Digital Differentiation as a Form of Pedagogical Creativity

The goal of this chapter is to explain differentiation and digital differentiation and their intersecting points with pedagogical creativity, which become a necessity for 21st century teachers. In regards to pedagogical creativity, three main elements, which are creative teaching, teaching for creativity, and creative learning, will be discussed. Differentiation techniques and digital differentiation tools used for digitalizing in-class techniques will be explained. Further, an example of a digitally differentiated lesson plan will also be presented as a guide for teachers that require it.

Perspectives, Strategies, and Propositions for Cultivating Inclusive Educational Environments

This chapter activates a rethinking of educational system deep structures and proposes perspectives, strategies, and interactive propositional tasks for cultivating inclusive educational environments. Neurotypicality in deep structures has been used to bolster ableism and oppression, impeding the development of inclusion in schools and supporting the ongoing exclusion of intersectional, neurodiverse individuals. Inclusive education could be reimagined using a neurodiversity perspective, promoting strategies for critical analysis of deep structures and strategies for creative learning, and engaging with experimental propositions for practice that invite educators to engage with creative learning concepts. Creative learning, as personal and collaborative meaning-making, also extends beyond student learning to professional learning and educational research. Readers are asked to engage with and beyond the text in critical reflection toward purposeful action.

Pendampingan optimalisasi penggunaan media pembelajaran Bahasa Inggris sederhana untuk meningkatkan Creativity Quotient

Madrasah Ibtidaiyah (MI) teachers still do not realize the importance of CQ (Creativity Quotient). It is seen from how the teachers tend to be consumptive and rely only on available media, like a material book. The purpose of this dedication is: 1) to bring over the meaning of CQ in MI level of education, 2) to improve the students’ studying quality, and 3) to maximize the function and university task to build the development of MI education. The method used in this dedication were speech, exhibition, and simulation of creative English language learning media made by the students in Hamzanwadi University and downloaded software media. This training was held in 2021, participated by 25 MI headmasters in the East Lombok district. The product of this training program is the MI headmaster spreading the use of learning media in MI. All MI teachers understand the importance of teaching media used as practical and creative learning tools, and the MI teachers become more creative in providing simple, cheap, and environmentally friendly.

The Implementation of Artificial Intelligence in STEM-Based Creative Learning in the Society 5.0 Era

This research aimed at utilizing artificial intelligence in STEM-based creative learning in the society 5.0 era. The researchers investigated how an educator can utilize artificial intelligence and optimize it into a STEM-based learning process. STEM stands for Science, Technology, Engineering, and Math. The United States initiated it to combine the four disciplines integrated into a problem-based learning method and everyday contextual events. Artificial intelligence is an intelligence added to a system managed in a scientific context. Artificial intelligence is created and put into a machine (computer) to do work like humans. Several fields that use artificial intelligence include expert systems, computer games (games), fuzzy logic, artificial neural networks, and robotics. The researchers employed the literature review or library research by reviewing the results of various studies and collecting data from assorted references and sources. In conclusion, implementing artificial intelligence in STEM-based creative learning can be an alternative for an educator in the learning process. Artificial intelligence (AI) is expected to help educators in the creative learning process by implementing long-life education and showing behavioral changes in a better direction cognitively, affectively, and psychometrically, especially in the era of society 5.0.

Pembelajaran Dengan Pendekatan Sainitifik Dalam Mata Pelajaran Pendidikan Agama Kristen di Kelas XII SMK Nusantara Palu

They are learning against the scientific studies Christianity in class XI SMK Nusantara Palu, a lack of the institution of a school or teacher Christianity in developing learning the rendering in 2013. curriculum. The research was to see how the school or teacher Christianity uses creative learning the rendering in a lesson. Christian religious education Quantitative is the method used for the data process associated with Statistics. Data processing was using manual calculations based on the survey research distributed and occupied by students. Learning by a scientific approach to heed the Christian religion is very necessary and can help the teacher involve students in the process of learning activities. There should have been motivated to increase student learning activities and improve student learning activities. Motivated teachers who had children by passion and enterprising in learning. The results of the study in the article that a student expresses the teaching process become active in education Christianity and Christian education teachers be motivated to creative. Pembelajaran dengan pendekatan saintifik terhadap mata pelajaran pendidikan agama Kristen di kelas XI SMK Nusantara Palu, Pada setiap kegiatan proses pembelajaran selain diterapkannya pendekatan saintifik seorang guru harus mampu menetapkan model pembelajaran yang sesuai dengan materi yang akan diberikan kepada siswa masih membangun keaktifan siswa untuk mulai bertanya atau untuk berpikir secara kreatif tetapi kenyataannya masih kurangnya lembaga sekolah atau guru agama Kristen dalam mengembangkan atau menerapkan pembelajaran dengan pendekatan saintifik yang ada di dalam kurikulum 2013. Penelitian ini dilakukan dengan tujuan untuk mengetahui bagaimana lembaga sekolah atau guru agama kristen dalam memberikan pembelajaran yang kreatif dalam hal ini menggunakan pembelajaran dengan pendekatan saintifik dalam pelajaran Pendidikan Agama Kristen. kuantitatif adalah metode yang dipakai karena data yang diolah berhubungan dengan statistik. Pengolahan data dilakukan berdasarkan angket penelitian yang di bagikan dan di isi oleh siswa. pembelajaran dengan pendekatan saintifik terhadap pelajaran agama kristen sangat perlu dan dapat membantu peserta didik dalam membuat keterlibatan siswa dalam proses pembelajaran agar aktif. Maka untuk meningkatkan aktivitas belajar anak, perlu adanya motivasi-motivasi guru yang sekiranya anak-anak menjadi semangat dan giat dalam belajar. Hasil kajian dalam artikel ini mengungkapkan bahwa siswa menjadi aktif dalam proses pembelajaran Pendidikan Agama Kristen.

Role of the Teacher in Development Creative Abilities for Children

The creative development of children is only effective when two components are combined in the educational process: the creative detail of children and the creativity of the teacher. Creative activity is a system of certain skills, ways of thinking and activity of children and pedagogic-ha. Each has its own specificity, which is defined by the role of the participant, and the nature of the activities. The democratic nature of education contributes to the development of creative activity of children. It takes a special research and development of practical work forms, methods and techniques of teaching that encourage the development of the child's creative intelligence. The main stimulator of Children is a creative activity of the teacher. Passion in creative activity, expressed how much feeling has a significant impact on the thinking and behavior of all participants in the pedagogical process. The main obstacle to the development of creative learning is its high standardization, which hinders creativity of the teacher.

Education Through Wikipedia

Wikipedia belongs to education in various ways. One gains knowledge by reading Wikipedia, the other obtains profound knowledge by contributing to Wikipedia. It is the reason why educators in many countries include Wikipedia editing into their curriculum. The article is dedicated to the ecosystem of education through Wikipedia and other Wiki projects which were created by the author, developed by Wikimedia Armenia and settled in Armenia. For seven years Wikimedia Armenia has been implementing Wikipedia Educational projects in different rural regions of Armenia and hopefully will continue its development. The system offers permanent creative learning for teachers, as well as deep and interdisciplinary education on their future field of engagement with students. It revolutionarily changes the attitude of teachers and students towards education. It facilitates the teacher and student relationships. It also changes students' interrelation from contest to cooperation. It shifts the attention of educational players from marks to topics’ perception. Of course, the most valuable advantage of this approach is that teachers improve their knowledge continuously and students, even not the smart ones gain comprehensive knowledge. This ecosystem is constantly improved based on statistical surveys. The components of the ecosystem were honored as the coolest Wikimedia projects and registered as trademarks: Wikicamp, Wikiclub. In the current article the full overview of education through wiki projects is given. The detailed description and innovative solutions on the challenges of today’s education will be introduced in the upcoming articles of the publication issue.

School Does Not Kill Creativity

Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.

Pemanfaatan Media Pembelajaran Interaktif bagi Guru Pendidikan Agama Islam di Era Milenial

Pelaksanaan kegiatan pelatihan yang dilaksanakan pada tanggal 22 Juni 2021 di Auditorium Gedung Guru Cugenang, Cianjur, Jawa Barat ini memiliki dua tujuan yaitu 1) untuk mengenalkan dan menggunakan beberapa media pembelajaran digital interaktif dan 2) untuk mengintegrasian media ajar digital dan model belajar yang dapat menumbuhkan 4C yang dilaksnakan selama satu hari setara dengan 5 jam pelajaran. Metode yang digunakan dalam pelatihan ini adalah 1) tahap persiapan, 2) tahap pelaksanaan, serta 3) tahap evaluasi dan pelaporan. Berdasarkan kegiatan pelatihan yang telah dilaksanakan maka dapat dipahami beberapa hal. Pertama, pelatihan ini efektif dalam meningkatkan pengetahuan dan memotivasi dosen untuk memahami dan melaksanakan kewajibannya tidak hanya dalam aspek pengajaran tetapi juga mulai menggeliatkan kegiatan di bidang penelitian dan pengabdian kepada masyarakat. Kedua, pelatihan ini merupakan salah satu praktik nyata pembelajaran bagi mahasiswa yang terlibat dalam kegiatan dan memberi mereka pengalaman kegiatan kemsyarakatan. Mahasiswa tidak hanya dibekali pengetahuan namun juga dibimbing untuk mengimplemnetasikan di masyarakat. Ketiga, bagi guru khususnya guru PAI pelatihan ini dapat meningkatkan pengetahuan dan memotivasi guru untuk senantiasa mengembangkan kompetensinya sehingga guru dapat merancang dan menyajikan sebuah pembelajaran yang efektif dan kreatif yang mengarahkan siswa untuk memiliki kemampuan pendidikan Abad 21 yaitu kemampuan berpikir kritis, berkolaborasi, berkomunikasi dan berkreasi.�The training activity, which was held on June 22, 2021 at the Auditorium of the Cugenang Teacher Building in Cianjur, West Java, had two objectives: 1) to introduce and use several interactive digital learning media, and 2) to integrate digital teaching media and learning models that can foster 4C. The training activity was carried out in one day, which is equivalent to 5 hours of lessons. The methods used in this training are 1) the preparation stage, 2) the implementation stage, and 3) the evaluation and reporting stage. Several things can be deduced from the training activities that have been completed. For starters, this training is effective in increasing knowledge and motivating lecturers to understand and carry out their responsibilities not only in the teaching aspect, but also in beginning to expand activities in the fields of research and community service. Second, this training is one of the genuine learning practices for students who participate in activities and gain experience in community activities. Students are not only given knowledge, but they are also shown how to apply it in the community. Third, this training can increase knowledge and motivate teachers to constantly develop their competencies. Therefore, teachers can design and present effective and creative learning that directs students to have 21st Century educational skills, such as the ability to think critically, collaborate, communicate, and be creative.