Pemanfaatan YouTube Sebagai Media Pembelajaran Saat Pandemi COVID-19 untuk Mengembangkan Kreativitas Mahasiswa

The COVID-19 pandemic caused a change in the learning system from offline to online. Lecturers can use social media as a digital literacy-based learning media. The purpose of this community service activity is to develop student creativity through the use of YouTube as a learning medium during the COVID-19 pandemic. This activity was held online during 3 meetings with the number of participants as many as 23 students. The method of activity is: 1) on September 10, 2021 provides YouTube video links for the deepening of scientific approach material; 2) on September 17, 2021 designing learning activities with a scientific approach based on YouTube videos; 3) on September 24, 2021 made a learning video to explain the concept of high school physics with a scientific approach. Lecturers observe the creativity of students at every meeting. Indicators of creativity consist of fluent thinking skills, flexible thinking skills, original thinking skills, detail thinking skills, curiosity, and being challenged. Assessment of student creativity using scale 4. The increase in creativity score at the initial meeting and the final meeting is calculated using N-gain. The results showed the creativity score of students increased from 2.45 (poor criteria) at meeting 1 to 3.07 (good criteria) at meeting 2 and by 3.47 (good criteria) at meeting 3. The average creativity of students is 3.00 which is on good criteria. The lowest indicator is the skill of smooth thinking of 2.87 (poor criteria) while the highest indicator is to feel challenged by 3.17 (good criteria). The N-gain value of 66 is at the moderate criterion. Thus, the use of YouTube as a learning medium can develop student creativity, especially the attitude of feeling challenged

Therapist Materials for Mindful Emotion Awareness

The session in this chapter covers the concepts involved in mindfulness, including awareness that is present-focused, rather than focused on the past or future, and awareness that is accepting of emotion, rather than being judgmental. In addition, awareness of two types of emotion, primary and secondary, is discussed. People put a lot of pressure on themselves to do mindfulness correctly, and many experience a lot of judgmental thoughts about how well they are executing the tasks. The primary and secondary emotion concept is tricky to grasp. The authors recommend that the therapist take extra time to review many salient examples because clients who really understand this concept tend to do better with flexible thinking and behavioral change in this model.

CREATIVE THINKING OF MANAGERS

The article explores the creative thinking of managers and the creativity of the person. It has been established that among the ways of activating the internal reserves of a person the most effective is the disclosure, development and approval of natural creativity forming the life of orientation as a genetic given, which is embedded in the body and initially in it. It has been established that creative thinking of managers can develop, for example, by psychological training of innovative thinking, flexible thinking and communication, asertive behavior. The main ways of developing the creative thinking of managers are given, namely, purposeful modeling of business situations, in which participants of training are constantly faced with the need to apply existing knowledge, skills and abilities, with conditions requiring them to show imagination, improvisation, intuition, flexibility of thinking and communication, self-confidence, perseverance and perseverance, focus on efficiency and quality and the like.

A Model of Creative Thinking Enhancement for Teachers in Primary Schools under Bangkok Metropolitan Administration

Objectives of this research are 1) to study the creative state of teachers, 2) to develop a model for promoting creativity for teachers, 3) to propose a creative promotion model for primary school teachers. Mixed methods research is used for the design. Quantitative research data has been collected from 205 samples whereas qualitative data has been collected by interviewing 10 key informants and holding focus group discussion held with 9 experts. Results found that the teachers had high opinions on their creativity namely experience in teaching and thinking and practice to learn and try to stimulate knowledge. Teachers can always listen to other people's opinions for a reason, bringing old knowledge to think modifying and apply it to something new interested in teaching in the 21st century, teaching by using google classroom, confident in thinking, making decisions to do things. To achieve the goals set can adapt to suit various situations and environments for teachers with creative features, including being active in thinking. Flexible thinking initiates curiosity, confidence in oneself with 5 activities to promote creativity of teachers offers a model to promote creativity for primary school teachers. There are 4 parts: part 1, the lead part is environment, policy, vision, mission, principle, objective. Part 2, a model consisting of 5 aspects of creativity, namely, thinking fluency, flexible thinking including 5 activities for the development of thinking fluency, activities for developing flexible thinking, activities for developing initiative. Part 3, the application process is decision structure on the principle of success. Part 4, conditions for success, it depends on the context of the primary school.

An Adaptive Leadership Approach to Adult Learning and Organizational Research

Adaptive leadership is presented as an effective approach to adult learning and organizational research, which encourages flexible thinking, double-loop learning, and transformative changes. The most comprehensive adult studies programs and applied research studies in the future will be those where researchers become immersed in the research process and engage with participants in the process of learning and knowledge creation. Through this process, researchers help unleash the creative potential of the organization and gain valuable learning experiences.

The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education

This study evaluated the effect of high-fidelity simulation with both mannequins and live actors on flexible and reflective thinking of nursing students. Students enrolled in an undergraduate nursing program were recruited to participate in this study. Ninety students, all female, completed both pre- and post-surveys. The researchers conducted a paired samples <em>t</em>-test to determine if there is a statistically significant difference in students’ level of flexible thinking before and after they experienced the high-fidelity simulation. Moreover, we conducted multivariate correlational analysis to examine the relationships between flexible thinking and reflective thinking. In general, statistical results in this study provide empirical support for the values of clinical simulation and debriefing on nursing students’ flexible and reflective thinking. High-fidelity simulation can expose students to controlled and dynamic clinical environments, allowing them to attempt the transfer of theory to practice, learn from collaborative and active learning tasks, and be open-minded to multiple perspectives and in diverse situations. We conclude that critical reflection is an important piece of development in flexible thinking and reflective learning. During the time of post-simulation interactions, students are encouraged to reflect objectively on their performance in each scenario. The input from peers and instructors provides students with the opportunity to assess their personal ability to transfer theory to practice and evaluate if the theory design of the course is providing them with the needed information to care for the clients presented in the clinical simulation scenarios.