ABSTRACT
This was a classroom action research which was aimed at improving creative thinking ability and science concept understanding of primary school students. This study was conducted in two cycles in which each cycle consisted of four stages: planning, action, observation/evaluation and reflection. The study was conducted at SD 2 Kampung Baru with 18 subjects/students (11 males and 7 females). The data were collected with an essay test that had been validated before. The data were analyzed using quantitative descriptive statistical analysis technique. The results showed that there was an increase in creative thinking ability by 12.4% with an average of 69% (creative enough) in cycle 1 becoming 84.5% (creative) in cycle II. Based on this result it can be concluded that the implementation of SCSS problem solving oriented performance assessment teaching can improve creative thinking ability and science concept understanding. Science concept understandings that can be easily developed are remembering and repeating as well as identifying and selecting concepts, principles, and procedure. Creative thinking abilities that can be easily developed are related to the indicators of fluent thinking skill, flexible and original thinking ability.
