Psychometric Properties of Creative Personality Scale among Secondary School Students

Understanding the creative personality of students has significant implications for their future success and well-being. This study aimed to describe the development of the Creative Personality Scale in secondary school students. Data were collected from 275 students in junior and senior high schools. The research process was carried out in five stages to obtain a measure of creative personality that meets the requirements of validity and reliability. The data were analyzed through content validity and construct validity tests. The results of the validity test of the creative personality scale showed two important findings. First, the content validity test result found 24 valid items with an Alpha Cronbach of .898. Secondly, the construct validity test result showed that not all the modelling criteria could be met. The findings imply that developing the Creative Personality Scale can significantly contribute to creativity research and provide a valuable tool for researchers, educators


Introduction
Studying the creative personality scale in students is crucial in understanding their potential for innovation and contribution to society.The study found that creative individuals are more likely to find unconventional solutions to complex problems, making them invaluable assets to organizations and society (Chen, 2020;Garcia, 2019).Furthermore, creative individuals are often more adaptable to change and thrive in dynamic work environments (El-Said, 2019)).Thus, studying the creative personality scale in students can help identify and nurture individuals with the potential to become innovative leaders and entrepreneurs, as highlighted in a study by Zhou (2020).Studying the creative personality scale in students is essential because creativity has been linked to positive mental health outcomes, such as lower anxiety levels and depression (Benjamin, 2018).In conclusion, understanding the creative personality scale in students can have significant implications for their future success and well-being, making it a vital area of study for researchers, educators, and policymakers alike.
Several studies have demonstrated the importance of the creative personality scale in studying students' creativity.For instance, studies found that the creative personality scale predicted creative achievement in students (Akpur, 2020;Fatmawati, 2019).Another study demonstrated that students with higher scores on the creative personality scale were more likely to show divergent thinking and generate novel ideas (Li, 2020;Mastria, 2018).Furthermore, a study showed that students' creative personality was associated with their academic performance and learning (Akpur, 2020;Wang et al., 2022).Additionally, a study suggested that the creative personality scale could be used to identify students with high creative potential and select them for creative programs (Aziz et al., 2022;Jiang, 2021).It can be concluded that there have been several studies in which creativity has been the subject of research with different emphases and approaches.
So far, there are three trends in studying the creative personality scale.The first is adapting existing creative personality measures, which could involve translating and validating existing scales or modifying them to suit cultural context better (Meier et al., 2021;Tan, 2021).Second, exploring cultural factors that influence creative personality: The research examines the relationship between cultural values, beliefs, and practices and creative personality traits (Cheung, 2018;Skoglund, 2019).The last is developing new measures of creative personality: It could develop new creative personality measures specifically tailored to the Indonesian context.It could involve conducting focus groups or interviews with experts to identify culturally relevant traits and behaviours associated with creativity (Hidayat, 2018;Qian, 2019).This paper is a study using the third approach.It makes an academic contribution in finding a scale for measuring creative personality for Indonesian students in secondary school.
Creativity is a complex and multifaceted construct studied extensively from various perspectives.From the perspective of creativity research, creativity refers to the ability to produce novel and appropriate solutions to problems or challenges (Cheng, 2019;Sicotte, 2019).This definition highlights the importance of originality and usefulness in defining creativity.Another important aspect of creativity is the creative process, which involves generating, evaluating, and refining ideas into a final product (Bueno, 2018).Various factors can influence this process, including personality traits, cognitive processes, and environmental factors (Agnoli, 2018;Palanica, 2019).Furthermore, creativity can manifest in various domains, such as art, science, and business, and can be expressed through various mediums, such as writing, painting, or inventing (Sicotte, 2019;Wright, 2019)).In conclusion, creativity is a complex and multidimensional construct that involves producing original and useful solutions to problems, the creative process, and various factors influencing it.
Creative personality is a term used to describe individuals with certain personality traits associated with creativity.These traits include openness to experience, tolerance for ambiguity, curiosity, and a willingness to take risks (Sternberg, 2018).These traits are believed to contribute to developing creative JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia), 12(2), 2023 164-176 http://journal.uinjkt.ac.id/index.php/jp3iThis is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)thinking and problem-solving skills and a willingness to explore new ideas and approaches.However, the relationship between personality traits and creativity is complex and multifaceted (Glaveanu et al., 2020).For example, some studies have found that certain personality traits, such as neuroticism, may be negatively related to creativity, while others have found that these traits may have a positive or neutral effect, depending on the context.Furthermore, environmental factors like education and cultural values may influence the relationship between personality and creativity (Shalley et al., 2015).In conclusion, the concept of creative personality refers to a set of personality traits that are believed to contribute to creativity, but the relationship between personality and creativity is complex and may be influenced by various factors.
There are three major trends regarding the study and evaluation of creative personalities.Firstly, there are measurements focused on cognitive aspects.This research model analyses creativity as a thought process consisting of fluency, flexibility, originality, and elaboration categories (Humble, 2018;Said-Metwaly, 2021).Secondly, there are measurements that concentrate on non-cognitive characteristics of creativity.In this model, creativity is considered as creative personality.Measurement tools generally assess various personality traits, such as openness to experience, ambiguity tolerance and risk-taking, perseverance (Mammadov et al., 2019;Qian, 2019;Zahra, 2021).In this model, creativity is viewed as a creative personality trait.The last, Some experts propose two criteria for creative products: novelty and usefulness.In this model, multiple product criteria are developed for further development.Furthermore, the measurement of creativity is product-oriented.(Cheng, 2019;Lerdal, 2019).This study elaborates on the second research model.The research's novelty lies in utilizing of six creative personality indicators in the scale of creativity.In addition, this research is also examining research subjects from two stages of secondary schooling in Indonesia.

Purpose of Study
The purpose of this article is to describe the development of the Creative Personality Scale in secondary school students.The selection of secondary school subjects is based on the premise that students are still in a developmental stage.Hence, creativity is recognized as one of the potential aspects to nurture in them.Developing the scale starts with determining the measurement domain, arranging the items, and testing the items.The five stages of scale development are expected to produce a valid and reliable creative personality scale for secondary school students.The measurement domain is determined by reviewing literature related to the concept of the creative personality.Item construction is done by creating statement items that reveal indicators of the creative personality.Item testing is performed to test internal consistency and provide evidence of construct validity through confirmatory factor analysis.The tests were conducted on students at the junior and senior high school levels of education.

Data Collections
The data was obtained through the measurement of the Creative Personality Scale.The scale reveals six indicators of creative personality: the willingness to grow, openness to new experiences, perseverance in doing tasks, tolerance for ambiguity, courage to take risks, and constancy in opinion.At the beginning of the test, the number of items was 36, but 15 valid items were obtained after reliability testing.This measuring instrument is in the form of a Likert scale with 5 (five) answer choices.The five answer choices are Very Strongly Agree (VSA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD).Scoring for favourable items moves from 5, 4, 3, 2, and 1. Scoring for unfavourable items moves from the numbers 1, 2, 3, 4, and 5.

Data Analysis
Data analysis was performed to test the reliability of creative personality measuring instruments.Reliability refers to the extent to which a measurement result is consistent if repeated.In this study, reliability testing was aimed to determine the consistency of the creative personality instrument.The reliability calculation is performed after the validity of each item is tested through empirical testing.An item is valid when it has a corrected item-total correlation score of more than .300.At the same time, the reliability of a measuring instrument is declared valid when it obtains a Cronbach Alpha value of more than .600.Construct validity testing using the Confirmatory Factor Analysis (CFA) techniques.The criteria used to assess a fit model are Che-square < .200,Probability > .200,RMSE (Root Mean Square Error of Approximation) < .800,AGFI (Adjusted Goodness of Fit Index) >.900, CFI (Comparative Fit Index) .>.900, and TLI (Tucker-Lewis Index) >.900.

Results and Discussion
This section presents the results of the reliability test, the results of the construct validity test and the compilation of valid items for the Creative Personality Scale.The discussion follows the presentation of the results of the study.

The Result of the Reliability Estimate
This section presents the results of the reliability test analysis of 36 (thirty-six) items of the Creative Personality Scale using the Alpha Cronbach technique.The analysis showed that 24 (twenty-four) items were valid and 12 (twelve) fell.The results of the first analysis on thirty-six items are presented in Table 2. Table 2 shows the presence of nine items that have a negative corrected item-total correlation.These are items 3, 8, 16, 20, 24, 28, 29, 31, and 32.The Cronbach's alpha coefficient is 0.760.In the following analysis process, these nine items are removed.The results of the analysis are presented in Table 3. Table 3 shows that the results of the second round of analysis identified one item (O4) with a negative corrected item-total correlation, while the other items have positive values.The Cronbach's Alpha reliability coefficient is 0.895.In the subsequent analysis process, this item is removed and tested again in the third JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia), 12(2), 2023 168-176 http://journal.uinjkt.ac.id/index.php/jp3iThis is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)round.The result shows that all items (26 items) of the Creative Personality Scale have a corrected itemtotal correlation value of more than .300.All tested items are considered valid.However, the number of items on each indicator is unbalanced.The items with a small value on the corrected item-total correlation (W3 and P3) are discarded.The number of items on this scale is 24-further data is found in Table 4.The test was performed in five rounds.In the first round, nine items were eliminated, namely items W1, O3, P4, T2, T6, R4, R5, C1, and C2.In this round, the alpha reliability of Cronbach is .760.The second round still found an item with a negative-marked Corrected-total item correlation score, namely item O4, and an alpha Cronbach reliability of .895.In the third round, all items scored above .300,but the item is not balanced among indicators.In the last round, it was found that the entire item had a positively marked item corrected-total correlation and had the reliability of Cronbach alpha .898.
The statistical test results indicate that all 24 items in the creative personality scale have a Corrected Item-Total Correlation value of more than .300,which suggests that all items are considered valid.The measuring instrument's reliability is also expressed as high, with a Cronbach's Alpha value of .898.Therefore, it can be concluded that the measuring instrument is highly reliable and suitable for use in research on students' creative personalities.This conclusion is supported by current research on the importance of measuring instruments' reliability and validity in psychological research (Berardi, 2019;Dugdale, 2019).
Reliability and validity are crucial aspects of any measuring instrument used in psychological research (Kim, 2011;Ramly, 2022).This study demonstrated that the Cronbach's Alpha value is .879.It indicates that the scale od creative personality has high internal consistency.Moreover, the Corrected Item-Total Correlation values of more than .300suggest that all items in the scale are valid and contribute to measuring the construct of the creative personality.Overall, the results suggest that the measuring instrument used in this research has a high level of reliability and validity, making it suitable for further research on students' creative personalities (Atesgoz, 2021;Moon et al., 2020;Vaezi & Rezaei, 2019).It is important to note that future research should continue to evaluate the reliability and validity of the measuring instrument to ensure the results are accurate and trustworthy.
In conclusion, the high reliability and validity of the measuring instrument used in this research provide a novelty in creativity research by enabling a more precise and comprehensive measurement of the creative personality.The measuring instrument contributes to psychology by enabling researchers to identify and study creative personality's unique traits and characteristics.By doing so, researchers and educators can better understand how to foster individual creativity, potentially leading to new insights and advances in the field.

The Result of Construct Validity Evidence
In this section, the results of construct validity evidence of twenty-four items that have been declared valid in the internal reliability test are presented.Construct validity evidence using confirmatory factor analysis techniques.The results of the tests are shown in Figure 1.

, CFI (Comparative
Fit Index) = 811>.900,and TLI (Tucker-Lewis Index) =784 >.900.The result shows that only RMSEA meets the fit criteria, while the other criteria are still not fit.In addition, four items had a loading factor below .500(C6, P1, P2, P6).These results show that the construct validity of the Creative Personality Scale does not get satisfactory results.
There could be several reasons why only the RMSEA fit index met the criteria while other fit indices such as GFI, LTI, AGFI, and Chi-square did not.It could be that the model has a relatively poor fit overall, but the RMSEA detected some aspects of the model that fit well.Another possibility is that the RMSEA is more sensitive to specific model misfits, while other indices may be sensitive to different types (Kelly & Konold, 2022;Shi et al., 2018).It is important to evaluate multiple indices of model fit to gain a more comprehensive understanding of the strengths and limitations of the model.
There are three recommendations to overcome this problem.First, the researcher must modify the model.It is a common strategy in confirmatory factor analysis.One approach is to use modification indices to identify areas of poor fit and then add or remove parameters to improve the model fit.Second, Cross-validation of the model: This is an important step in evaluating the replicability and generalizability of the factor structure and model fit indices.Third, Consideration of alternative models: This involves comparing the fit of different models and selecting the one that fits the data best (Boivin & Ng, 2006) (Lorenzo-Seva & Ferrando, 2006).The three recommendations are expected to produce a psychological measurement scale that meets the construct validity requirements.

The 24 Items of the Creative Personality Scale
Based on the literature review results (Sternberg, 2017(Sternberg, , 2018;;Sternberg & Lubart, 1999), six indicators were found to be the characteristics of a creative personality: the willingness to grow, openness to new experiences, perseverance in doing the task, constancy in opinions, tolerance for ambiguity, and courage to take a risk.The six indicators are measured through thirty-six items, but only 24 are declared valid based on the test results.The twenty-four items are found in Table 5. Semakin banyak orang mengkritik saya, semakin kuat saya mempertahankan pendapat saya.24.One of my pride is being able to maintain a stand.
Table 5 demonstrates that the Creative Personality Scale comprises six indicators measured through twenty-four.Although, in the beginning, the instrument consisted of favourable and unfavourable items, after going through empirical testing, it turned out that only two unfavourable items were declared valid, while the other items were favourable.
The development of the Creative Personality Scale has implications for educational practice, as it can inform the design of interventions and programs that promote creativity in students.The use of the creative personality scale can help educators identify students who have the potential to become creative leaders and innovators in various fields (Zhou, 2020).By assessing the different dimensions of creativity, such as originality, fluency, flexibility, and elaboration, educators can present their teaching methods to foster creativity and promote problem-solving skills (Aziz, 2023;Sunjin & Choe, 2019).Furthermore, using the creative personality scale can help educators provide appropriate support and guidance for students struggling with creativity or who may have unique creative strengths and weaknesses (Sunjin & Choe, 2019).By understanding the different dimensions of creative personality and the factors contributing to its development, educators can design more effective programs promoting creativity in students.In conclusion, using the creative personality scale in educational practice can help educators identify and nurture the creative potential in students and promote their personal and professional development.
The creative personality scale is a relatively new concept in psychology, and its development represents a departure from traditional measures of creativity that focus solely on the outcomes of creative behaviour, such as creating products or performances (Grabner, 2018;Jung, 2015;Tarn, 2016).The creative personality scale represents an innovative approach to measuring creativity that focuses on individual characteristics, traits, and dispositions contributing to creative behaviour (Mammadov et al., 2019).This scale provides a more comprehensive and nuanced understanding of creativity by measuring multiple dimensions of creative personality (Freiberg-Hoffmann, 2019;Qian, 2019).In other words, the development of the creative personality scale represents a significant contribution to the field of creativity research.It provides a valuable tool for researchers, educators, and practitioners to better understand and foster creativity in individuals and society.

Conclusion
Validity testing results of the Creative Personality Scale revealed two important findings.First, the content validity test found 24 valid items with a Cronbach alpha of .898.Second, construct validity testing revealed that the model of the creative personality scale did not meet all the modelling criteria as a fit model.Of the six required modelling criteria, only the RMSEA was met.These two findings suggest that this creative personality scale can be used in research on student creativity.However, further improvement and testing are needed to find adequate construct validity.
The results provide academic contributions in finding a creative personality scale that can be used to examine creativity in students in secondary school.In conclusion, a creative personality scale is essential for studying students' creativity.The scale can help identify students with a high level of creativity and those who may need additional support to enhance their creative potential.Furthermore, the scale can assist in developing interventions and educational strategies to promote creativity in students.Therefore, educators and researchers should continue to use the creative personality scale to enhance creativity in educational settings.The finding that the construct validity of this creative personality scale does not meet good criteria leaves further researchers with the task of correcting these shortcomings to find a scale with high construct validity.Improvements can include modifying the model, re-testing the tested model, and considering or proposing alternative models of creative personality.

Table 1 .
Demographic Profile of Research Subject (N=275)

Table 3 .
The Result of the Second Analysis

Table 4 .
The Result of the Last Analysis