scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

scholarly journals The Effect of Dopaminergic Replacement Therapy on Creative Thinking and Insight Problem-Solving in Parkinson's Disease Patients

2021 ◽  
Vol 12 ◽  
Author(s):  
Carola Salvi ◽  
Emily K. Leiker ◽  
Beatrix Baricca ◽  
Maria A. Molinari ◽  
Roberto Eleopra ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Problem Solving ◽  
Replacement Therapy ◽  
Inhibitory Control ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Healthy Controls ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Creative Problem

Parkinson's disease (PD) patients receiving dopaminergic treatment may experience bursts of creativity. Although this phenomenon is sometimes recognized among patients and their clinicians, the association between dopamine replacement therapy (DRT) in PD patients and creativity remains underexplored. It is unclear, for instance, whether DRT affects creativity through convergent or divergent thinking, idea generation, or a general lack of inhibition. It is also unclear whether DRT only augments pre-existing creative attributes or generates creativity de novo. Here, we tested a group of PD patients when “on” and “off” dopaminergic treatment on a series of tests of creative problem-solving (Alternative Uses Task, Compound Remote Associates, Rebus Puzzles), and related their performance to a group of matched healthy controls as well as to their pre-PD creative skills and measures of inhibition/impulsivity. Results did not provide strong evidence that DRT improved creative thinking in PD patients. Rather, PD patients “on” medication showed less flexibility in divergent thinking, generated fewer ideas via insight, and showed worse performance in convergent thinking overall (by making more errors) than healthy controls. Pre-PD creative skills predicted enhanced flexibility and fluency in divergent thinking when PD patients were “on” medication. However, results on convergent thinking were mixed. Finally, PD patients who exhibited deficits in a measure of inhibitory control showed weaker convergent thinking while “on” medication, supporting previous evidence on the importance of inhibitory control in creative problem-solving. Altogether, results do not support the hypothesis that DRT promotes creative thinking in PD. We speculate that bursts of artistic production in PD are perhaps conflated with creativity due to lay conceptions of creativity (i.e., an art-bias).

scholarly journals The Effect of Creative Teaching Technique to Creative Problem-Solving Ability in Students

2017 ◽  
Vol 4 (1) ◽  
pp. 53-62
Author(s):  
Nuraida N
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Class Discussion ◽  
Elementary Student ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
School Year ◽  
Teaching Technique ◽  
Creative Problem ◽  
Teaching Problem

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

scholarly journals Stimulating Primary School Children's Creativity

2020 ◽  
Vol 12 (4) ◽  
pp. 431-439
Author(s):  
Ramona Elena Rotaru ◽  
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Personal Characteristics ◽  
Primary School Children ◽  
Creative Problem Solving ◽  
Education Development ◽  
Problem Solving Skills ◽  
Creative Problem

Stimulating primary school children’s creativity is appointed as one of the essential keys to the educational system 's progress. The main purpose of the paper arrives from the necessity for different fields of the current society to stimulate primary school children's creativity, who are bound to lead to original and creative solutions. This subject highlights the importance of stimulating primary school children’s creativity in the context of current education. The approach in the debate deals with the link between creative thinking and creative problem solving alongside the importance of stimulating primary school children's creativity. A great experience for primary school education development includes creative thinking and creative problem solving. Creativity involves the process of divergent thinking that includes the beginning of wonderful ideas, creating new connections, expanding the limits of knowledge and split of ideas, which are old. When the children's divergent thinking is boosted, it enormously helps to maintain children's motivation for extended learning.. In the same way, encouraging primary school children to keep on generating original and new ideas fosters their creative-thinking abilities. Personal characteristics of a child can influence a certain grade in stimulating the creativity. Children develop quite complex skills when they begin to be familiar with problem solving skills and develop creative thinking. Therefore, their creative characteristics should be developed and in the same way, provide creative learning opportunities and inspiring, original lessons. A variety of studies that contained creativity included stimulating primary school children’s creativity. This aspect represents global educational progress to society and the current study provides a better view of creativity.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

The Role of Incubation in Creative Problem Solving: Within a Collectivistic Cultural Context

2021 ◽  
pp. 108-118
Author(s):  
Rabia Anjum ◽  
Ivan Suneel
Keyword(s):  
Problem Solving ◽  
Cultural Context ◽  
Creative Thinking ◽  
Cultural Psychology ◽  
Cross Cultural ◽  
Future Research ◽  
Creative Problem Solving ◽  
Experimental Conditions ◽  
Significance Level ◽  
Creative Problem

Creative thinking is essential for the progress in education, industry and life in general. Incubation is a widely studied phenomenon in creativity research, referring to leaving a problem aside for a period, to accrue performance on a creative problem. This study investigated the effect of incubation on creative problem-solving by means of a pretest-posttest quasi-experimental design, and remote associates tasks (RATs) were used as a measure of creative problem-solving. For this purpose, a sample of 60 students (22 males, 38 females) was recruited from the population of a private university. They were assigned to a control condition and two different experimental conditions based on the time of onset of incubation. The data collected was analyzed for a significant effect across all conditions by means of a chi-squared test and covariates were inferred by means of Spearman's Rho, with a significance level set at ?<.05. The results did not find an incubation effect in creative problem-solving, and several possible explanations may account for this trend, especially the limited cross-cultural application of measurement tools and theoretical paradigms. The disparity is especially prominent with regards to Pakistan, which is predominantly collectivistic, and the educational system stymies creative thinking. Future research must take into account the relevance of culture in creative problem-solving, and propose solutions to circumvent the dearth of creative potential in developing nations such as Pakistan. Keywords: Incubation, Creative Problem-Solving, Creativity, Remote Associate Tasks, Cross-Cultural Psychology

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

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