Dynamical modeling as a pathway to scientific creativity: Evidence from physics education students

This study aims to investigate the relationship between Dynamical Modeling (DM), Scientific Creativity Experience (SCE), and Scientific Creativity (SC) among physics students. A quantitative approach with an explanatory design was employed, involving 112 physics students from three universities in Indonesia. The research instruments were validated by five experts using Aiken’s V index, and all items met the content validity criteria. Analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the measurement and structural models. The results of the measurement model indicate that all three latent variables meet the criteria for convergent validity, internal reliability, and discriminant validity. The results of the structural model indicate that DM has a direct but weak effect on SC, while exerting a strong influence on SCE. SCE significantly enhances and serves as a key mediator in the relationship between DM and SC. These findings suggest that the integration of DM in physics education should be accompanied by SCE mediation. Enrichment strategies that promote SCE—such as idea exploration, evaluating multiple solution alternatives, and adapting models—should be considered in the development of DM activities. Such an approach is expected to not only enhance technical modeling skills but also strengthen students’ creative thinking capacities in solving scientific problems innovatively. • Developed a dynamical modeling framework to enhance scientific creativity in physics education. • Validated the instrument using Aiken’s V, confirming strong content validity with values above the critical threshold. • Collected data through participant selection and the development of data-collection procedures. • Employed PLS-SEM to examine relationships among dynamical modeling, scientific creativity experience, and scientific creativity. • Found that scientific creativity experience mediates the relationship between dynamical modeling and scientific creativity. • Provide practical implications for designing physics learning that integrates computational modeling to foster creativity.