Creativity and Intuition

The purpose of this study was to determine the effect of learning models on students' creative thinking abilities in mathematics, the influence of learning interest on students' creative thinking abilities and the interaction of learning models and learning interests on students' creative thinking abilities. The research method used was an experiment conducted at schools in Serang District, namely at SMAN 1 Pontang and SMAN 1 Tirtayasa class XI IPA even semester by taking a sample of one school as an experimental class and one other school as a control class with the population being all students of class XI IPA and the samples are students of class XI IPA 4 of SMAN 1 Pontang and class XI IPA 1 of SMAN 1 Tirtayasa with a random sampling technique that is a random sampling strategy based on the assumption that members of the population are homogeneous. Data is collected by testing the ability to think creatively and through interest in learning mathematics. Analysis of data with descriptive statistical methods, with two-way ANAVA test. This research was conducted in March to June 2014. The results of the study with the two-way ANAVA test showed: (1). There is an influence of learning models on students' creative mathematical thinking abilities, this can be proven by the value of F = 37,202 and sig.0,000 <0.05 (2). There is an influence of interest in learning on students' mathematical creative thinking abilities. This can be proven by the value of F = 136,463 sig. = 0.00 <0.05 (3). There is no effect of interaction between learning models and learning interest on students' creative mathematical thinking abilities. This can be proven by the value of F = 1,293 sig. 0.260> 0.05. The implication of this is that an educator must be able to design or design learning activities effectively, attractively and fun with a variety of learning methods in accordance with the learning material and students 'abilities in an effort to improve students' mathematical creative thinking abilities. Jigsaw model can be a reference in learning activities.The purpose of this study was to determine the effect of learning models on students' creative thinking abilities in mathematics, the influence of learning interest on students' creative thinking abilities and the interaction of learning models and learning interests on students' creative thinking abilities. The research method used was an experiment conducted at schools in Serang District, namely at SMAN 1 Pontang and SMAN 1 Tirtayasa class XI IPA even semester by taking a sample of one school as an experimental class and one other school as a control class with the population being all students of class XI IPA and the samples are students of class XI IPA 4 of SMAN 1 Pontang and class XI IPA 1 of SMAN 1 Tirtayasa with a random sampling technique that is a random sampling strategy based on the assumption that members of the population are homogeneous. Data is collected by testing the ability to think creatively and through interest in learning mathematics. Analysis of data with descriptive statistical methods, with two-way ANAVA test. This research was conducted in March to June 2014. The results of the study with the two-way ANAVA test showed: (1). There is an influence of learning models on students' creative mathematical thinking abilities, this can be proven by the value of F = 37,202 and sig.0,000 <0.05 (2). There is an influence of interest in learning on students' mathematical creative thinking abilities. This can be proven by the value of F = 136,463 sig. = 0.00 <0.05 (3). There is no effect of interaction between learning models and learning interest on students' creative mathematical thinking abilities. This can be proven by the value of F = 1,293 sig. 0.260> 0.05. The implication of this is that an educator must be able to design or design learning activities effectively, attractively and fun with a variety of learning methods in accordance with the learning material and students 'abilities in an effort to improve students' mathematical creative thinking abilities. Jigsaw model can be a reference in learning activities.

Creativity and creative thinking are considered as innate skills developed under positive environmental conditions, stagnating or dulling under negative environmental conditions. Creativity and creative thinking skills, which can be improved with education, have taken their place among the general aims of education in our country. Many factors especially such as family and social and physical environ-ment, school, curriculum, teacher etc. affect the development of individuals' creativity and creative thinking skills. This review study was conducted in order to compile and present the basic information in the literature about creativity and creative thinking. First of all, definitions related to creativity concept were given and the approaches that originated from these definitions were examined in the scope of the study. Then, features of creative individual, misunderstandings about creativity, dimensi-ons and stages of creativity were given. The factors that prevent creativity were discussed after mentio-ning the relationship between the concepts of intelligence, age, brain, divergent thinking and imagina-tion. On the other hand, definitions of thinking and thought concepts are given and information about creative thinking which is one of the high level thinking skills is presented. In addition, the ways of facilitating the development of creative thinking, learning-teaching environments, teacher characteris-tics are mentioned, and the duties of parents and the environment to develop and support creativity are explained. It is hoped that this study which can be considered as “a brief handbook of creativity and creative thinking” will contribute to the literature, the creativity of individuals and the development of creative thinking skills.

Developing students' creative mathematical thinking skills is essential for problem-solving and innovation in mathematics education. GeoGebra, as a dynamic geometry software, has been widely used to support conceptual understanding and visualization. However, limited studies have explored its impact on creative mathematical thinking in schools with different characteristics. This study aims to analyze and provide an overview of the improvement in students’ creative mathematical thinking skills using GeoGebra software in schools with different characteristics. This research uses a quasi-experimental method with a pre-test and post-test design without a control group. The sample consists of 90 eleventh-grade students from three high schools in Padang City. Data were collected through tests of creative mathematical thinking skills and classroom observations. Statistical analyses, including Wilcoxon and t-tests, were conducted to measure the significance of changes in students' creative thinking skills. The results indicate that most aspects of creative thinking skills showed significant improvement, particularly in originality and flexibility, although there was a decline in some aspects, namely fluency and elaboration, in these schools. The Wilcoxon and t-test analyses showed a significant difference (p < 0.05) between students' pre-test and post-test creative mathematical thinking scores. Therefore, there is an improvement in students’ creative mathematical thinking skills after learning using GeoGebra. This study demonstrates that integrating GeoGebra into mathematics instruction enhances students’ creative mathematical thinking. The results suggest that GeoGebra can be an effective tool for fostering creativity in mathematics education. Future research should focus on addressing the decline in fluency and elaboration to optimize its implementation.

This research focused on the factors that affect the instruction of creative and critical thinking at the upper elementary level, using the Lesson Study professional development approach as a tool in preparing teachers to create and foster a learning environment that promotes creative thinking, and critical thinking and problem solving skills in students. This research identified and analyzed emerging instructional practices that promote creative and critical thinking in students. This research was a case study that used qualitative and quantitative methods. Eighteen elementary teachers in fourth, fifth, and sixth grade in one rural/suburban school district were divided into a control group and an experimental lesson study group, each with three teachers from each grade level. All participants took part in semi-structured interviews, which provided qualitative data about how teachers definitions of and experiences with creativity relate to their teaching of creative and critical thinking skills, and the strategies and interactions teachers employ to foster students creative and critical thinking. All participants completed a Teacher Checklist for Creative and Critical Thinking Instruction (TC-C2TI), which provided quantitative data about how frequently teachers engage in practices that foster students creative and critical thinking. All participants attended an introductory training lecture on the topic of teaching for creative and critical thinking. The experimental Lesson Study group designed an exemplary lesson to promote creative and critical thinking, observed each other teach the lesson, and collaborated to revise and re-teach the lesson. Teacher feedback and observations provided further qualitative and quantitative information about the effectiveness of the Lesson Study approach. All participants completed the TC-C2TI and took part in an interview again at the end of the study. Findings showed no quantitative difference in frequency of practices between teachers in the control group and the lesson study group either before or after the Lesson Study. Lesson Study Observation Checklists indicated an impact of the lesson study discussion process on instruction within the Lesson Study group. Interviews revealed homogeneity in the methods, strategies, and climates teachers employ to foster creative and critical thinking. Findings revealed climates that promote creative and critical thinking are supportive of collaboration, trusting, and valuing of creativity. This study concluded that the instruction of creative and critical thinking is primarily influenced by four factors: the use of research-proven strategies that foster students creative and critical thinking, teachers own definitions of and experiences with creativity, participation in professional development activities that include dialogue and reflection such as the Lesson Study approach, and a school atmosphere that values, supports, and encourages collaboration and teacher-designed, student-centered instructional methods. This research recommends that educational practice includes building teachers background knowledge about creative and critical thinking, giving teachers practical, proven ideas that are easily implemented within the existing curriculum, and employing the Lesson Study approach as a professional development tool. This study also recommends further investigation of the stages of development of creative thinking for students, the stages of development in teaching for creativity and critical thinking, and differences between how creativity can be used by individual teachers and teams of teachers

Most individuals do not understand creative mathematical thinking only as a cognitive factor, whereas creative mathematical thinking plays a role in affective factors. Self-regulated learning is considered an affective factor that influences mathematical creative thinking skill. The purpose of this study determines the effect of SRL on mathematical creative thinking skill and analyzes in detail the components of SRL at each level of creative mathematical thinking. This study uses an explanatory sequential combination research design. The study population was high school students at SMAN 3 Klaten. The sampling technique used in this study is simple random sampling. The research sample measured mathematical creative thinking ability ( Y ) as a dependent variable, and SRL consists of three components, namely metacognition ( X1 ), motivation ( X2 ), and behavioristic ( X3 ). At the same time, the research subject selection technique is purposive sampling. The researcher chose to divide students' mathematical creative thinking skills into three levels: high, medium, low, where in each level was selected three research subjects. SRL has a positive effect on the ability to think mathematically creative by 85.4%. Metacognitive has the strongest influence on mathematical creative thinking skills. The SRL component has a role in every aspect of creative mathematical thinking consisting of fluency, flexibility, elaboration, and originality. Therefore, for improving mathematical creative thinking skills, students should be given learning based on SRL.

Learning in the 21st century must be transformed from traditional to modern learning. This change is necessary to equip students with 21st-century skills, known as the 4Cs (Communication, Collaboration, Critical Thinking, Creativity). One of the skills thatstudents must master in the 21st century is creativity or creative thinking skills. Creative thinking skills are essential for all students to master at every level of education. This study aims to describe the profile of junior high school students' creative thinking skills insolving open-ended problems in the number pattern material. Creative thinking is the ability to express original ideas, while open-ended questions are problems or questions that have many correct answers. Fluency, flexibility, and novelty are the indicators of creative thinking skills used. The method used in this study is to use a descriptive methodwith a qualitative approach. Data collection in this study was carried out by giving a test about the ability to think creatively. After the creative thinking ability test, three subjects with high, medium, and low creative thinking abilities were selected for the interview. Then the results of the interviews will be analyzed using the time triangulation method.The results of this study concluded that subjects with a high category of creative thinking abilities, subject fulfilled the three indicators of fluency, flexibility, and novelty. In subjects with the medium category of creative thinking ability, it was found that subjectsonly met the indicators of fluency and flexibility. Meanwhile, subjects with low-category creative thinking abilities found that students did not meet the three indicators of creative thinking ability.

Creativity is an essential aspect of design thinking. Being able to describe creativity and creative processes is important for developing future designers. While much research has been undertaken describing creativity in design, there is very little investigating how creativity and creative thinking varies across disciplines. A coding scheme involving six separate codes was developed initially from the literature, refined and then used to describe how creativity and creative thinking was apparent in the DTRS 10 datasets of Junior Industrial Design, Graduate Industrial Design, Mechanical Engineering, Choreography and Entrepreneurship. Based on this analysis, conclusions on how creativity and creative thinking varied across the datasets were also reached. It was found that while all datasets analyzed included Process, Product and Press codes, how these were identified in the data varied. The three Personal codes were only identified in three of the datasets. This research has implications for investigating how to develop creativity and creative thinking skills in all designers.

<span>The rapid advancement of technology and the demands of 21st-century competencies require mathematics instruction to move beyond procedural learning toward strengthening students’ creative mathematical thinking. However, elementary students’ creative thinking remains low, particularly in geometry problem solving. Although gamification and project-based learning (PjBL) have shown positive effects, empirical studies integrating both approaches to foster creative mathematical thinking in elementary geometry are still limited. This study examined the effect of game–project-based learning (GPBL) on fifth-grade students’ creative mathematical thinking in geometric problem solving. A quantitative quasi-experimental pretest–post-test control group design was employed involving 84 students assigned to an experimental group and a control group. The experimental group received GPBL supported by game and project activities, while the control group received direct instruction. Data were collected using a creative mathematical thinking test and analyzed using repeated measures analysis of variance (ANOVA). The results showed significantly greater improvement in the experimental group than in the control group, indicated by significant time effects, a significant time×group interaction, and significant between-group differences with medium-to-large effect sizes. These findings suggest that GPBL promotes progressive concept exploration and encourages solution strategies. Therefore, GPBL can be integrated into elementary geometry instruction to foster students’ creative mathematical thinking.</span>

The linkage cultivation of creative thinking and innovative thinking in dance choreography

This study aimed to examine the relationships among computational thinking, creative thinking, critical thinking, and academic imposter syndrome within a serial mediation framework. More specifically, it investigated whether creative thinking and critical thinking sequentially mediate the relationship between computational thinking and academic imposter syndrome among university students. A quantitative, cross-sectional research design was employed. Data were collected from 728 undergraduate students enrolled at public universities in Türkiye. Participants completed validated self-report instruments assessing computational thinking, creative thinking dispositions, critical thinking dispositions, and academic imposter syndrome. Preliminary analyses were conducted to evaluate the reliability and validity of the measurement instruments. To test the proposed model, serial mediation analyses were performed using Hayes' PROCESS macro (Model 6) in SPSS. Bootstrap procedures with 5,000 resamples were used to estimate indirect effects and 95% confidence intervals. Computational thinking was positively associated with both creative thinking and critical thinking, and creative thinking was also a significant positive predictor of critical thinking. In contrast, computational thinking, creative thinking, and critical thinking were all negatively associated with academic imposter syndrome. The serial mediation analyses further showed that creative thinking and critical thinking sequentially mediated the relationship between computational thinking and academic imposter syndrome. All indirect effects, including the total indirect effect, were statistically significant, as their confidence intervals did not include zero. The findings indicate that computational thinking is associated with lower levels of academic imposter syndrome both directly and indirectly through creative and critical thinking. In this sense, higher-order cognitive skills may help explain more adaptive academic self-perceptions and lower levels of imposter-related feelings among university students. These results underscore the importance of integrating computational, creative, and critical thinking into higher education curricula to support both academic development and students' emotional adjustment.

In preparing students for living in the 21st century there has been a re-focus on thinking skills, particularly critical and creative thinking. Current belief, highlighted in schools’ curricula around the world is that creativity is seen as ‘for all’ and should be visible within a school community, yet views of employers suggest students lack this necessary capability. In response to such concerns 21st century skills have been inserted into many countries’ curricula. In a school setting these key capabilities are at risk of marginalisation as they are secondary to core curricular, hard to define and difficult to assess. This vulnerability particularly applies to secondary education as many schools place priority on exacting external examinations which may, or may not, appraise these skills. There is no denying the importance placed on creativity, yet research is minimal in providing a clear picture of how high schools might incorporate creativity and creative thinking into and alongside an already packed curriculum.The purpose of this study was to explore understandings of creativity and the enactment of creative thinking in the secondary classroom. The study attempts to answer the following questions:· What are teachers’ understandings of creativity?· Are there substantial differences in thinking and approaches across learning domains?· What are the perceived possibilities and tensions of enacting creativity in the secondary classroom?Whilst several studies suggest teachers are insufficiently knowledgeable about creativity and there is a lack of professional development in this area, the problem may be more deep-rooted. Perceiving how teachers act, understand, enact, and foster creativity helps to fill the gap in current literature. Since the introduction of creative thinking into the Australian Curriculum 2009, there has been limited study of how this capability is being enacted. Most research in this area has concentrated on primary education or the gifted and talented.Data collection for this study consisted of interviews with key stakeholders of a metropolitan secondary school in Australia: the principal, members of the senior management team, teachers of observed classes and some students from the same classes. The school I visited was chosen as a purposeful sample because the ‘possibilities’ of teaching creativity were apparent, fruitful and had the potential to inform other stakeholders. Cultural-Historical Activity Theory was utilised as an analytical framework, to represent teachers’ understandings of creativity in the specific context of their professional practice. The study highlights the problematics which emerged as teachers interpreted and taught this capability and indicates possibilities for development. Tensions and contradictions, as well as possibilities, indicate a capacity for transformation.Several key findings emerged. At a conceptual level, the teachers were strongly committed to fostering creativity and creative thinking in their classrooms. They had a current understanding of the creativity and recognised certain social and environmental needs of students in order to facilitate productive activities. There were commonalities of pedagogical choices and significant support for greater facilitation. Teachers believed a classroom environment that fosters creativity provides students with choices, opportunities to collaborate, and a safe environment that accepts ambiguity and encourages risk-taking.However, there are implications for enabling enactment in a secondary school setting. Teachers expressed a need for further professional development and stressed the impact of curriculum constraints on time to foster creative thinking. More noteworthy is the perception that students are unwilling to take intellectual risks. The Australian Curriculum alludes to the need for students to take such risks, yet, reducing this suggestion to practice is complex and problematic. Proposals for change should go beyond both the simplistic provision of providing a safe environment and engaging activities that derive positive outcomes suggested in the literature. Recommendations informed by research suggest this begins with a whole-school culture which values student voice, expects adults to exemplify creativity, and reaches beyond the classroom to the community. The more systemic constraints of being time-poor due to curriculum constraints and bound by high stakes assessment are more reliant on school/curriculum intervention or focused professional development. At present, these findings indicate a need for further research and professional development in order to provide teachers with the understanding and autonomy to ensure their classrooms are positive, safe spaces where students are confident risk-takers. Such professional development could encourage a common language that is shared with students to promote shared understandings. The review of the literature found that the voice of the teacher in curriculum reform is largely unheard. This study provides the voices of teachers to understand the possibilities and problematics of implementing creativity within the curriculum. ​​​​​​​

In the light of continuous change of global perspectives, current educational contexts have been evolving to cover the necessary 21st century skills that the individuals must acquire. Two of the 4Cs (creativity, critical thinking, collaboration and communication) of the 21st century educational trends; creativity and creative thinking are the key characteristics of the learners. Considering as one of the requirements of the global communication, knowing and learning a foreign language should keep up with the current improvements in the field of education. Language learners should think critically and creatively in order to communicate with people to enhance the global collaboration. The purpose of this study is to enhance students’ creative thinking skills through appropriate training and to understand the effectiveness of the stimuli type –visual or audio. A pre-experimental research design was chosen for the implementation of the training program. Two different groups –visual and audio – were given either visual or audio stimuli at the beginning of creative thinking tasks. 12 participants were chosen via convenience sampling for each group and the ages of the learners are between 12-13. The training continued for 6 weeks and the participants took 3 hours of training were week. Each training session covered creative thinking tasks which were adapted or designed for the development of creative thinking skills –fluency, flexibility, originality and elaboration. A task-based pretest was implemented before the treatment and the students’ creative thinking skills were measured through figural, written and oral tests and the post-test was implemented to check the effectiveness of the training program. The results were scored by two different raters and the scores were analyzed through SPSS program. The results indicate that the creative thinking capacity of both groups has improved however the visual group students have higher creative thinking after the completion of the training program. This study suggests that although regarded as a higher level of reasoning, creative thinking can be enhanced to some extent among the secondary school learners of English and it should be a part of EFL curriculum as an essential learning skill.

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This study investigated the commonalities and differences between motor creativity and creative thinking in children and how executive functions differently influence them. Thirty-one children, aged 7 to 8 years, were administered Bertsch Test of Motor Creativity, Torrance Test of Creative Thinking, the Random Number Generation (RNG) task tapping executive functions, and the Movement Assessment Battery for Children (M-ABC). Scores for three dimensions of motor creativity and creative thinking (fluency, flexibility, and originality), selected indexes of executive function (inhibition and working memory updating) and motor competence scores were submitted to correlational and regression analyses. Results showed that there is no association between motor creativity and motor competence, but a significant association between creative moving and thinking for all their dimensions except for originality. Moreover, originality in thinking was predicted by low inhibitory ability, although originality in moving by high inhibitory ability. Results suggested that there are commonalities in the processes responsible for the fluent and flexible production of creative thoughts and movements, whereas there was a domain-specificity as concerns the role played by inhibitory functions in the production of original solutions during creative moving.

Metacognition is influenced the creative thinking process in Computational Physics courses. The Computational Physics is needed in the business and industrial. However, Computational Physics courses are less attractive for students. The challenge in learning Computational Physics is how to help students effectively develop creative and computational thinking skills. Based on the above, the purpose of this study is to determine the effectiveness of the PGOC3ARE learning model to create the students’ creative thinking skills in Computational Physics learning and to determine the effect of using the PGOC3ARE learning model on metacognitive-based creative thinking skills, especially in Computational Physics courses. The research method used was an explanatory sequential design research method. The research sample was taken through simple random sampling, where the sample was divided into an experimental class and a control class. The sampling technique for collecting qualitative data was purposive sampling. Data analysis using comparative test statistics. The result of the research is that the PGOC3ARE model is effective in shaping students’ creative thinking skills, especially in the Computational Physics course. Furthermore, the PGOC3ARE learning model has a significant positive effect on the development of students’ creative thinking skills in the Computational Physics course with base on metacognition.