The Longitudinal Relation between Creative Thinking Competency and Academic Self-concept: A Cross-lagged Path Analysis

2021 ◽  
Vol 35 (4) ◽  
pp. 663-686
Author(s):  
Yoonsun Shin ◽  
You-kyung Lee
Keyword(s):  
Path Analysis ◽  
Creative Thinking ◽  
Self Concept

Pengaruh Penggunaan Model Pembelajaran dan Konsep Diri terhadap Kemampuan Berpikir Kretif Mahasiswa

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Nurul Hikmah
Keyword(s):  
Significant Interaction ◽  
Creative Thinking ◽  
Study Groups ◽  
Learning Model ◽  
Descriptive Statistics ◽  
Self Concept ◽  
Significant Interaction Effect ◽  
Significant Difference ◽  
Written Test ◽  
Self Learning

<p>The purpose of this study were to determine: 1) the influence of the learning <br />model of creative thinking; 2) the influence of self-concept to think creatively, and 3) the influence of the interaction and the concept of self-learning model for creative thinking. The research method used was experimental method. A sample of 80 people selected at random from the 13 study groups. The data was collected by administering a written test questions to measure variables studied. Data analysis using descriptive statistics and 2-way ANOVA. The results showed: 1) a significant difference to the learning model with the ability to think creatively sig = 0.000; 2) there is a significant effect of self-concept of <br />the ability to think creatively with sig = 0.000, and 3) there is a significant interaction effect of learning model and self-concept of the ability to think creatively with sig = 0.018. </p>

The creative thinking, environmental frustration, and self‐concept of left‐ and right‐handers

1989 ◽  
Vol 2 (4) ◽  
pp. 279-285 ◽  
Author(s):  
Brian F. Burke ◽  
Joan C. Chrisler ◽  
Ann Sloan Devlin
Keyword(s):  
Creative Thinking ◽  
Self Concept ◽  
Left And Right

scholarly journals THE EFFECT OF STUDENTS’ LEANING STYLE AND SELF-CONCEPT TOWARD MATHEMATICAL CREATIVE THINKING ABILITY IN LINEAR ALGEBRA SUBJECT

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Dian Purwaningsih
Keyword(s):  
Regression Analysis ◽  
Learning Style ◽  
Creative Thinking ◽  
Self Concept ◽  
Simple Analysis ◽  
Self Confidence ◽  
Analysis Technique ◽  
Thinking Ability ◽  
Descriptive Approach ◽  
Creative Thinking Ability

The students’ low ability in absorbing the information they got in thelearning activity. Another factor was students’ self-concept which not quitegood. Students’ self-concept can be declared through their selfunderstanding, as well as their self-confidence toward their ability to solvetheir assignment or problem. This study was aimed to investigate the effectof learning style toward the mathematical creative thinking ability, toinvestigate the effect of self-concept toward mathematical creative thinkingability, and to investigate the effect of learning style and self-concept towardmathematical creative thinking ability. This study was one of the ex-postfacto with descriptive approach. Based on the aim of this study, this studyused regression analysis technique in the form of simple analysis regressionand double analysis regression. The result of this study showed that therewas an effect of learning style toward mathematical creative thinking ability,there was an effect of self-concept toward mathematical creative thinkingability, and there was an effect of learning style and self-concept towardmathematical creative thinking ability

scholarly journals Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kreatif dan Self-Concept Siswa SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 15-24
Author(s):  
Ratni Purwasih ◽  
Ratna Sariningsih
Keyword(s):  
Junior High School ◽  
Creative Thinking ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Nonparametric Test ◽  
Self Concept ◽  
Control Group ◽  
Control Group Design ◽  
Mathematical Learning ◽  
Better Than

This research is based on the lack of students’ ability in mathematical creative thinking and self concept. For that reason, this study aims to improve the students’ ability of mathematical creative thinking and self-concept through problem-based learning. Using Quasi Experiment method and nonequivalent control group design, this study is included into experimental research. The population of this research is the seventh graders of Junior High School in the district of Cimahi, West Java, Indonesia, and the sampling technique is purposive sampling, with one experimental group which is mathematical learning using problem-based learning (PBM) and one control group which is mathematical learning using conventional onewiththe number of samples in this study were 74 students. The hypothesis test his study is done by using parametric and nonparametric test (t-test and Mann-Whitney). The results showed that mathematical creative thinking and self-concept ability of students who use problem-based learning is better than students who receive conventional learning. Then, the increase of ability and creative thinking of students who use problem-based learning is better than those who receive the conventional learning and their self-concept is classified as being medium

scholarly journals The Effect of Hidden Curriculum on Creativity and Social Skills: The Perspective of Elementary Schools

2020 ◽  
Author(s):  
Marjan Kian ◽  
Hengameh Ehsangar ◽  
Balal Izanloo
Keyword(s):  
Social Skills ◽  
Path Analysis ◽  
Elementary Students ◽  
Creative Thinking ◽  
Hidden Curriculum ◽  
Simple Random Sampling ◽  
Sixth Grade ◽  
Significant Relation ◽  
Study Population ◽  
School Social Climate

Background: Hidden curriculum in every school may have different side effects on students. The purpose of this study was to investigate the relations of hidden curriculum with creativity and social skills among elementary students. Methods: The research method was descriptive-correlational. The study population consisted of all sixth-grade elementary students in Roodsar, Gilan (including 616 students) in the academic year 2018-2019.  According to Morgan and Krejcie's Table, the sample size was 270 students, which were selected by simple random sampling.  The research tools included Taghipoor and Ghafari's Hidden Curriculum Questionnaire, Torrance's Creative Thinking Form B, and Matson's Social Skills Questionnaire. The validity and the reliability of the questionnaires were obtained, using Alpha Cronbach Coefficient and were 0.91, 0.90, and 0.86, respectively. Regression and path analysis were done for data analysis using SPSS 24. Results: The findings showed that hidden curriculum has a strong positive and significant relation with creativity in terms of school social climate. Also, the hidden curriculum had a strong positive and significant relation with the components of appropriate social skills, non-social behaviors, aggression, and supremacy. In addition, there was no significant relation between creativity and social skills. Moreover, the results of the path analysis showed that hidden curriculum has a positive and significant relation with the four components of social skills and finally. In addition, hidden curriculum had a significant relation with the students’ creativity. Conclusion: Generally, it can be concluded that hidden curriculum plays an important role through the implicit transfer of values, attitudes, and skills to students, especially on social skills and creativity, so that these issues need to be given more attention by the educators in every educational setting.

scholarly journals THE EFFECT OF SELF-CONCEPT, MOTIVATION AND DISCIPLINE ON THE PERFORMANCE OF THE PRIMARY SCHOOL PRINCIPALS AT JAKARSA REGENCY OF SOUTH JAKARTA

2017 ◽  
Vol 1 (01) ◽  
pp. 95-114
Author(s):  
Heru Sriyono
Keyword(s):  
Primary School ◽  
Path Analysis ◽  
Sample Size ◽  
Direct Effect ◽  
Indirect Effect ◽  
School Principals ◽  
The Self ◽  
Self Concept ◽  
Survey Method ◽  
Primary School Principals

This research was about the effects of self-concept, motivation and discipline on the performance of the primary school principals at Jagakarsa regency of South Jakarta. The objectives of this research were: determining whether self-concept has a direct effect on discipline, determining whether motivation has a direct affect on discipline, determining whether discipline has a direct effect on performance, determining whether the self-concept has direct effect on performance, determining whether the motivation has a direct effect on performance, determining whether the self-concept has an indirect effect on performance but through discipline, and determining whether the motivation have an indirect effect on performance through discipline. The research was conducted by survey method with path-analysis. The sample size was 63 principals of the school. The result are as follows : (1) that the self-concept directly affect the discipline of the principals; (2) the motivation directly affect their discipline, and (3) the discipline directly affect their performance, therefore, improvement of performance of to the principal should be improved by enhancing the rules and working standard.Keyword : self-concept, motivation, discipline, school-principal’sperformance

scholarly journals Pengaruh Konsep Diri dan Motivasi Berprestasi terhadap Hasil Belajar Matematika Siswa Kelas X (Survei pada SMK Se-Kecamatan Ciracas)

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Sariningsih Tiorenna
Keyword(s):  
Path Analysis ◽  
Learning Outcomes ◽  
Achievement Motivation ◽  
Significant Relationship ◽  
Mathematics Learning ◽  
Self Concept ◽  
Survey Method ◽  
Student Learning Outcome ◽  
And Mathematics ◽  
Linearity Test

<p>The purpose of this study was to determine how large a) Effect of self-concept <br />and mathematics student learning outcome 2) The influence of achievement motivation with students 'mathematics learning outcomes 3) Effect of self-concept and achievement motivation of students' mathematics learning outcomes. The research method used is survey method correlational path analysis (path analysis). The sample populations of this study were drawn from affordable with simple random sampling technique, as many as 232 respondents. Instrument used in this study is a questionnaire instrument; to measure the variable self-concept and achievement motivation, as well as a test instrument to measure the outcome variables studied mathematics. After testing, the third such instrument is valid and reliable, so worthy to be used for further research. Furthermore, the data were analyzed descriptively and performed tests that include requirements analysis test for normality and linearity test so that further analysis using statistical parametric. The calculation result shows that the data is normally distributed, as well as the linearity of regression test showed that the linear regression form. The results of <br />hypothesis testing showed that students' self-concept have a significant relationship with students' mathematics learning outcomes, achievement motivation has a significant relationship with learning outcomes and self-concept and mathematics achievement motivation also had a significant relationship with students' mathematics learning outcomes. </p>

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