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Purpose: This study aimed to explain creative thinking patterns, including imaginative thinking, divergent thinking, and lateral thinking of students in scientific work. The scientific work studied was in the form of the Student Creativity Program at Malang State University, Indonesia. Research Methods: This study used a qualitative approach with content analysis method. The data were in the form of sentences, sentence groups, paragraphs, paragraph clusters, and whole text. The data source of this research was the writing of student scientific work. The data were collected through surveys, documentation studies, and interviews. The process of data analysis was grouped into three stages, namely data reduction, data presentation, and conclusion drawing. Findings: The findings of this study indicated that (1) the pattern of imaginative thinking in student scientific work appeared in the diversity of ideas based on experience and use of metaphorical language. Ideas were born through simple propositions in paragraph form. (2) Divergent thinking patterns in student scientific work could be seen from the diversity of ideas and techniques for problem solving. Criteria for markers of divergent thinking patterns were characterized by originality, flexibility or elaboration. (3) Lateral thinking patterns in student scientific work could be seen from the use of a variety of unique ideas according to the complexity of problem solving. Implications for Research and Practice: Based on the results of the study, it can be concluded that creative thinking patterns of students in scientific work showed the use of various forms of ideas in accordance with the complexity of problem solving. The findings of this study contribute to our understanding of the importance of using creative thinking patterns in scientific writing. However, for further research it is recommended that we examine creative thinking patterns with different levels of objects so that the findings of this study appear more widely in various levels.

The ability to think critically and creatively is essential for students to help them thrive in the 21st century. Creative and critical thinking can be measured through problem solving because the assessment contains tasks that require students to find problems, analyze and evaluate problems, and work out the solutions. Therefore, this study was designed to develop a critical and creative reading assessment model based on problem solving and test the validity and reliability of the assessment. The assessment contained problem-solving essay tests that were presented in the form of stories. The material stimulus was news item texts that focused on social problems. The data collected were in the form of mean scores of expert validity testing and practitioner inter-rater reliability testing. The assessment was tried out to 36 students. The validity of the instrument was analyzed descriptively, while the reliability of the instrument was analyzed using analysis of variance (ANOVA) and intraclass correlation coefficients (ICCs) with SPSS 26. The results of the study indicated that the mean score of the expert validity test was categorized high (3.74), and the result of the reliability test showed that there was no difference in the inter-rater assessment because p > 0.05 and the ICC obtained was excellent (r[subscript xx] = 0.716). It can be concluded that the assessment developed in this study was valid and reliable, and thus can be used as an assessment to improve the critical-creative reading skills which are the essential skills needed to survive and thrive in the 21st century.