DEVELOPING STUDENTS’ CREATIVITY THROUGH RESEARCH

2021 ◽  
Vol 4 (3) ◽  
pp. 46-54
Author(s):  
Natalia Morari ◽  
Keyword(s):  
Human Activity ◽  
Learning Process ◽  
Creative Process ◽  
Literary Work ◽  
Component Part ◽  
Research Activity ◽  
Low Level ◽  
Creative Personality ◽  
New Knowledge ◽  
Life Lessons

This paper analyzes the concept of creativity as a component part of the research activity, both having a universal character, applicable in all spheres of human activity. The creative process is carried out in 4 stages (preparation, incubation, lighting and evaluation), on the realization of which depends if the solution for the researched problem will be found. In the learning process, the student manifests himself at the level of productive creativity (one of the four types of creativity), which involves a process of creating useful things based on the skills and abilities acquired, although these things can be achieved at a low level of originality. The research conducted by students refers to new knowledge, experiences, life lessons, obtained independently, being argued theoretically (with the help of scientific studies) and practically (in the laboratory called "literary work"). Within the research activity, the 3 dimensions of the creative personality are developed: imagination, judgment, taste.

scholarly journals National Identity: Formation and Realisation Through Poetry

wisdom ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 146-161
Author(s):  
Tetiana URYS ◽  
Tetiana KOZAK ◽  
Svitlana BARABASH
Keyword(s):  
National Identity ◽  
Identity Formation ◽  
National Culture ◽  
Literary Work ◽  
Effective Factor ◽  
Functional Aspects ◽  
Creative Personality ◽  
Important Means ◽  
The Individual ◽  
National Identity Formation

National culture, especially literature, contains invaluable nation-building potential and is an effective factor in influencing the development of the national identity of the individual and the ethnic group as a whole. In the process of forming literary works, the author’s consciousness and subconscious play an im­portant role, so they are not only one of the best ways of expressing a creative personality and a form of its reaction to events occurring in the outside world, but also one of the most important means of forming the national identity of the recipients. Therefore, such a literary work contains a modus of national identity. The main content of this concept in the literature is revealed in the article. Its theoretical components and their functional aspects in the text are defined and analysed. The modus of national identity is formulated as a way of realising the identity of one with his nation through certain aesthetic elements and structures at all levels of literary work as an artistic system. Such element-dominants are motives, artistic imagery, lyrical character as the main expression of the author’s thoughts, as well as archetypes, symbols and place names.

scholarly journals A Functionally Separate Autoencoder

2020 ◽  
Author(s):  
Jinxin Wei
Keyword(s):  
Neural Network ◽  
Supervised Learning ◽  
Negative Feedback ◽  
Learning Process ◽  
Inverse Function ◽  
Convolution Neural Network ◽  
Training Process ◽  
New Knowledge

<p><b>According to kids’ learning process, an auto</b><b>-</b><b>encoder</b><b> is designed</b><b> which can be split into two parts. The two parts can work well separately.The top half is an abstract network which is trained by supervised learning and can be used to classify and regress. The bottom half is a concrete network which is accomplished by inverse function and trained by self-supervised learning. It can generate the input of abstract network from concept or label. The network can achieve its intended functionality through testing by mnist dataset and convolution neural network.</b><b> R</b><b>ound function</b><b> is added between the abstract network and concrete network in order</b><b> to get the the representative generation of class.</b><b> T</b><b>he generation ability </b><b> can be increased </b><b>by adding jump connection and negative feedback. At last, the characteristics of </b><b>the</b><b> network</b><b> is discussed</b><b>. </b><b>T</b><b>he input can </b><b>be </b><b>change</b><b>d </b><b>to any form by encoder and then change it back by decoder through inverse function. The concrete network can be seen as the memory stored by the parameters.</b><b> </b><b>Lethe is that when new knowledge input,</b><b> </b><b>the training process make</b><b>s</b><b> the parameter</b><b>s</b><b> change.</b><b></b></p>

scholarly journals PEMBELAJARAN TEMATIK INTEGRATIF PADA KURIKULUM 2013 DI KELAS RENDAH SD MUHAMMADIYAH 07 WAJAK

2018 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Ichsan Anshory AM ◽  
Setiya Yunus Saputra ◽  
Delora Jantung Amelia
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Data Collection ◽  
Learning Process ◽  
Low Grade ◽  
New Knowledge ◽  
Natural Data ◽  
Thematic Learning

ABSTRAK           Tujuan penelitian ini untuk mendeskripsikan pembelajaran tematik integratif di kelas rendah SD Muhammadiyah 07 Wajak, memperbarui pengetahun guru-guru SD Muhammadiyah 07 Wajak tentang kurikulum 2013, Memberikan Inovasi tentang pelaksanaan K13 yang sesuai dengan peraturan yaitu tidak memisah-misahkan mata pelajaran, serta memberikan ilmu pengetahuan yang baru tentang kurikulum 2013 di SD Muhammadiyah Wajak. Penelitian ini merupakan penelitian kualitatif, penelitian yang didasarkan pada data alamiah yang berupa kata-kata dalam mendeskripsikan objek yang diteliti melalui kegiatan pengumpulan data yang diambil saat penelitian terjadi  Hasil dan kesimpulan kegiatan PPDS  di SD Muhammadiyah 07 Wajak berlangsung dengan baik dan lancar. Hal ini dapat dilihat dari penerapan pembelajaran oleh tim PPDS yang sesuai dengan ciri-ciri pembelajaran tematik integratif yang mana antara lain berpusat pada anak, tidak memisah-misahkan mata pelajaran satu dengan yang lainnya, meskipun pada awalnya guru-guru di sana masih belum begitu faham dengan pelaksanaan pembelajaran tematik dalam kurikulum 2013. Berdasarkan pelaksanaan pembelajaran tematik sesuai kurikulum 2013 di SD Muhammadiyah 07 Wajak, maka peneliti menyimpulkan sebagai berikut: 1)Guru sudah mengetahui tentang kurikulum 2013 akan tetapi pada pelaksanaan guru belum sepenuhnya paham, 2)Kesiapan sarana dan prasarana untuk menunjang proses pembelajaran tematik yang sesuai dengan kurikulum 2013 cukup memadaiKata Kunci : Tematik, Kurikulum 2013ABSTRACT The purpose of this study is to describe integrative thematic learning in low grade Muhammadiyah 07 Wajak elementary school, update the knowledge of teachers of SD Muhammadiyah 07 Wajak, Giving Innovation about the implementation of K13 in accordance with the rules that is not separating subjects, as well as providing new knowledge about 2013 curriculum at SD Muhammadiyah Wajak. This research is a qualitative research, research based on natural data in the form of words in describing the object under study through data collection activities taken when the research occurredResults and conclusions of PPDS activities in SD Muhammadiyah 07 Wajak progressed well and smoothly. This can be seen from the application of learning by the PPDS team in accordance with the characteristics of integrative thematic learning which, among others, centered on children, did not separate subjects with one another, although at first the teachers there are still not so understand with the implementation of thematic learning in the curriculum 2013. Based on the implementation of thematic learning according to the 2013 curriculum in SD Muhammadiyah 07 Wajak, the researchers concluded as follows: 1) Teachers already know about the curriculum 2013 but on the implementation of teachers have not fully understood, 2) Readiness facilities and infrastructure to support thematic learning process in accordance with the 2013 curriculum is sufficient.Keyword : Tematic, Curriculum 2013

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

scholarly journals Creatividad en la enseñanza de español para negocios

2017 ◽  
Author(s):  
Marta Pilar Montañez Mesas
Keyword(s):  
Key Words ◽  
Creative Process ◽  
Computer Programs ◽  
Specific Group ◽  
Group Key ◽  
Palabras Clave ◽  
New Knowledge

Resumen: La creatividad forma parte del aprendizaje, especialmente en ELE, también para fines específicos como español para los negocios. El proceso creativo pone orden en los nuevos conocimientos o contenidos y, al mismo tiempo, el resultado genera satisfacción en el aprendiz. En otras palabras, aprendemos mejor cuando la tarea nos interesa o nos emociona. Existen varios tipos de tareas creativas, pero podrían agruparse en dos: algunas de ellas requieren el manejo de programas informáticos y otras son de tipo retórico o literario. En las tareas que aquí se proponen, el aprendiz es el protagonista de su aprendizaje y ha de crear de la nada un texto original e inédito. Finalmente, la creatividad es útil pero tiene que adaptarse a cada grupo específico. Palabras clave: creatividad, ELE, español para fines específicos, español para los negocios, B1-B2 Abstract: Creativity is part of learning, especially in SFL, also in Spanish for Specific Purposes like Spanish for business. Creative process put order in new knowledge or contents and, at the same time, the results make the student happy. In other words, we learn better when we are interested in the task or it produces us emotions. In general, there are two types of creativity tasks: some of them need computer programs and others are rhetorical or literary. In the tasks that are proposes here the student is the protagonist of his learning and he has to create of nothing some original and unpublished text. Finally, creativity is useful but it has been adapted to the specific group. Key words: creativity, SFL, Spanish for Specific Purposes, Spanish for business, B1-B2

scholarly journals SIKAP APRESIASI KREATIF SISWA DALAM MEMPELAJARI KARYA SASTRA UNTUK MENINGKATKAN RESPONS KEJIWAAN SISWA TERHADAP KARYA SASTRA PADA MATA PELAJARAN BAHASA INDONESIA KELAS IVA SDN 144 PEKANBARU

2019 ◽  
Vol 2 (2) ◽  
pp. 192
Author(s):  
Chamsriana Chamsriana
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Fourth Grade ◽  
Literary Work ◽  
Psychological Responses ◽  
Research Subjects ◽  
Literary Works ◽  
Fourth Grade Students ◽  
Classroom Action Research ◽  
Bahasa Indonesia

This study aims to look at the attitude of creative appreciation of students in studying literature to improve students' psychiatric responses to literature in Indonesian students. The design of this study is classroom action research with three cycles. The research subjects are fourth grade students with a total of 25 people. The results showed the attitude of students' creative appreciation in interpreting behavior, the nature of sensitivity and capturing ideas of literary works can be raised in students slowly during the learning process and increase every cycle. Then the students' psychological responses in interpreting behavior, the nature of sensitivity and capturing ideas of literary work can motivate students both internally and externally so that results are improved.

Personalization With Digital Technology

2018 ◽  
pp. 1-27 ◽  
Author(s):  
Robert Z. Zheng
Keyword(s):  
Cognitive Processing ◽  
Cognitive Processes ◽  
Learning Process ◽  
Digital Technology ◽  
Creative Thinking ◽  
Future Research ◽  
Instructional Designers ◽  
New Learning ◽  
New Knowledge ◽  
Innovative Learning

How to personalize learners' learning with digital technology so that learners derive optimal experiences in learning is a key question facing learning scientists, cognitive psychologists, teachers, and professional instructional designers. One of the challenges surrounding personalization and digital technology is how to promote learners' cognitive processes at a deeper level so that they become optimally engaged in critical and creative thinking, making inferences in learning, transferring knowledge to new learning situations, and constructing new knowledge during innovative learning process. This chapter examines the literature relating to deep cognitive processes and the idiosyncratic features of digital technology that support learners' deep cognitive processes in learning. Guidelines pertaining to personalization with digital technology in regard to deep cognitive processing are proposed, followed by the discussions on future research with a focus on verifying the theoretical constructs proposed in the guidelines.

Some Additional Metaphysical Questions

2019 ◽  
pp. 148-154
Author(s):  
Peter Ludlow
Keyword(s):  
Human Activity ◽  
Humean Supervenience ◽  
Low Level ◽  
Mctaggart’S Argument

The book has been making the case that perspectival content is necessary for the explanation of much of human activity, and that the best approach to tense is to think in terms of interperspectival contents. It has already covered a number of metaphysical worries about tense and perspectival contents (McTaggart’s argument, for example) but there are two additional worries that need to be addressed. The first has to do with the problem of truth-makers. The second has to do with the kinds of contents that are metaphysically admissible. It is argued that metaphysical concerns about truth-makers and Humean supervenience do not undermine the positing of interperspectival contents. Such contents are part and parcel of basic low-level descriptions and they do not thwart attempts at naturalization of our accounts of action, emotion, etc.

Development of a Wet Wall: An Undergraduate Research Project

2007 ◽  
Author(s):  
Matt Samuel ◽  
Jeremiah Henley ◽  
Said Shakerin
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Research ◽  
Low Cost ◽  
Water Flow Rate ◽  
Scholarly Activity ◽  
Research Activity ◽  
Special Effects ◽  
The Arts ◽  
New Knowledge ◽  
Undergraduate Research Project

This paper reports an undergraduate research activity on developing a wet wall, which is among the field of water features with special effects. These fountains blend in elements of engineering and the arts in elegant ways, and as such provide an excellent medium of scholarly activity as well as learning. A team of two students worked for one semester to conduct this research. Variables such as water flow rate, wall surface texture, and method of distribution were thoroughly examined. The final apparatus was a dynamic wet wall with visually attractive features that incorporated a programmable microcontroller. The project is low cost, safe and easy to adapt at other institutions, especially in mechatronics courses. The most valuable learning outcomes for the students (the first two authors) were new knowledge about electronics and improvement in communication skills. They also enjoyed developing a visually pleasing product.

Proses Pembelajaran Anak Usia Dini

2020 ◽  
Vol 18 (2) ◽  
pp. 73-84
Author(s):  
Eny Munisah
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Learning Process ◽  
Learning Model ◽  
Basic Skill ◽  
New Knowledge ◽  
Learning Through Play

The learning process of early childhood emphasizes the process of learning through play, to practice basic skill acquired through play activities. Through play activities children can involve themselves and explore to strengthen the things they have and find new knowledge. The learning process carried out aims to optimize aspects of child development. The learning process by playing strategies are carried out is appropriate with the goals determined goals, and the learning model through play used is guided and directed play, because it tends to use props. The learning process tends to be classical with the same material and method simultaneously and applied to all children, and the learning process has not varied according to the uniqueness of each child, so that the learning process has not conditioned the child to choose the angle of play according to their interests and choices.

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