Статті в журналах: "Creative ability"

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Jayanti, Ika Nur, and Denok Julianingsih. "KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OPEN ENDED DITINJAU DARI KEMAMPUAN MATEMATIKA." JUPIKA: JURNAL PENDIDIKAN MATEMATIKA 4, no. 2 (September 27, 2021): 121–31. http://dx.doi.org/10.37478/jupika.v4i2.1140.

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The research describes the students' creative thinking ability in solving open-ended questions based on mathematics ability. Indicators of the ability to think creatively used in this study are fluency, flexibility, and novelty. This research is qualitative descriptive research. The subjects in this study were eighth-grade students of Baitul Fattah Junior High School, Sambikerep, Surabaya, 2019/2020 school year. The instruments used were the mathematics ability test, creative thinking ability test, and interview. The sum of the subjects who do the mathematics ability test is 30 students, the researcher chooses six students for the creative thinking test. Of the six students, three students were select to be an interview. There are five levels of TKBK (Creative Thinking Ability Level), namely fourth level (very creative), third level (creative), second level (quite creatives), first-level (less creative), and level 0 (not creatives). Based on the results of the analysis and discussion, it can be concluded that subjects with high ability have TKBK at the third level, namely creative with the acquisition of a score of four. Subjects with moderate ability have TKBK at the fourth level, namely highly creative with the acquisition of a score of thirty-six. While subjects with low ability have TKBK at the first level, namely are less creative with the acquisition of a score of thirteen.

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Yanto, Supri, Nasution Nasution, and Wisnu Wisnu. "Improve Creative Thinking Ability With Posing Problem Learning." Indonesian Journal of Social Studies 2, no. 1 (July 26, 2019): 44. http://dx.doi.org/10.26740/ijss.v2n1.p44-50.

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The purpose of this study is to describe the students' creative thinking skills in social studies learning using the Problem Posing model. The subjects in this study were 28 eighth grade students of SMP Negeri 1 Tulangan academic year 2019. Researchers used primary data and data collection techniques, namely tests. Tests were carried out before and after learning. The results showed that the test results of independent sample t-test posttest creative thinking abilities of learners shows that there are differences in the ability of creative thinking between the experimental class and class control after being given treatment. Based on the analysis of the t-test, it was concluded that the problem posing learning model influenced students' creative thinking abilities. This research is useful for teachers, that is, they can develop teacher insights to be more innovative and creative in creating fun learning activities in the classroom and increasing students' knowledge competencies and creative thinking abilities. The problem posing learning model is implemented into the class because it can improve the ability of creative thinking and understanding in addressing problems and conflicts that occur in society and is expected to optimize the ability to think creatively.

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Burch, Gerald F., Jana J. Burch, and John H. Batchelor. "Group Creative Problem Solving: The Role of Creative Personality, Process and Creative Ability." Quality Innovation Prosperity 23, no. 3 (November 30, 2019): 38. http://dx.doi.org/10.12776/qip.v23i3.1286.

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Purpose: Team creativity is an important factor in developing new ideas for organisations. In spite of years of creativity research, little is known about various team aspects and their affect on team creativity. This study looks at the incremental explanatory value that team creative personality and divergent thinking skill processes have on team creativity.Methodology/Approach: Individual personality, creative personality, and divergent thinking skills were collected from 349 students at a large public university in the southeast US. These students were then randomly assigned to 105 teams where they developed a novel product. Individual attributes were averaged to create team attributes that were used to determine correlations with the product creativity. Hierarchical regression was used to evaluate incremental explanatory values for each of the independent variables.Findings: Group creative personality adds approximately 36 percent more explanatory power than cognitive ability and traditional personality measures in predicting team creativity. Creative processes, like team divergent thinking ability, further increased the R2 of our model from 0.54 to 0.65 demonstrating that team processes affect team creativity.Research Limitation/implication: The task used in this study was not as complex as problems being considered by organizations. However, the results are expected to be indicative of the process used for more complex problems. It is also difficult to assign causality since correlations were used to verify some of our hypothesis.Originality/Value of paper: This research expands the findings of team creativity by identifying factors that increase team creativity.

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Fatmawati, Baiq, Baiq Miftahul Jannah, and Maya Sasmita. "Students' Creative Thinking Ability Through Creative Problem Solving based Learning." Jurnal Penelitian Pendidikan IPA 8, no. 4 (October 31, 2022): 2384–88. http://dx.doi.org/10.29303/jppipa.v8i4.1846.

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Creative thinking is identified with the thinking process which includes fluency, flexibility, originality and elaboration. This creative thinking habit can be trained by applying a creative problem-solving model, namely learning creative problem solving, this model is one of constructivist learning. The research focus is applying creative problem solving-based learning to students' creative thinking. Participants are students of SMA Negeri 1 Masbagik for the 2019/2020 academic year class X Science. Quasi-experimental research design with post-test-only control design. Collecting data using a description test. Data analysis by t-test and using SPSS 25.0 program application for its calculations. The results of data analysis: 1) the experimental class obtained a significant average value on the indicators of creative thinking fluency (78.00), flexibility (77.00), originality (54.73), 2) fluency control class (60.18), flexibility (55.48), originality (50.18). The conclusion of this research is that creative problem-solving learning has an impact on students' creative thinking in all indicators with an increasing average value in the experimental class

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Ibrahim, Ibrahim Alhussain Khalil, and Rully Charitas Indra Prahmana. "Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?" Journal on Mathematics Education 15, no. 1 (November 23, 2023): 253–76. http://dx.doi.org/10.22342/jme.v15i1.pp253-276.

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Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.

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Ahmar, Dewi Satria, Melati Masri Ramlawaty, and Ansari Saleh Ahmar. "Relationship Between Prior Knowledge and Creative Thinking Ability in Chemistry." Educational Process: International Journal 6, no. 3 (September 1, 2017): 18–25. http://dx.doi.org/10.22521/edupij.2017.63.2.

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Stevenson, Claire, Matthijs Baas, and Han van der Maas. "A Minimal Theory of Creative Ability." Journal of Intelligence 9, no. 1 (February 16, 2021): 9. http://dx.doi.org/10.3390/jintelligence9010009.

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Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people’s potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA isn’t necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.

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孙, 洪春. "Strategies for Training Students’ Creative Ability." Advances in Education 08, no. 04 (2018): 377–83. http://dx.doi.org/10.12677/ae.2018.84057.

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Wasiran, Yulianto, and Andinasari. "Mathematics Instructional Package Based on Creative Problem Solving to Improve Adaptive Reasoning Ability and Creative Thinking Ability." Journal of Physics: Conference Series 1167 (February 2019): 012060. http://dx.doi.org/10.1088/1742-6596/1167/1/012060.

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Safaria, Sri Anandari, and Imaludin Agus. "The Exploration of Mathematical Creative Thinking Ability in Solving Geometry Problems from the Perspective of Mathematical Ability." JTMT: Journal Tadris Matematika 5, no. 1 (June 24, 2024): 38–48. http://dx.doi.org/10.47435/jtmt.v5i1.2320.

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Creative thinking abilities are developed through divergent thinking in mathematics learning. This research aims to explore junior high school students' mathematical creative thinking abilities in solving geometric problems, specifically in terms of their overall mathematical abilities. This study is a qualitative descriptive research project. The subjects were 27 eighth-grade students from a state middle school in Loghia District. Data were collected using tests and interviews. The findings indicate that junior high school students with high mathematical abilities demonstrated creative thinking in solving geometric problems. In contrast, students with moderate and low mathematical abilities showed less creative thinking, particularly when answering questions about surface area and volume. Specifically, there were 3 students identified as creative, 4 students as less creative, and 20 students as not creative. Overall, most junior high school students were not creative in their approach to solving geometric problems. They struggled to demonstrate indicators of creative mathematical thinking, such as fluency, flexibility, and novelty.

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11

Polyakova, E. "Teaching Elementary Schoolchildren the Ability to Create Fairy Tales." Primary Education 8, no. 3 (June 25, 2020): 47–50. http://dx.doi.org/10.12737/1998-0728-2020-47-50.

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The article reveals the content of the work on the development of creative abilities of primary schoolchildren in the Russian language lessons and literary reading in the process of creating children own texts in the genre of fairy tales. Using specific examples, we consider the methodological conditions and techniques for effectively teaching younger students how to write fairy tales, and provide examples of texts in this genre.The creative works of primary schoolchildren in the Komi Republic are presented.

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Polyakova, E. "Teaching Elementary Schoolchildren the Ability to Create Fairy Tales." Primary Education 8, no. 4 (August 27, 2020): 47–52. http://dx.doi.org/10.12737/1998-0728-2020-47-52.

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The article reveals the content of the work on the development of creative abilities of primary schoolchildren in the Russian language lessons and literary reading in the process of creating children own texts in the genre of fairy tales. Using specific examples, we consider the methodological conditions and techniques for effectively teaching younger students how to write fairy tales, and provide examples of texts in this genre.The creative works of primary schoolchildren in the Komi Republic are presented.

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Ninawati, Mimin. "THE ABILITY OF CREATIVE THINGKING IN MATHEMATICS." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 1 (July 4, 2019): 29–41. http://dx.doi.org/10.47971/mjpgmi.v2i1.64.

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In this artcle, i discuss about the ability of creative thinking in mathematics, including (1) what is meant by the ablity of creative thinking in mathematics, (2) why the ability to think creatively in mathematics is important and what is the reason, (3) how the ability of creative thinking in mathematics applied in the process of learning mathematics so that the ability of creative thinking in mathematics can be owned by students, (4) what mathematical material is suitable for generating students’ ability of creative thinking in mathematics. The method used in this article is discourse analysis, from some articles in various national and international journals. The discussion is presented in the form of description based on the data that is written in the articles. Based on the data presented in these articles, that to create and develop the ability of creative thinking in mathematics, teachers should be able to choose and apply appropriate models and media in the process of learning mathematics, learning process with discussion based model and problem solving.

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Astuti, Astuti, St Budi Waluya, and Mohammad Asikin. "THE IMPORTANT OF CREATIVE THINKING ABILITY IN ELEMENTARY SCHOOL STUDENTS FOR 4.0 ERA." International Journal of Educational Management and Innovation 1, no. 1 (January 24, 2020): 91. http://dx.doi.org/10.12928/ijemi.v1i1.1512.

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The art of creative thinking needs to develop and taught to students because by thinking creativity, students are able to solve the problem they have, the students become more independent, creating reliable and talented human resources, and skillful in the future. The purpose of this research is to find out the creative thinking ability in the mathematic aspect of Elementary School Mardi Rahayu 02 Ungaran students. The data collection was done by giving four questions of students' creative thinking ability on KPK and FPB materials along with with interview the students. The research was done to 31 students of class IVC. The method used is qualitative descriptive method. Creative thinking ability is important in Era 4.0 where the development of knowledge becomes really fast. The average achievement of every creative thinking indicator is fluency 45,8% and flexibility 58,3%, whereas originality and elaboration indicator reaches 33,3%. The conclusion from this research is that the creative thinking ability of Elementary School Mardi Rahayu 02 Ungaran students need to improve

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Utami, Retna, Aditya Marianti, and R. Susanti. "Analysis of the Creative Thinking Ability of Students SMA N 1 Pecangaan Jepara on Environmental Change Material." Journal of Biology Education 7, no. 2 (September 9, 2018): 190–96. http://dx.doi.org/10.15294/jbe.v7i2.24382.

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Creative thinking is an ability of creating a new thought as a result from combination of previous knowledge. It is needed to be developed in the 21st century because it is importance in work world. This study aims to analyze the students’ creative thinking of SMA N 1 Pecangaan on environmental material. The research used observational method. Population is whole students of tenth grade of SMA N 1 Pecangaan. The samples used purposive samplings were X MIA 1, X MIA 2 and X MIA 4 with total number 116 students. The students’ creative thinking was tested by essay test and instrument non-test which is scoring rubric of writing article about environment problems. The result showed that students’ creative thinking of SMA N 1 Pecangaan in answering question is 14.7% very creative, 31% creative, 20.7% creative enough and 33.6% less creative. The students’ ability in writing article showed 0% very creative, 16.4% creative, 30% creative enough, 49.1% less creative and 4.3% not creative. The research concluded that the creative thinking ability of students SMA N 1 Pecangaan is low. The highest aspects of creative thinking that is reached by students are originality and fluency, while the lowest is elaboration.

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Wahyudi, Wahyudi, Stevanus Budi Waluya, Hardi Suyitno, and Isnarto Isnarto. "Schemata and creative thinking ability in cool-critical-creative-meaningful (3CM) learning." International Journal of Sustainability in Higher Education 22, no. 1 (October 6, 2020): 1–28. http://dx.doi.org/10.1108/ijshe-06-2019-0198.

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Purpose This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model. Design/methodology/approach This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis. Findings The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources. Originality/value 3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

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Shahwan, Saed Jamil. "Wordsworth and the 18th Poetical Creative Ability." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 66. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.66.

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Wordsworth stands as a supreme poet in nature. He is a devotee and worshiper of nature. His affection for nature is more evident than any other poet who writes about nature. Wordsworth has an original and full-fledged philosophy about nature. In his poetics works, there are three notable aspects of nature that are identifiable. One of the facts is that Wordsworth believes that nature is a living person. He believes that nature has a divine spirit and it is available in all objects of nature. This divine spirit is known as mystical pantheism and illustrated in The Prelude. Wordsworth also believes that there is joy in the company of nature. Nature has healing attributes and heals hearts struck by sorrow. Wordsworth also emphasizes the influence of nature on morality. He depicts nature as a great teacher because of the great morals taught to man. He believed that there is consciousness between man and nature. In his writings, there is an inclination towards nature. There is no writing that does not have significance to nature. His writings warns the readers about the neglect of nature, but the people do not take her writings seriously. The writings foresee a harsh environment that makes the life of man difficult. Many years after his writing, people face numerous environmental challenges that make life very difficult.

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Kulkarni, Anand, Prayag Narula, David Rolnitzky, and Nathan Kontny. "Wish: Amplifying Creative Ability with Expert Crowds." Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 2 (September 5, 2014): 112–20. http://dx.doi.org/10.1609/hcomp.v2i1.13166.

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We present Wish, a system that uses expert members of an online crowd to amplify a user’s ability to carry out complex creative tasks. When presented with an incomplete or rough draft of creative content (for example, writing, programming, or art), Wish finds and recruits an expert to suggest a possible realization of the user’s vision. Wish contributes a new approach to crowdsourcing complex work. Rather than combining pools of unskilled workers to producing complex output, Wish uses the crowd to identify and recruit a pool of experts, then assigns a single high-quality expert to carry out the task. This approach retains the benefits of using a crowd — scalability, speed, correctness, and responsiveness — while simplifying the process of crowdsourcing complex work. We demonstrate Wish in the context of three prototype tools. Draft enables users to consult a crowd of authors for suggestions on writing. Hack lets developers convert pseudocode into working code by pulling results on demand from a crowd of programmers. Sketch lets individuals convert rough sketches into fully-refined art by consulting artists. We illustrate how novice creators can use Wish to amplify their ability, how expert designers can use Wish to explore design spaces and improve the speed of creation, and how new users can use Wish to gain feedback from experts.

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Kumari, Priya, Lata Pujar, and Shobha Naganur. "Creative Thinking Ability among High School Children." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 30–32. http://dx.doi.org/10.9790/0837-19143032.

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Hong, Eunsook, and Roberta M. Milgram. "Creative Thinking Ability: Domain Generality and Specificity." Creativity Research Journal 22, no. 3 (August 12, 2010): 272–87. http://dx.doi.org/10.1080/10400419.2010.503535.

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Patrick, Andrew S. "The role of ability in creative ‘incubation’." Personality and Individual Differences 7, no. 2 (January 1986): 169–74. http://dx.doi.org/10.1016/0191-8869(86)90052-8.

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김혜숙. "Gender Difference in Creative Thinking Ability, Creative Disposition, Creative Product and Creative Self-efficacy of the Korean College Students." Korean Journal of Woman Psychology 16, no. 4 (December 2011): 595–611. http://dx.doi.org/10.18205/kpa.2011.16.4.010.

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von Stumm, Sophie, Audrey Chung, and Adrian Furnham. "Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 2 (May 2011): 107–14. http://dx.doi.org/10.1037/a0020499.

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Nasrianti, Asra, Suradi Tahmir, and Hamzah Upu. "Students’ Creative Thinking Ability in Solving Mathematical Problems." International Journal of Scientific Research and Management (IJSRM) 12, no. 02 (February 22, 2024): 3206–8. http://dx.doi.org/10.18535/ijsrm/v12i02.el05.

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This research aims to determine the description of students' creative thinking abilities in solving mathematical problems in learning Trigonometry. The research design is descriptive qualitative. The research subjects were Class X high school students. Data collection instruments included Creative Thinking Ability TESTs and interviews. The data analysis technique used is time triangulation. This research explores students' creative thinking abilities in solving mathematical problems. The results show that the ability to think creatively Students' mathematics is described based on a review of the answers to the mathematical creative thinking ability test which consists of 4 aspects, namely fluency, flexibility, novelty and detail. Based on the average results of students' answers in solving questions regarding mathematical creative thinking abilities, there were 5 questions, which had different averages, although none of their creative thinking abilities reached the very high category. This shows that students are less able to solve problems with mathematical creative thinking skills. The ability to think creatively at the high strata is at high criteria with an average of 28.6. The highest score achieved by students was 32 and the lowest score was 23.

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Tsatsou-Nikolouli, Sofia. "CREATIVE INTELLIGENCE AND CREATIVE WRITING." Journal Plus Education 34, no. 2 (December 20, 2023): 26–42. http://dx.doi.org/10.24250/jpe/2/2023/stn/.

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Creative intelligence is the ability to find solutions to small or large problems and requires a kind of abstract thinking in unusual ways at an individual or group level. Through it, the individual acquires new skills and knowledge, devises solutions to problems and increases his or her imagination. Creative intelligence can be expressed and enhanced through creative writing, i.e. through writing novels, short stories, poems and other textual genres. Writers, using language, seek the most appropriate words to express their thoughts and describe all the images in their mind, while experimenting with forms and structures in order to find innovative ways to reach their readers.

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Sharafjanovna, Quchqarova Nargiza. "SPECIFIC ASPECTS OF CREATIVE ABILITY DEVELOPMENT IN STUDENTS BASED ON COOPERATIVE EDUCATION." International Journal of Pedagogics 3, no. 10 (October 1, 2023): 101–8. http://dx.doi.org/10.37547/ijp/volume03issue10-19.

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Cooperation between colleges and universities (cooperative education) is important in ensuring the continuing education of young people. They need to be as less stressed as possible when moving from one learning environment to another. Only then will their passion for knowledge not diminish, their level of education will not decrease, and their efficiency will increase. Based on this, we are talking about the formation of creative abilities in students on the basis of cooperative education.

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Sitorus, Jonni, Nirwana Anas, and Ermaliana Waruhu. "Creative thinking ability and cognitive knowledge: Big Five personality." Research and Evaluation in Education 5, no. 2 (December 26, 2019): 85–94. http://dx.doi.org/10.21831/reid.v5i2.22848.

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This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is 'moderate or high'. The level of student’s creative thinking based on the big five personality is 'very creative, creative, quite creative or less creative'. The student’s cognitive knowledge based on the big five personality is drawing, designing, ascertaining, dividing, reasoning, analogy, imagining, utilizing, solving, understanding, determining, mentioning, and using trial and error.

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Altynbilek, Ismail. "ROLE DEVELOPMENT OF STUDENT’S CREATIVE ABILITIES." Alatoo Academic Studies 20, no. 2 (April 30, 2020): 61–68. http://dx.doi.org/10.17015/aas.2020.202.07.

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This article discusses the modern education system, strengthening the requirements for teachers to educate the individual as free, creative, cultural and active, as well as the current role of the development of creative abilities in students. Also, based on scientists’ researches, the meaning and content of concepts such as creativity, creative activity, ability, and the fact that these concepts provide an opportunity to define the concept of “student's creative ability” are written. It was found out that creative ability is a complex of individual psychological features that successfully allow you to implement actions that meet all the requirements for creating material and spiritual values, as well as for inventing new products and findings. In the framework of the study of issues on the restoration and development of students' creative abilities, the components of students' creative abilities development are presented.

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Yin, Yuan, and Peter Childs. "RELATIONS BETWEEN COGNITIVE ABILITY AND CREATIVE DESIGN QUALITY." Proceedings of the Design Society 3 (June 19, 2023): 3055–64. http://dx.doi.org/10.1017/pds.2023.306.

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AbstractThe study aims to identify the relations between creative design quality and content of the memorising precedents, association, and combination of information processes in a design context. 71 participants were recruited to finish a creative design task. Think aloud and interview were conducted during and after the creative design task to understand the content of the memorising precedents, association, and combination of information processes. The 71 creative designs were then assessed by five experts in creative design. The results from this study revealed that participants who generated high-creativity design tend to memorize various topic-related precedents, associate items based on topic-related information, and combine topic-related information with products. Participants who generated low-creativity design tend to memorize characteristics of a specific space of the design topic, associate items based on specific topic-related information, and add the topic-related pattern to a product.

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ALKaab, Sahar Naeem Sabhan. "Improving Students’ Creative Writing Ability Through SCAMPER Technique." Theory and Practice in Language Studies 14, no. 5 (May 29, 2024): 1576–81. http://dx.doi.org/10.17507/tpls.1405.31.

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The acquisition of writing is considered one of the most fundamental targets of EFL learners. It is widely accepted that teaching and learning techniques are recognised as crucial factors contributing to learners’ development of language skills. The SCAMPER is an effective technique for promoting learners’ creative writing skills. The increasing number of learners of English as a foreign language has led to a number of intervention studies that have attempted to investigate the effect of the SCAMPER technique on the students’ creative writing. A small number of studies have focused on the SCAMPER’s influence on the EFL Iraqi university students’ creative writing. Hence, the main aim of this study is to examine the impact of SCAMPER intervention on improving EFL Iraqi university students’ creative writing. This study was a quantitative study which adopted the quasi-experimental design. Forty students were recruited. A pre-post writing test and a questionnaire were used to collect the data. This study showed that there is a statistically significant difference between the student’s performance in favour of the post test. The students also showed a positive attitude toward using SCAMPER technique to develop their creative writing. Furthermore, there were no statistically significant differences between the two sexes in their creative writing performance in both pre and posttests.

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Yunadia, Munadiya, R. Ruslan, R. Rusli, and Hastuty Hastuty. "Students' Creative Thinking Ability in Solving Open-Ended Problems." ARRUS Journal of Social Sciences and Humanities 3, no. 2 (May 9, 2023): 141–49. http://dx.doi.org/10.35877/soshum1692.

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This study aims to describe the level of creative thinking ability in solving open-ended problems in class XII MAN Pangkep. This research is a qualitative descriptive research. The research subjects included all students of class XII MIA 5 MAN Pangkep in the 2021/2022 school year consisting of 33 students and 3 students representing each level became interview subjects. The selection of research subjects is based on the creative thinking ability test at each level of creative thinking ability. The data collection technique in this study was the administration of creative thinking ability tests and interviews. Analysis of creative thinking ability tests refers to three indicators of creative thinking ability, namely fluency, flexibility and novelty. The results of this study indicate that students of grade XII MAN Pangkep have three levels of creative thinking ability, namely (1) students with level 4 (very creative) fulfill all three aspects of creative thinking ability namely fluency, flexibility, and novelty which means students are able to solve open-ended problems with many answers, various ways/methods and show new solutions; (2) students with level 3 (creative) fulfill two aspects of creative thinking ability namely fluency and flexibility which means students are able to solve open-ended problems with many answers and various ways; and (3) students with level 1 (less creative) show aspects of fluency which means students are able to solve open-ended problems with many answers.

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Yanty Putri Nasution, Eline, Putri Yulia, Reri Seprina Anggraini, Rahmi Putri, and Maila Sari. "Correlation between mathematical creative thinking ability and mathematical creative thinking disposition in geometry." Journal of Physics: Conference Series 1778, no. 1 (February 1, 2021): 012001. http://dx.doi.org/10.1088/1742-6596/1778/1/012001.

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N, Nuraida. "The Effect of Creative Teaching Technique to Creative Problem-Solving Ability in Students." TARBIYA: Journal of Education in Muslim Society 4, no. 1 (September 7, 2017): 53–62. http://dx.doi.org/10.15408/tjems.v4i1.5907.

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Abstract The focus of this study is increasing creative problem-solving study through creativity training programs for teacher trainee Tarbiya and Teaching Science. Results of previews research in relation to structured programs for fostering creative thinking and problem-solving abilities include the Productive Thinking Program (Covington, Crutchfield, Davies, & Olton, 1972, the Purdue Thinking Skill Program (de Bono, 1973, 1976, 1983). These studies investigated differences in student primary, elementary and high school creative thinking while this study investigates the creative teaching problem-solving in adult learner the PGMI (Teaching Trainee for Elementary), The experiment was conducted in firsts semester of the school year 2015/2016 0f 2 September, 25 –December 2015. ( The main objective of this study to answer the question whether teaching creative increase the ability of the trainer teacher to respond to the varied challenges on their elementary student in a creative manner. The creative training program consisted of class discussion and also active stimulation creative problem-solving. The Participant of this research is PGMI students age 19-20. Classes manipulate by teaching creative or student discussion. The result showed that experimental class increases creative problem solving then discussion class. The recommendation for teacher use teaching creative in the class room. Abstrak Fokus pada penelitian ini adalah pembelajaran untuk meningkatkan pemecahan masalah secara kreatif melalui program pelatihan kreativitas untuk bidang ilmu Tarbiyah dan Keguruan. Hasil penelitian pratinjau dalam kaitannya dengan program yang terstruktur untuk meningkatkan pemikiran kreatif dan kemampuan memecahkan masalah, diantaranya yaitu Program Berpikir Produktif (Covington, Crutchfield, Davies, & Olton, 1972, Program Keterampilan Berpikir Purdue (deBono, 1973, 1976, 1983). Penelitian tersebut telah menginvestigasi perbedaan pemikiran kreatif pada siswa SD, SMP dan SMA sedangkan penelitian ini menyelidiki pengajaran pemecahan masalah pengajaran kreatif pada pelajar dewasa yaitu untuk PGMI (Pendidikan Guru Madrasah Ibtidaiyah). Percobaan ini dilakukan pada semester pertama tahun ajaran 2015/2016, 2 September- 25 Desember 2015. Tujuan utama penelitian ini yaitu untuk menjawab pertanyaan apakah pengajaran kreatif dapat meningkatkan kemampuan guru pelatih untuk merespon terhadap tantangan yang variatif pada siswa SD mereka secara kreatif. Program pelatihan kreatif terdiri dari diskusi kelas dan juga stimulasi aktif yang kreatif dalam pemecahan masalah. Peserta penelitian ini adalah siswa PGMI usia 19-20 tahun. Kelas dimanipulasi dengan pengajaran kreatif atau diskusi siswa. Hasilnya menunjukkan bahwa ada peningkatan pada kelas eksperimen dalam pemecahan masalah secara kreatif dibanding kelas diskusi.Direkomendasikan agar guru menggunakan pengajaran kreatif di ruang kelas. How to Cite : Nuraida. (2017). The Effect of Creative Teaching Technique to Creative Problem-Solving Ability in Students. TARBIYA: Journal of Education in Muslim Society, 4(1), 53-62. doi:10.15408/tjems.v4i1.5907. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5907

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NISHIURA, KAZUKI. "Present Status in Creative Education and Development of Ability of Creative Problem Solving :." Annual Report of Educational Psychology in Japan 50 (2011): 199–207. http://dx.doi.org/10.5926/arepj.50.199.

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Utari, Sindyeva Widya Hari, Dwijanto Dwijanto, and Nuriana Rachmani Dewi. "Improving Mathematical Creative Thinking Ability In Creative Problem Solving Model With Scaffolding Strategy." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (February 21, 2023): 137–52. http://dx.doi.org/10.31943/mathline.v8i1.363.

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The mathematical creativity of students in Indonesia is low. Students only imitate what the teacher does; if students are faced with a problem, they find it difficult to solve it. This study aims to determine the increase in students' mathematical creative thinking skills taught using the Creative Problem Solving model with a scaffolding strategy. The method used is pre-experimental, with one class serving as the experimental class for public junior high school 1 Batumarta VI students. The instrument in this study was a description of the test questions with the material on flat sides. The results of the study showed that there was a statistical increase in students' mathematical creative thinking abilities with the Creative Problem Solving model, which obtained an N-Gain value of 0,612 From this average value, 10 students were obtained in the high category and 16 students in the medium category and 3 students in low category

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Kim, Seong Hui, Mi Young Kim, and Kyoung Eun Kim. "Preschoolers’ Language Ability, Cognitive Ability, and Peer Relationships by Creative Thinking Group." Korean Journal of Child Studies 37, no. 3 (June 30, 2016): 135–46. http://dx.doi.org/10.5723/kjcs.2016.37.3.135.

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Setyaningsih, Nining, and Mila Novita Kustiana. "Analysis of Students' Creative Thinking Ability in Solving HOTS Problems Viewed from Numeration Ability." Mosharafa: Jurnal Pendidikan Matematika 12, no. 2 (April 30, 2023): 351–62. http://dx.doi.org/10.31980/mosharafa.v12i2.2620.

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Salah satu tujuan pembelajaran matematika untuk memecahkan masalah matematika dengan lebih dari satu penyelesaian. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dengan kemampuan berhitung tinggi, sedang, dan rendah dalam menyelesaikan soal SPLDV. Subyek penelitian ini adalah siswa kelas VIII.7 SMP Negeri 3 Surakarta yang berjumlah 32 siswa. Pendekatan penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes berhitung, tes berpikir kreatif matematis, dan pedoman wawancara. Indikator kemampuan berpikir kreatif matematis yang diukur meliputi kelancaran, keluwesan, orisinalitas, dan elaborasi. Teknik analisis data yang digunakan dalam penelitian ini menggunakan tiga cara untuk menganalisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berhitung siswa dengan kategori tinggi memiliki kemampuan berpikir kreatif yang baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Kemampuan berhitung siswa dengan kategori sedang memiliki kemampuan berpikir kreatif yang relatif baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, dan elaborasi tetapi belum memenuhi aspek orisinalitas. Kemampuan berhitung siswa dengan kategori rendah memiliki kemampuan berpikir kreatif yang kurang baik. Siswa belum memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Dapat disimpulkan bahwa kemampuan berhitung menentukan kemampuan berpikir kreatif matematis siswa. One of the goals in learning mathematics to solve mathematical problems with more than one solution. This research aims to describe the mathematical creative thinking ability of students with high, medium, and low numeracy skills in solving SPLDV problems. The subject of this study were 32 students of grade VIII.7 at SMP Negeri 3 Surakarta. The approach to this study is a qualitative description. The instruments used in this research were a numeracy test, a mathematical creative thinking test, and an interview guideline. Mathematical creative thinking ability indicators measured include fluency, flexibility, originality, and elaboration. The data analysis technique used in this study uses three ways to analyze data, namely data reduction, data presentation, and conclusion drawing. The results showed that the numeracy ability of students with high categories has good creative thinking skills. Students can meet the aspects of fluency, flexibility, originality, and elaboration. The numeracy ability of students with medium categories has a relatively good creative thinking ability. Students can meet the aspects of fluency, flexibility, and elaboration but have not fulfilled the originality aspect. The numeracy ability of students with low categories has poor creative thinking skills. Students have not met the aspects of fluency, flexibility, originality, and elaboration. It can be concluded that numeracy skills determine students' mathematical creative thinking ability.

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Setyaningsih, Nining, and Mila Novita Kustiana. "Analysis of Students' Creative Thinking Ability in Solving HOTS Problems Viewed from Numeration Ability." Mosharafa: Jurnal Pendidikan Matematika 12, no. 2 (April 30, 2023): 351–62. http://dx.doi.org/10.31980/mosharafa.v12i2.789.

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Анотація:

Salah satu tujuan pembelajaran matematika untuk memecahkan masalah matematika dengan lebih dari satu penyelesaian. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dengan kemampuan berhitung tinggi, sedang, dan rendah dalam menyelesaikan soal SPLDV. Subyek penelitian ini adalah siswa kelas VIII.7 SMP Negeri 3 Surakarta yang berjumlah 32 siswa. Pendekatan penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes berhitung, tes berpikir kreatif matematis, dan pedoman wawancara. Indikator kemampuan berpikir kreatif matematis yang diukur meliputi kelancaran, keluwesan, orisinalitas, dan elaborasi. Teknik analisis data yang digunakan dalam penelitian ini menggunakan tiga cara untuk menganalisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berhitung siswa dengan kategori tinggi memiliki kemampuan berpikir kreatif yang baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Kemampuan berhitung siswa dengan kategori sedang memiliki kemampuan berpikir kreatif yang relatif baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, dan elaborasi tetapi belum memenuhi aspek orisinalitas. Kemampuan berhitung siswa dengan kategori rendah memiliki kemampuan berpikir kreatif yang kurang baik. Siswa belum memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Dapat disimpulkan bahwa kemampuan berhitung menentukan kemampuan berpikir kreatif matematis siswa. One of the goals in learning mathematics to solve mathematical problems with more than one solution. This research aims to describe the mathematical creative thinking ability of students with high, medium, and low numeracy skills in solving SPLDV problems. The subject of this study were 32 students of grade VIII.7 at SMP Negeri 3 Surakarta. The approach to this study is a qualitative description. The instruments used in this research were a numeracy test, a mathematical creative thinking test, and an interview guideline. Mathematical creative thinking ability indicators measured include fluency, flexibility, originality, and elaboration. The data analysis technique used in this study uses three ways to analyze data, namely data reduction, data presentation, and conclusion drawing. The results showed that the numeracy ability of students with high categories has good creative thinking skills. Students can meet the aspects of fluency, flexibility, originality, and elaboration. The numeracy ability of students with medium categories has a relatively good creative thinking ability. Students can meet the aspects of fluency, flexibility, and elaboration but have not fulfilled the originality aspect. The numeracy ability of students with low categories has poor creative thinking skills. Students have not met the aspects of fluency, flexibility, originality, and elaboration. It can be concluded that numeracy skills determine students' mathematical creative thinking ability.

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Mulia, Tri Cahya, and Wardani Rahayu. "Creative Thinking in Mathematics." Prima: Jurnal Pendidikan Matematika 7, no. 2 (July 25, 2023): 213. http://dx.doi.org/10.31000/prima.v7i2.8528.

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Creative thinking is important in increasing the formation and discovery of learning ideas in the 21st century. The 21st century is closely related to the era of the industrial revolution 4.0 which requires humans to have the ability to think more creatively and be able to accept rapid technological developments. Through education and learning, the ability to think creatively can be improved for the better. The ability to think creatively which is one of the cognitive abilities in learning activities needs to be developed. When the ability to think creatively develops, it will give birth to ideas, find interrelated relationships, create and carry out imaginations, and have many perspectives on things. Students who have high creative thinking skills tend to feel challenged and interested in solving various problems in learning. Interest in solving this problem also causes curiosity. A student with mathematical creative thinking has the ability to be able to solve problems he encounters in new or unusual ways. The tendency of mathematics teachers to dominate learning results in low student activity so that they do not provide opportunities to be directly involved in scientific activities. These conditions have an impact on students' limited opportunities to think creatively in finding new information or ideas from the learning process, it is necessary to increase creative thinking in learning which can be done in various ways.

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Munisah, Eny. "MULTIMEDIA PEMBELAJARAN UNTUK PENINGKATAN KREATIVITAS MELUKIS DI TAMAN KANAK-KANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 72–83. http://dx.doi.org/10.47637/elsa.v17i1.107.

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Multimedia learning is very near with visual communication. The visualization of concept which is given to the learner as the conbination of pictur, diagram,graph, draft, and chart should become one. Creativity is the origin, suitable,and functional. The origin and the suittable painting of kindergarten is periodic,typology, and other.Painting of kindergarden is a pra-chart periode, while typology is visual and non visual type the indication who seldom appear with painting of children is stereotype, tranparant, lying down, perpendicular, and finanity. There are three creatives personality, they are: 1). open with experience, 2). the ability to evaluate situation based on standars of personality, 3). the ability to do experiment to play with concept. The condition above is used as basic toimprove the ability of kindergarten in peinting. They will play computer, painting, make a creative something if every person has three criterias above so he/she has a good psychology that will support to create a creative creation.

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Desmayanasari, D., D. Hardianti, I. U. Machromah, T. Rohaeti, and A. Arsisari. "Mathematical creative thinking ability and problem centered learning." Journal of Physics: Conference Series 1720 (January 2021): 012004. http://dx.doi.org/10.1088/1742-6596/1720/1/012004.

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Larasati, Mustika. "EMPOWERING STUDENT’S CREATIVE WRITING ABILITY BY USING CANVA." Journal of English Education Program (JEEP) 9, no. 2 (August 21, 2022): 101. http://dx.doi.org/10.25157/(jeep).v9i2.8548.

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The present study was aimed to investigate how teacher teaches creative writing by using Canva and what are student‟s perception on the use of Canva as media in learning writing. The present study used qualitative design with the type of case study. The data were obtained through several sources such as observation which was conducted once to observe how teacher used Canva as media in teaching creative writing. The two others were questionnaire and interview that were employed to collect data about student‟s perception on the use of Canva as media. Eighteen students from 8th grade and one English teacher participated in this study. The observation data and interview were transcribed, coded, interpreted. Meanwhile, the questionnaire data was analyzed using Likert Scale measurement. The findings revealed that, to implement Canva in teaching writing, the teacher used constructivism.Moreover, from interview and questioner about student‟s perception showed that the use of Canva as teaching media could make them more motivated in learning and also enrich their knowledge in using media. Based on the findings,the writer suggested that teacher should use media, especially Canva in their teaching activity, to motivate their students and enrich their knowledge on using various digital media.Keywords: Canva; Creative Writing; Teaching with ICT

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Woodward, Jay, and Paul L. Sikes. "The creative thinking ability of musicians and nonmusicians." Psychology of Aesthetics, Creativity, and the Arts 9, no. 1 (February 2015): 75–80. http://dx.doi.org/10.1037/a0038177.

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Sahliawati, M., and E. Nurlaelah. "Mathematical creative thinking ability in middle school students’." Journal of Physics: Conference Series 1469 (February 2020): 012145. http://dx.doi.org/10.1088/1742-6596/1469/1/012145.

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Ratcliffe, Jason. "Sharpening your storytelling ability." Journal of Aesthetic Nursing 11, no. 5 (June 2, 2022): 228–30. http://dx.doi.org/10.12968/joan.2022.11.5.228.

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Falavarjani, Mehrdad Fazeli, and Forozan Irandust. "Does Exposure to Multicultural Experience Enhance All Individuals’ Creative Problem-Solving Ability?" International Journal of Social Science Research 5, no. 2 (August 14, 2017): 14. http://dx.doi.org/10.5296/ijssr.v5i2.11173.

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Today’s diverse community often includes culturally rich environments that contain cues pertaining to more than one culture. These cultural cues can shape cognitive processes, such as creativity. This study aims to investigate the interactive effects of Openness to Experience, Extroversion and Multicultural Experience (including the real and desired experiences) on creative problem-solving ability using the quantitative method on a diverse sample of international students (N= 102). The findings indicate that the interactive effect of extensive multicultural experience and Openness to Experience predict the creative solution. It means the multicultural experience is beneficial for individuals to foster creative ability when they are highly open to experience, whereas, among those who are not open, more extensive multicultural experience do not lead to enhancement of creating the correct solution. Furthermore, this interaction term was not pronounced among the extroverted individuals. Implications of these findings for promoting creativity in learning environments are discussed.

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Shi, Linlin. "Application Research of 3D Digital Technology in Sculpture Creation." E3S Web of Conferences 236 (2021): 05101. http://dx.doi.org/10.1051/e3sconf/202123605101.

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This paper analyzes the concept of 3D digital technology first and the characteristics of traditional sculpture creation forms, then expounds the main points that should be paid attention to in the application of 3D digital technology in sculpture creation, and finally makes an in-depth analysis of the advantages of introducing 3D digital technology into sculpture creation, including the improvement of creative thinking and efficiency, unlimited creative space and the ability to convert different creative techniques in the creative process. Based on the development status of sculpture creation in China, this paper explores the application of 3D digital technology in sculpture creation.

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Zhu, Lin, and Jiachang Lu. "Development of Artistic and Creative Activities for Design Students." Harmonia: Journal of Arts Research and Education 23, no. 1 (June 29, 2023): 121–31. http://dx.doi.org/10.15294/harmonia.v23i1.43806.

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The main purpose of this scientific study is to identify key areas for the development of the artistic and creative activity of students studying the basics of design in higher educational institutions, which contributes to improving their creative abilities and developing the ability to create an innovative product design. The basis of the methodological approach in this scientific study is a combination of methods of systematic analysis of the key principles of teaching design in modern higher educational institutions with a comprehensive study of the real prospects for the introduction of innovative solutions in the process of teaching design in order to develop artistic and creative activity among future specialists in this profession. The results are the importance of developing modern students’ artistic and creative activity for design departments of higher educational institutions to improve their skills in creating artistic product design and the ability to develop innovative design were obtained. Also, the results illustrate the success of applying specific methods of training designers to implement the tasks. The practical significance of the results obtained in this research work lies in the possibility of their application in the process of teaching students of design departments of modern higher education institutions to develop their understanding of the principles of artistic design and the ability to transfer such skills to the creation of modern products with innovative design.

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郭, 亚男. "The Relation between Creative Thinking Ability in Prototype Elicitation, Zeigarnik Effect and Creative Personality." Advances in Psychology 05, no. 04 (2015): 145–253. http://dx.doi.org/10.12677/ap.2015.54034.

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Syarifah, Lailatus, and Arief Agoestanto. "Implementation of Creative Problem Solving on Mathematical Creative Thinking Ability Viewed from Adversity Quotient." Jurnal Pelangi 14, no. 1 (July 1, 2023): 15–25. http://dx.doi.org/10.22202/jp.2023.v14i1.6786.

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The ability to think creatively in learning mathematics is an ability that stimulates students to find various solutions or ideas for solving mathematical problems. This study will examine the literature using the Systematic Literature Review regarding how to implement the Creative Problem-Solving learning model on students' mathematical creative thinking abilities when viewed from the Adversity Quotient. The literature criteria used in this study are journal articles indexed by Sinta or Google Scholar using Publish or Perish with the year of publication 2014 - 2023. The purpose of this research is to describe various kinds of literature that are relevant to the implementation of the Creative Problem-Solving learning model on thinking skills. students' mathematical creativity when viewed from the Adversity Quotient. By doing this research, it can provide information related to the implementation of the Creative Problem-Solving learning model on students' mathematical creative thinking abilities when viewed from the Adversity Quotient.

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