Pena Kreatif : Jurnal Pendidikan

This study aims to determine whether there is an effect of student learning activeness on students' attitudes in science subjects in junior high schools in Jambi City. The research method used is a mixed research method with an explanatory design. The population in this study were all students of junior high school18 Jambi City, junior high 21 Jambi City, and students of junior high school 24 Jambi City. The number of samples used was 250 students. The research data were obtained by distributing a questionnaire on student learning and attitude questionnaires in science subjects, as well as conducting interviews with students. Furthermore, the data were analyzed quantitatively by type simple regression as well as with inferential statistics. The results showed that student learning activeness influenced attitudes in science subjects with a contribution of 15.2% influence while the remaining 84.8% was influenced by other factors not examined in this study, hereinafter referred to as intervening variables. Furthermore, from the calculation of the t-test values obtained t arithmetic greater than t table (20 299 1.650971), which means Ha (accepted) or there is an influence on the attitudes of students' learning activeness in science subjects. From the results of this effect, the regression equation is obtained, namely Y = 111.113 + 0.334x. So it can be concluded that if students have good learning activeness, then students will also show a good attitude in learning, especially in learning science.


Introduction
Indonesia has several levels of education, namely elementary school, junior high school, senior high school, and college. Where each level of education has a different level of difficulty. At the junior high school level, several lessons come from the integration of social and natural science disciplines, one of which is the science subject which is a combination of the branches of science in it (Kurniawan, Astalini, & Anggraini. 2018). Besides, at the junior high school level, students are expected to be able to use thinking skills to solve problems in everyday life, one of which is in the field of science (Kurniawan, Astalini, Darmaji, & Melsayanti. 2019). Science learning is learning that is related to natural phenomena and is active learning and greatly affects the interaction between various information obtained by students (Utaminingsih, Rahayu, and Andini, 2018;Astalini & Kurniawan, 2019). Science learning at the junior high school level, especially that has contributed to making students able to become a generation who has a scientific attitude in life and the environment (Astalini, Kurniawan, Melsyanti, & Destilanti, 2018: 215). Science has provided provisions to solve the problems of everyday life, considering that science is a student who seeks answers to the questions of what, why, and how natural phenomena are associated with the composition of structures and nature, changes and dynamics of nature. Activities developed in science learning should aim to encourage students to be more sensitive to the life around them (Anggoro, Sopandi, & Sholehuddin. 2017).
In the era of the 21st century, science and technology are currently developing very rapidly, where everything can be measured using technology. The beginning of the twenty-first century saw industry 4.0 which is characterized by technological integration between biological, physical, and digital spheres (Schwab, 2016). So that students must understand technological developments and be able to use them wisely to balance the development of science and technology. Science (Physics, Chemistry, Biology) has a significant contribution to technological development, namely as the basic science that underlies technological development (Sudarisman, 2015). This is what unites the two into a unit known as Science and Technology / Science and Technology. Therefore mastery of science is very important. Future workplaces will place more emphasis on STEM skills (Ong, Chou, Yang, & Lin, 2020). STEM stands for Science, Technology, Engineering, and Mathematics (Huang, Abdullah, & Bunyamin, 2013). It is therefore very important to spark student interest in science learning and promote science-related attitudes among students. This is in line with what was stated by (Lin, Cheng, Chang, & Li, 2014), where attitudes towards science and scientific attitudes have been recognized as having an important role in science learning. Attitudes towards science and technology lessons can affect the willingness to use cognitive skills related to learning, such as looking for problems and solving problems and hypotheses (Usta & Akkanat, 2015). Therefore, increasing student attitudes towards science is an important issue for the science educator community. Students who have a negative attitude towards science, for example disliking science will cause them to fail in science, several studies have also reported that students' positive attitudes towards science are highly correlated with their scientific achievement (Adeyemo & Babajide, 2012). A positive attitude towards science results in a science experience for future access to student careers and student achievement.
Recognizing the complexity of the challenges in the future, the UNESCO education sector commission (Commission on Education for the "21" Century) recommends 4 pillars of education that can be used as a basis for education, including 1) learning to know, namely learning to know by extracting knowledge from various information; 2) learning to do, which is learning to take any action or express ideas; 3) learning to be, namely learning to recognize yourself and adapt to the environment; and 4) learning to live together, which is learning to live a relationship with an interdependent community so that they can compete fairly and work together and respect others. Furthermore, (Redhana, 2019), states that the 21st-century science learning trend is ideally directed at 4 components, namely: communication, collaboration, critical thinking & problem solving, creativity & innovation. Based on these 4 components, in learning, it is necessary to have active learning of students. Learning activeness is characterized by optimal involvement, both intellectually, emotionally, and physically. Learning activeness is an effort made by teachers during teaching and learning so that students carry out activities freely both physically and spiritually, are not afraid to have opinions, solve problems themselves, and students are always motivated to have an opinion in participating in learning activities (Muah, 2016). Student activeness makes learning run according to the learning plan. Active learning includes activities that students are involved in. This means students are doing something and thinking about what they are doing. In an active learning environment, students are in control of their learning, and they are involved in higher-level learning, namely analyzing, synthesis, and evaluation (Koohang, Paliszkiewicz, Goluchowski, & Nord, 2016). The activeness of students in learning will result in high interaction between teachers and students or between students and students themselves (Effendi, 2013). Active learning can significantly improve students' critical thinking skills in their class participation activities such as case studies, playing games, class debates, think-pair-share activities, or discussions of real-life problems (Hadibarata & Rubiyanto, 2019). Active students are students who actively structure their knowledge, students reflect on and control their learning process (Virtanen, Niemi, & Nevgi, 2017). When students are active in learning activities, they are indirectly skilled, and someone who is skilled must be creative. Creativity is really needed by students because students are subjects who have to prepare for their own future, creativity can help students when they encounter problems in life. In connection with the development of creativity, it must be taught by educators at the educational unit level. The basic reason that requires teaching creativity is an effort to help students in preparing for the possibilities faced at a later date so that students have the right alternative problem solving (Sugiarto & Djukri, 2015). If students already have these criteria, it means that the learning has fulfilled the 4 components that lead to 21st century learning.
In connection with the importance of learning attitudes and activeness in learning in the 21st century, especially in science subjects, it is necessary to conduct research on attitudes and learning activeness to determine the effect of learning activeness on student attitudes in science subjects. It is hoped that the results can be used as a reference for further research or can be a guide for teachers to measure student attitudes and learning activeness. The purpose of this study was to determine the effect of learning creativity on students' attitudes in science subjects in junior high schools in Jambi City.

Research design
The type of research and design used is mixed-method research using an explanatory design. Creswell (2014) explanatory design is a research design in mixed research characterized by the collection and analysis of quantitative data in the first phase followed by the collection and analysis of quantitative data in the second phase which is built on the initial quantitative results. The variables in this study used 2 variables, namely the independent variable and the dependent variable. The dependent variable in this study was students' attitudes towards science subjects, while the independent variable in this study was learning activeness.

Research Samples
The sample collection technique in this study used a cluster sampling technique. Cluster sampling (Area Sampling) is used to determine the sample if the object to be studied or the data source is very broad, for example, the population of a country, province, or district (Sugiyono, 2017). The samples used in this study were 250 students from SMP Negeri 18 Jambi City and SMP Negeri 24 Jambi City. The two schools were chosen because they were considered comparable and represented the conditions of other schools in terms of their learning environment. Besides, the student composition of the two schools was not too much different. Good school accreditation (accredited A) and have good facilities so that it is comparable to be compared or have the same conditions.

Research Instrument
The instrument in this study used 2 types of instruments, namely questionnaires and documentation. Where in this study using an attitude questionnaire instrument that refers to the TOSRA which had previously been developed from Astalini & Kurniawan's research (2019), with 56 statement items with a Cronbach Alpha value of 0.842. For the attitude questionnaire using a Likert scale 5 (scale five), namely Strongly Agree (SS) with a score of five, Agree (S) with a score of four, Neutral (N) with a score of three, Disagree (TS) with a score of two and Strongly Disagree ( STS) with a score of one. Where the Likert scale is used to measure attitudes, opinions, and perceptions of a person or group of people about social phenomena (Sugiyono, 2016). The following is a lattice of the student's attitude research instrument Furthermore, in this study also used an instrument in the form of a learning activeness questionnaire adapted from Hidayati's research research (2019) which consisted of 25 statement items. This learning activeness questionnaire uses a Likert scale, with four options: always (SL), often (SR), Sometimes (KK), Rarely (JR), and Never (TP). Score for answers to positive questions SL = 5, SR = 4, KK = 3, JR = 2, and TP = 1, and scores for answers to negative statements SL = 1, SR = 2, KK = 3, JR = 4, and TP = 5. The lattice of the student learning activeness questionnaire is as follows: Furthermore, the instrument used is documentation. The documentation obtained is in the form of photos during the activity. It is intended to be used as an additional reference in research. The documentation in this study is used as supporting data from the results of data analysis later. Besides, researchers also use interviews as data that strengthen the results of the data descriptions.

Research Procedure
In data collection, the first activity that must be carried out in selecting students based on the categories given by the researcher, then giving a questionnaire of attitudes and learning activeness to students, then conducting semi-structured interviews to ensure the quantitative results that have been carried out. Then the questionnaire data were processed using the SPSS 23 application to see descriptive statistics, in the form of mean, min, max, percentage, and student categories, while for qualitative data using Miles & Huberman, namely data reduction, data presentation, and conclusion (Miles & Huberman, 1994).

Data Analysis
In this study, the data analysis used descriptive statistics and inferential statistics. Descriptive statistics are a description or presentation of large amounts of data, in this case in the form of a summary of frequencies such as mode, mean, median, maximum, minimum, and standard deviation (Cohen et al, 2007). Then proceed with interviews to strengthen the data generated. This qualitative data analysis used Miles Huberman's analysis. Inferential statistics is done by calculating the assumption test and hypothesis testing. Before testing the hypothesis, the researcher carries out the assumption test first with the terms of the normality test and the linearity test. If the data has a normal and linear distribution, then parametric statistics are used, namely the simple linear regression test. In this simple linear regression test, there are three outputs, namely a model summary table, ANOVA table, and a coefficient table. Table models summary shows the value of R and R 2 , through a summary table models can be known how great the contribution of the independent variable on the dependent variable. Furthermore, the ANOVA table shows whether there is an effect between all independent and dependent variables, at sig. p-value if the value is smaller than 0,05 or 0,10 or 0,01 it is said that all independent variables have a significant effect on the dependent variable. The coefficients table is used to make the regression equation a + bx.

Result
The results of this study are presented in the table below:

Attitude Towards Science Inquiry
In the attitude indicator towards science investigations, we can see the results from the questionnaire that has been distributed, with the results as shown in table 3 below: Very good 15 6.0 Based on table 3, the attitudes of students of junior high school 18 Jambi City and junior high school Negeri 24 Jambi City are dominant in the good category with data acquisition of 53.6% (134 of 250) students, with the maximum score achieved is 43 and the minimum score is 21 and the average score was 31.5. This shows that students generally have a good attitude towards investigations in science. The results of the study also found that 1.6% (4 of 250) students

Distribution of questionnaires + documentation + interviews
Questionnaire analysis + documentation + interview Result at junior high school 18 Jambi City and junior high school 24 Jambi City had bad attitudes towards a scientific investigation. This can happen because students do not like doing experimental activities. After all, they are lazy and considered a hassle. Furthermore, 38.8 %% (97 out of 250) students were in the sufficient category. And 6% (15 of 250) students are in the very good category.

Pleasure in learning science
On the indicators of pleasure in learning science, we can see the results from the questionnaire that has been distributed, with the results as shown in table 4 below: , shows that the attitudes of students of junior high school 18 Jambi City and junior high school 24 Jambi City on the indicators of pleasure in learning science are dominant in the good category with data acquisition, namely 58.0% (145 out of 250) students, with the maximum score achieved namely 42 and a minimum score of 23. This indicates that generally, they have been good or happy in increasing their science learning time. The results also suggest as many as 0,4 % (1 of 250) of students have a good attitude to the indicator pleasure in learning science. Then, 24.8% (62 out of 250) students had enough, and 16.8% (42 out of 250) students had a very good attitude. Then obtained an average value of 33.34.

Social Implications of Science
On the indicator of the social implications of science, we can see the results from a questionnaire that has been distributed, with the results as shown in Table 5 below: Based on table 5, shows that the attitudes of students of junior high school 18 Jambi City and junior high school 24 Jambi City on the indicators of social implications of social science are dominant in the good category with data acquisition, namely 43.2% (108 of 250) students, with the maximum score achieved, namely 25 and a minimum score of 9. This indicates that generally, they have been good or able to imply social action in science learning. The results also showed that 3.2% (35 of 250) students had a bad attitude towards the indicators of social implications of science. Then, as many as 0.4% (1 in 250) of students were in the very bad category, and as many as 42.4% (106 out of 250) of students had an attitude in the sufficient category. Then obtained an average value of 33.34.

Physical Activity
On the indicators of physical activity, we can see the results from the questionnaire that has been distributed , with the results as shown in Table 6 below: Based on table 6, shows that the learning activeness of students of junior high school 18 Jambi City and junior high school 24 Jambi City in the dominant physical activity indicator is in the good category with data acquisition of 52.8% (132 out of 250) students, with the maximum score achieved, namely 42 and a minimum score of 23. This indicates that generally, students are already active in science learning activities. The results also showed as much as 1.2% (3 of 250) of students had a bad attitude towards indicators of physical activity. Then, as many as 26.4% (66 out of 250) students were in the sufficient category, and as many as 19.6% (49 out of 250) students had excellent learning activity. Then obtained an average value of 33.58.

Intellectual Activity
On the indicators of intellectual activity, we can see the results from a questionnaire that has been distributed, with the results as shown in table 7 below: Very good 0 0 Based on table 7, shows that the learning activeness of students of junior high school 18 Jambi City and junior high school 24 Jambi City in the dominant intellectual activity indicator is in the good category with data acquisition, namely 46% (115 out of 250) students, with the maximum score achieved, namely 29 and a minimum score of 10. This indicates that generally, students are already active in science learning activities. The results also showed that as many as 1.6% (4 of 250) students had very poor indicators of intellectual activity. Then, as many as 14.8% (37 of 250) students were in a bad category, and as many as 37.6% (94 of 250) students had quite good learning activity. Then obtained an average value of 25.89.

Mental Activity
On the indicators of mental activity, we can see the results from the questionnaire that has been distributed, with the results as shown in table 8 below: Based on table 8, shows that the learning activeness of students of junior high school Negeri 18 Jambi City and junior high school negeri 24 jambi city in the dominant mental activity indicator is in the good category with data acquisition, namely 55.6% (139 out of 250) students, with the maximum score achieved, namely 16 and a minimum score of 4. This shows that generally, students are already active in science learning activities. The results also showed that as many as 2% (5 of 250) students had very poor indicators of intellectual activity. Then, as many as 30.4% (76 out of 250) students were in a bad category, and as many as 12% (30 out of 250) students had quite good learning activeness. Then obtained an average value of 14.5.

Emotional Activity
On the indicators of mental activity, we can see the results from the questionnaire that has been distributed, with the results as shown in table 9 below: Based on table 9, shows that the learning activeness of students of junior high school 18 Jambi City and junior high school 24 Jambi City in the dominant emotional activeness indicator is in the good category with data acquisition, namely 41.6% (104 of 250) students, with the maximum score achieved, namely 25 and a minimum score of 9. This shows that generally, students are already active in science learning activities. The results also showed that 0.4% (1 in 250) of students had very poor indicators of emotional activity. Then, as many as 3.2% (8 of 250) students were in a bad category, and as many as 40.8% (102 of 250) students had quite good learning activity, and as many as 14% (35 out of 250) students were in the very good category. Then obtained an average value of 18.08. The ANOVA table was used to determine whether there was an effect of learning creativity on student attitudes in science subjects. Table 9 shows that there is a significant influence on variable X (Learning Activity) on variable Y (Attitude). This is evidenced by the significance value of 0.000 which fulfills the requirements of 0.05. The summary table model is used to determine the percentage contribution of influence given by variable X to variable Y. Based on table 11 which shows that the value of R square is 0.152 or equal to 15.2%. This shows that the contribution of the influence of variable X (learning creativity) to variable Y (attitude) is 15.2%, while the remaining 84.8% is influenced by other factors that are not examined in this study, hereinafter referred to as intervening variables. The coefficients table is used to make the regression equation a + bx. Based on table 12, the regression equation is obtained, namely Y = 111.113 + 0.334x. The value of a (constant) positively shows a positive influence on the learning activeness variable on students' attitudes in science subjects. The equation shows that the learning activity variable has a positive effect, followed by a positive increase in sika. This means that the addition of one value to the learning activeness variable will increase the value of the attitude variable.

The Effect of Student Learning Activeness on Student Attitudes in Natural Science Subjects
The determination of the hypothesis in this study can also be seen from the calculation of the t-test or comparing the t-count and t-table values. According to Yuliara (2016), the t-test is also used to see the effect of variable X on variable Y so that researchers can take hypotheses from the study. The result of the t-test calculation shows that t count is greater than t table (20.299> 1.650971), it can be concluded that Ha is accepted (there is an effect of active learning on students' attitudes in science subjects).

Discussion
Attitudes and learning activities are characters that should be manifested in every student. Students' positive attitude towards science will involve science as an interesting object (Astalini, Pathoni, D Kurniawan & N Kurniawan. 2019). A positive attitude towards science is related to the use of science's positive attitude towards science (Huang, Huang, Oon, & Mak. 2019). It is important to develop students' positive attitudes towards science lessons (Cheeung, 2009). If students have negative attitudes towards science, they will also dislike science subjects or their science teachers (Guido, 2013). Positive or negative attitudes that students have can affect learning in science (Erdemir, 2009). The negative attitudes that students have towards certain subjects and towards science can cause students to experience difficulties in learning. Therefore, students should be assisted in developing positive attitudes towards science subjects and should also be considered as an important step in science education. Basically in the science learning process students prefer to do experiments or experiments compared to asking the teacher when they want to know a science material because science will be much easier to understand when practiced directly. Based on the results of the questionnaire analysis, it is known that students' attitudes toward indicators of attitudes towards scientific inquiry are in the good category of 53.6 %. Based on the results of interviews that have been conducted, students who are in the good category have an active attitude in carrying out scientific or scientific investigation activities such as conducting experiments, when they find things that are contrary to the results of the experiment, students will respond critically, have a strong curiosity. high and never give up. Besides, from the interviews that have been conducted, it can be seen that the dominant student likes science learning activities using the experimental learning method. By doing experiments, they feel science lessons are not boring, and it is easier to understand the material being taught. The results of this interview indicate that students can think critically in finding new things that are interesting from science through the investigations they do. By conducting experiments, science that is considered difficult by some students will be easier for students to understand and be interested in. Learners who remain strong for the answer to a difficult problem in the investigation show the confidence of learners will be his ability. The confidence of the learners will be their ability to solve problems and learn about the natural sciences will determine the involvement of learners in the investigation (Stefan & Ciomos, 2010). Students who often ask questions after trying to find a solution or answer show that the students' curiosity about the investigation is very large.
Based on the results of the questionnaire analysis for the indicators of social implications of science in junior high school 18 Jambi City and junior high school 24 Jambi City, it shows that the dominant students are in a good category. Based on the results of interviews that have been conducted, it shows that even though science is difficult for students because in this science lesson students are required to learn abstract concepts, memorization, and formulas, but they know that concepts and formulas, as well as memorization, has been applied and brings many benefits in everyday life. Students know how the role of science can solve problems that exist in everyday life, and students know how the role of science in making life better. So based on the results of the interview data analysis conducted, it was found that students of junior high school 18 Jambi City and junior high school 24 Jambi City had positive attitudes about the role of science in technological advancement, and had understood how the role of science in human social life. This is because students already have awareness as well as a good understanding of the use of science in social life. If students have no awareness will benefit from IPA, then students will feel that science is the science that is important to learn. Science will turn into a fun subject for students, and students will relate the events around them to science so that students can then solve problems that exist in their life or around them by using science.
The results of data analysis from the indicators of pleasure in learning science at junior high school 18 Jambi City and junior high school 24 Jambi City lead to a good category, this can be seen from the percentage of 58%. Furthermore, from interviews that have been conducted with respondents on subjects for indicators of pleasure in learning science, it can be obtained that more respondents stated that they like science subjects. However, some respondents had a bad attitude, they stated that they did not like science subjects, because it was difficult to understand, had a lot of memorization, and also had many formulas that were difficult to understand. Then some students have sufficient attitudinal criteria by stating that students do not really like science and do not hate science too much. Based on these data, it can be seen that the attitude of students on this indicator is good. Students' enjoyment of science lessons is influenced by many factors, one of which is internal factors in the classroom. Hapnita (2018) states that when the student learning process is not good, this influence occurs in the teaching method. So, it is hoped that teachers can create teaching methods as attractive as possible. Furthermore (Sucia, 2016), states that the fun created by the teacher will make students like the lessons the teacher delivers. Based on the results of simple linear regression analysis, it can be said that the hypothesis Ha is accepted or there is an effect of learning activeness on student attitudes in science subjects with an effect of 15.2% and the regression equation Y = 111.113 + 0.334x. In the learning process, we can see active learning from the activities carried out by students such as when discussing, expressing opinions, conducting experiments, and actively asking if there is something that has not been understood either to the teacher or to his friends. According to Wibowo (2016: 129), student activity makes learning run by the learning plan that has been compiled by the teacher, the form of student activity can be in the form of activities in themselves or activities in a group. active student learning is a student activity in the teaching and learning process that involves emotional abilities and puts more emphasis on student creativity, increases their minimum abilities, and reaches students who are creative and able to master concepts, develop themselves, develop understanding and critical thinking and can develop student social interaction (Tazminar. 2015: 47). Many scholars believe that active learning has a positive influence on student learning outcomes (Sharuddin & Mohamad. 2017: 2313). All academics believe that student activity in learning has a great influence on learning outcomes. The result of the t-test calculation shows that t count is greater than t table (20.299> 1.650971), it can be concluded that Ha is accepted (there is an effect of active learning on students' attitudes in science subjects). These results are consistent with research conducted by Ratnawati & Marimin (2014), which states that there is an influence between attitudes and learning activeness. That is, if students have negative attitudes towards subjects, students will become lazy and inactive in learning. Conversely, students who have a positive attitude towards learning will make students active in participating in learning activities.

Conclusion
Based on the results of the research that has been carried out, it can be concluded that there is an influence between student learning activeness on student attitudes in science subjects, with a percentage contribution of the effect of 15.2% on the dependent variable, and the other 84.8% is influenced by other factors. From the calculation of the t-test, it was found that the t-count value was greater than the t-table (20.299> 1.650971) which means that in this study Ha was accepted or there was an effect of learning activeness on student attitudes in science subjects.