social. Added to this, the results of this study could be the reference to deal with conducting similar research, for example at secondary schools and university levels.

Acknowledgement
The deepest gratitude is addressed to the Directorate of Research and Community Service of the Ministry of Research, Technology, and Higher Education which has given a sponsor so that this research can be carried out.