Creative Problem Solving Research Articles

Determining Students' Higher Thinking Skills Profile Using Creative Problem-Solving Model Indicators Integrated with Predict Observe Explain

This study intends to investigate the profile of students’ higher-order thinking skills through the model integration of Creative Problem Solving Predict-Observe-Explain (CPSPOE). Data collection was carried out both quantitatively and qualitatively (mixed method). The mixed method sequential explanatory design consisted of two distinct phases: quantitative and qualitative. In this design, the researchers first collected and analyzed quantitative (numeric) data, then proceeded with qualitative data to help decipher the quantitative results. Using a purposive sampling technique, the research sample used two junior high schools in the city of Bengkulu to determine the experimental and control classes in each school based on the average academic scores before the study. The research instrument was a high-level thinking cognitive test in the form of 10-item test items describing the interaction of living things with their environment. The results of student scores on the test were analyzed using the MANOVA significance test and obtained a p-value 0.05, meaning that there is a significant influence on classifying, problem-solving, generating hypothesizing, and decision-making. Based on the CPSPOE model reference, which is integrated with a complete and interactive sequence of learning stages that can facilitate students to be involved in efforts to train higher-order thinking skills and can effectively activate students, being facilitated by teachers, complex social systems are considered practical and easy to implement to train high-level thinking skills. This study concludes that the sequence of learning stages of the CPSPOE model can be effective in improving classifying, problem-solving, generating hypothesizing, and decision-making skills for junior high school students’ high-level thinking skills.

Implementation of the TBM Rumah Asa Program as a Form of Creative-Innovative Education Based on Entrepreneurship and Local Wisdom in Yogyakarta City

Implementation of Rumah Asa's TBM (Taman Bacaan Masyarakat) Program is an effort to encourage creative education based on entrepreneurship and local wisdom in Karangkajen Village, Brontokusuman, Yogyakarta City. Through innovative and creative approaches, this program aims to provide wider access to education for the community. The Rumah Asa TBM program combines education and local wisdom as the main foundation. In this program, education focuses on academic aspects and developing creative and entrepreneurial skills that can help students develop their potential holistically. This study uses a descriptive qualitative research method using an in-depth and comprehensive sustainable development perspective (sustainable development). The research instruments used for data collection were field observations, interviews, and documentation. Data were analyzed using Miles and Huberman's interactive model, starting from data collection, reduction, presentation, and conclusion. The results of the study show that by combining approaches to creative education, entrepreneurship, and local wisdom, the Rumah Asa TBM program has the potential to provide sustainable benefits for students and the surrounding community, including (1) Increasing access to experience-based learning: (2) Creative education for deeper understanding and creative problem solving; (3) Skill-based entrepreneurial empowerment; (4) Utilization of local wisdom as a source of knowledge; (5) Literacy-based sustainable community development.

79 Exploring Wayfinding Challenges in the Paediatric Emergency Department Using a Human-centred Design Approach

Abstract Background Wayfinding is defined as the way people orient themselves in and navigate a physical space. Wayfinding systems may include cues in the built environment, printed information and signage, and human interactions (1). The unfamiliar environment and processes of the paediatric emergency department (ED) can cause increased patient and caregiver stress, anxiety, and dissatisfaction with the healthcare system (2). Even though improved wayfinding can improve trust, communication, and patient safety (3,4), it has been a longstanding challenge in the ED. This challenge was magnified during the COVID-19 pandemic, as the ED had to create temporary rooms and waiting areas to accommodate higher patient volumes and social distancing. Objectives The aim of this project was to explore wayfinding challenges in the paediatric ED and use a human-centred design approach to create an improved wayfinding system. Design/Methods We followed a human-centred design methodology (5,6). Three site visits were conducted to observe the workflow of the paediatric ED. Semi-structured and unstructured interviews were conducted in-person with key stakeholders and subject matter experts, including flow support staff, information and registration clerks, physicians, triage and bedside nurses, and security staff. We synthesized the data using content analysis. The objective of the analysis was to transform themes into actionable design opportunities (7). Themes were used to guide ideation sessions with the research team. Results There were specific gaps in wayfinding and common points of confusion for caregivers, including the lack of any map, lack of standardized naming and colour-coding for certain ED locations, unintuitive naming for key locations, cluttered and contradictory or absent signage, and a lack of accessible information for patients who may have visual impairments or reduced English language proficiency. Specific areas of challenge included the triage and line up process, the location of bathrooms, and understanding the process of the ED visit. To address these challenges, our team followed an iterative approach of ideation and creating a low-fidelity prototype of a wayfinding system using visual mock-ups. We also created a map of the ED, signage for the entrance, a journey map (see Figure 1, below) and an informational pamphlet for families. Conclusion Wayfinding is an important part of the care experience for children and their families. Many stakeholders validated that patient flow in the ED needed improvement and that the pandemic had further exacerbated existing challenges. Next steps include implementing our wayfinding solution and evaluating its impact. Figure 1. Journey Map REFERENCES 1. Madson M, Goodwin K. Color Coding the "Labyrinth": How Staff Perceived a Two-Part Intervention to Improve Wayfinding in an Adult Emergency Department. HERD. 2021 Oct;14(4):429-441. 2. Maqbool T, Raju S, In E. Importance of patient-centred signage and navigation guide in an orthopaedic and plastics clinic. BMJ Qual Improv Rep. 2016 Jan 14;5(1):u209473.w3887. 3. Zamani Z. Effects of Emergency Department Physical Design Elements on Security, Wayfinding, Visibility, Privacy, and Efficiency and Its Implications on Staff Satisfaction and Performance. HERD. 2019 Jul;12(3):72-88. 4. Naccarella L, Raggatt M, Redley B. The Influence of Spatial Design on Team Communication in Hospital Emergency Departments. HERD. 2019 Apr;12(2):100-115. 5. Bubric K, Harvey G, Pitamber T. A User-Centered Approach to Evaluating Wayfinding 00Systems in Healthcare. HERD. 2021 Jan;14(1):19-30. Journal Of Library User Experience 6. Lorusso L, Lee JH, Worden EA. Design Thinking for Healthcare: Transliterating the Creative Problem-Solving Method into Architectural Practice. HERD. 2021;14(2):16-29. 7. Thomas DR.. A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation 2006;27(2):237-246.

How combinations of constraint affect creativity: A new typology of creative problem solving in organizations

Research suggests that extreme levels of constraint can push people to use different types of creative problem solving, but this conflicts with recent theory arguing that individuals are most creative under a moderate level of constraint. To resolve this issue, this paper proposes a combinatorial theory of constraints that argues it is necessary to understand how multiple dimensions of constraint (e.g., on problems and resources) work together to influence creativity, rather than study them in isolation. Accordingly, two conditions can enhance creativity—either through divergent problem solving or emergent problem solving—because they produce an overall balanced combination of constraint that improves important psychological mechanisms of creativity such as intrinsic motivation and creative search. Alternatively, two other conditions can hinder creativity—either due to ambiguous opportunity or futile effort—because they produce a combined low or high level of constraint on a task.

Creative problem-solving through blended learning in basic science concept courses

Basic Concepts of Science is a course for first-semester students of the elementary school teacher program in which there are concepts of biology, physics, and chemistry concepts. Learning strategies aim to achieve goals by integrating creative problem solving in the basic concepts of science. This study aims to understand blended learning in the Basic Science Concepts course. Through meaningful learning with creative problem solving, it is hoped that students and lecturers will become more interactive in applying the blended learning model. The research method used is descriptive qualitative method. This context study explains the characteristics of blended learning and creative problem-solving models. After conducting interviews and distributing questionnaires, it means that there is interaction in the mixed learning model with creative problem solving techniques to improve learning outcomes of basic science concepts, selecting types of online interactions, and optimizing teaching styles. From the results of the first questionnaire, 92% said they responded positively to the blended learning model. It was concluded that students were enthusiastic and motivated in blended learning in basic science concepts courses to solve creative problems in face-to-face and virtual classes.

The Unconscious Tug-of-War: Exploring the Effect of Stimulus Selection Bias on Creative Problem Solving with Multiple Unconscious Stimuli.

This study innovatively investigated the potential selection bias involved in processing multiple subliminal stimuli during creative problem-solving (CPS). It addresses the existing gap in specialized research on how the handling of multiple unconscious stimuli influences higher-order cognitive processes, particularly creativity. The study utilized a masked priming paradigm and a remote association task (RAT). Two experiments were conducted. Experiment 1 presented two stimuli simultaneously, with one being the correct answer, to examine whether there was a bias in the location of subliminal stimuli. In Experiment 2, two stimuli were presented sequentially, with one serving as the answer, to investigate whether there was a temporal bias in unconscious processing. Our findings revealed that when solving easy RATs, subliminal stimuli presented on the left side had a negative priming effect compared to the right side. The results revealed that unconscious processing of subliminal stimuli enhanced performance on difficult CPS. Additionally, a temporal bias was observed, with more recent subliminal stimuli having a stronger effect than earlier stimuli. Unconscious processing can improve CPS, especially for difficult tasks, and there is a bias towards processing stimuli on the left and more recently presented stimuli. These findings contribute to our understanding of unconscious processing, particularly the processing of multiple subliminal stimuli in CPS, and provide insights into the biases that exist in unconscious processing.

Development of Creative Problem Solving (CPS)-Based Articulate Storyline Media to Develop Students' Creative Thinking Ability SPLDV Class VIII Material

This study aims to develop Articulate Storyline learning media based on Creative Problem Solving (CPS) to develop students' creative thinking skills in grade VIII SPLDV materials in a valid, practical and effective manner. The development model used in this research is the ADDIE development model (Analysis, Design, Develop, Implement, and Evaluate). This research was conducted on class VIII students of Middle School. The data analysis technique used in this study is the validity, practicality and effectiveness analysis of the media. The results showed that for the acquisition of scores from media experts it was 94% with very valid criteria, then for the acquisition of an average score from material experts it was 100% with very valid criteria, and for the practicality of the media it was obtained from the acquisition of scores from student response questionnaires that were equal to 85.5% with very practical criteria. The use of this media also affects the improvement of students' creative thinking abilities, this can be shown from the results of the N-Gain test that has been carried out, where the score obtained is 0.7541, which is > 0.7 which is included in the high criteria. These results indicate that the developed Articulate Storyline based Creative Problem Solving (CPS) media includes valid, practical and effective criteria for developing students' creative thinking abilities.

외식조리전공 대학의 창업교육 창의적 역량이 학습몰입과 기업가정신에 미치는 영향 연구

This study aimed to investigate the influence of creative competence in entrepreneurship education on learning commitment and entrepreneurial mindset among college students majoring in culinary arts at universities who have undergone entrepreneurship education. A convenience sample of students from various universities participated in the survey, resulting in a total of 320 valid responses used in the analysis. Confirmatory factor analysis, validity analysis, reliability verification, correlation analysis, and structural equation modeling for hypothesis testing. The creative competence in entrepreneurship education was derived from three factors: collaborative communication, innovative work behavior, and creative problem-solving, identified through exploratory factor analysis. The findings revealed that these sub-factors significantly and positively influenced learning commitment and entrepreneurial mindset. Furthermore, a significant positive effect of learning commitment on entrepreneurial mindset was observed.

과학영재 학생과 일반 고등학생의 과학 논문 특징 비교

Research is an effective way for high school students to develop critical thinking, creative problem-solving, and communication skills. However, students often need help writing papers and need systematic training in writing papers. For this purpose, it is necessary first to understand the characteristics of students’ papers. Therefore, this study analyzed the science papers written by science-gifted students in science high schools, gifted schools, and general high school students in science core schools by analyzing each step of the science paper structure to compare their features and errors. The analysis utilized a self-developed step-by-step checklist of science paper structure for 17 science papers of gifted students and 40 science papers for general high school students. The results of the study were as follows. First, both groups lacked structure and volume in the abstract and limitations of the study in the conclusion and suggestion section. The general high school students’ deficiencies included irrelevant theories in the theoretical background, inaccurate data visualization in the results and discussion, missing citations, and formal reference errors. Second, students’ errors in their science papers varied across the stages of the science paper structure. From the above results, both groups commonly offer paper writing education regarding the abstract, conclusion, and recommendation stages. In contrast, other stages of paper structure and research ethics education are more necessary for general high school students. We hope paper writing education related to scientific research activities will be systematized.

The Effect of Design Thinking-Based Transportation Technology Learning to Improve Middle School Students’ Creative Problem Solving Ability

The Effect of Design Thinking-Based Transportation Technology Learning to Improve Middle School Students’ Creative Problem Solving Ability

Who Takes the Clue? Relationships Between Internal and External Factors in Creative Problem Solving1

AbstractThis study examined the relationship between implicit environmental clues in a creativity task and individual differences in state change and personality traits. In two experiments, participants completed a Remote Associates Test. Some solution words were implicitly primed as clues. In Experiment 1, the clue priming effect turned from negative to positive depending on task progress, which is related to arousal state. Clue priming can hinder people's generating ideas depending on arousal. In Experiment 2, considering participants' personality traits as a moderator, we further examined the relationship between sensitivity to environmental clues and arousal measured by heart rate. The results confirmed Experiment 1's outcomes and revealed that the relationship is moderated by extraversion. For extraverted participants, an implicit clue had a negative effect in a high‐arousal state but a positive effect in a low‐arousal state. The facilitative or obstructive influences of external factors can be determined by the interaction of internal factors (i.e., solvers' traits and states). Thus, extraverts and introverts differ in how they receive and utilize external information.

Penerapan Manajemen Kewirausahaan dalam Aspek Kreativitas dan Inovasi di SMK PGRI 2 Sidoarjo

The ability of a school principal who has an entrepreneurial spirit in terms of innovation can greatly determine the success of the school he leads because within the school principal is able and able to respond to the needs or desires and expectations of the community as an educational service for their children. Therefore, if you want to be successful in leading a school, be a creative and innovative individual in terms of realizing the creative potential that you can have in the form of quality innovation. The process of implementing entrepreneurial management at SMK PGRI 2 Sidoarjo, goes according to predetermined programs. Among them in carrying out entrepreneurship, schools always prepare themselves with Entrepreneurial Planning at SMK PGRI 2 Sidoarjo is an activity to think in advance about things that must be done regarding students at school, both since students will enter school, while at school, and they will graduate from school. What is planned is the things that must be done with regard to the acceptance of students until the graduation of students. School policies identify activities that can be used to achieve the target or goal of student success. In terms of this research approach is qualitative research, in terms of this research, there are problems that can be raised are activities related to giving ideas or ideas in an entrepreneurial spirit carried out by the principal of SMK PGRI 2 Sidoarjo, the result is that the Principal of SMK PGRI 2 Sidoarjo As a knowledge leader always prioritizing the role of the principal as a knowledge leader is a step forward in directing changes in the school's organizational culture. Increasing Creativity is carried out through: a climate of mutual trust and shared commitment; honest and open communication; creative problem solving; and flexible school management processes

Enhancing university students' creative confidence, learning motivation, and team creative performance in design thinking using a digital visual collaborative environment

The pedagogy of design thinking (DT) is increasingly being used to promote creative problem-solving in higher education. The DT approach traditionally relies heavily on face-to-face collaboration to address ‘wicked’ challenges. However, technological advances have enabled the digitization of design collaboration to support DT co-creation. This study compares students' creative confidence, learning motivation, and team creative performance in digital visual collaboration (DVC) with traditional face-to-face collaboration in DT activities. Mixed quasi-experimental pre-post surveys were used as the quantitative method, and an open-ended questionnaire was used as the qualitative method. The results indicate that (1). DT pedagogy positively affected students' creative confidence in both groups. Nevertheless, the experimental group significantly improved more than the comparison group. (2). The experimental group also showed better learning motivation and perceived competence than students in the comparison group. (3). Finally, students performed significantly better on design projects during DVC than those who collaborated face-to-face. Most importantly, students' qualitative responses suggest that digital visual collaboration platforms can be a productive environment to support DT projects.

Development of an E-Book Based on STEM-Integrated Creative Problem Solving on Environmental Change Material to Improve Students’ Critical Thinking and Creative Thinking

Critical and creative thinking skills are very important in the 21st century. The creative problem-solving learning model and the STEM approach are suitable for training critical and creative thinking skills in learning. This study aims to: 1) analyze the need for an e-book based on creative problem solving integrated with STEM, hereinafter referred to as BOTIPOSTEM and 2) analyze the eligibility of BOTIPOSTEM. This type of research is research and development (R&D) using the ADDIE model. Research data were obtained through interviews, questionnaires, validation sheets, and readability sheets. The data were analyzed descriptively quantitatively and using Aiken's V. The results showed that: 1) the development of BOTIPOSTEM is in the very needed category based on the teacher's response; 2) BOTIPOSTEM obtained an average Aiken score of 0.96 by material experts and 0.92 by media experts, the percentage of readability obtained an average score of 96% by teachers and 93% by students. Data analysis shows that BOTIPOSTEM has a high level of validity and readability. Thus it can be concluded that BOTIPOSTEM is very much needed and eligible to used in learning to train students' critical and creative thinking skills at school.

Ethnosains Based Project Based Learning Model with Flipped Classroom on Creative Thinking Skills

Education in the 21st century demands very rapid development of knowledge and technology, so that 4C skills are needed, namely creative thinking skills, critical thinking and problem solving, communicating, and collaborating to face global challenges. Creative thinking skills as a very important skill for students in the era of global competition because the level of complexity of problems in all aspects of modern life is also getting higher. Learning with ethnoscience can be implemented in the PjBL learning model by incorporating the culture that develops in society into learning. Flipped Classroom is carried out by students by studying at home through books or videos that have been integrated with the culture of society. This study aims to determine the effect of the ethnoscience-based PjBL learning model with a flipped classroom on creative thinking skills. This research is a literature study using secondary data sources in the form of books and scientific journal articles. Data was collected using publish or perish applications and analyzed one by one manually. The results show that the application of project-based models and ethnoscience with flipped classrooms influences creative thinking skills.

Implementasi Model Pembelajaran Creative Problem Solving (CPS) Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

This research aims to determine the improvement of students' creative thinking ability through the implementation of the Creative Problem Solving (CPS) learning model in the Element 10 of Public Relations and Protocol Management for grade XI MPLB students at SMK N 1 Sukoharjo. This research is a classroom action research, conducted over two cycles. Each cycle is carried out in four stages: planning, implementation, observation, and reflection. The data sources were obtained from informants (teachers who taught Element 10 of Public Relations and Protocol Management and grade XI MPLB students at SMK N 1 Sukoharjo), documents (teaching modules, student worksheets, student attendance lists, student test scores on creative thinking ability, observations of creative thinking ability, and observations of the implementation of the CPS learning model). Data collection techniques were conducted through tests, observations, and documentation. The validity of the data was tested using expert judgment and triangulation techniques. Data analysis techniques used quantitative data analysis (comparative descriptive) and qualitative data analysis (data reduction, data presentation, and verification). The results showed that the average score of pre-cycle creative thinking ability test was 39,93% with a mastery level of 11,11% categorized as less creative. In the first cycle, the average score of the creative thinking ability test increased to 59.72% with a mastery level of 38.89% categorized as moderately creative, and in the second cycle, the average score of the creative thinking ability test increased to 70,14% with a mastery level of 80,56% categorized as creative. Therefore, it can be concluded that the CPS learning model can improve the creative thinking ability of grade XI MPLB 1 students at SMK N 1 Sukoharjo.

Functional MRI Lateralization [M1] of dlPFC and Implications for Transcranial Magnetic Stimulation (TMS) Targeting.

The present study investigates a potential method of optimizing effective strategies for the functional lateralization of the dorsolateral prefrontal cortex (dlPFC) while in a scanner. Effective hemisphere lateralization of the dlPFC is crucial for lowering the functional risks connected to specific interventions (such as neurosurgery and transcranial magnetic stimulation (TMS), as well as increasing the effectiveness of a given intervention by figuring out the optimal location. This task combines elements of creative problem solving, executive decision making based on an internal rule set, and working memory. A retrospective analysis was performed on a total of 58 unique participants (34 males, 24 females, Mage = 42.93 years, SDage = 16.38). Of these participants, 47 were classified as right-handed, 7 were classified as left-handed, and 4 were classified as ambidextrous, according to the Edinburgh Handedness Inventory. The imaging data were qualitatively judged by two trained, blinded investigators (neurologist and neuropsychologist) for dominant handedness (primary motor cortex) and dominant dorsolateral prefrontal cortex (dlPFC). The results demonstrated that 21.4% of right-handed individuals showed a dominant dlPFC localized to the right hemisphere rather than the assumed left, and 16.7% of left-handers were dominant in their left hemisphere. The task completed in the scanner might be an efficient method for localizing a potential dlPFC target for the purpose of brain stimulation (e.g., TMS), though further study replications are needed to extend and validate these findings.

Exploring barriers that prevent employees from experiencing flow in the software industry

PurposeThe purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work.Design/methodology/approachThis study was conducted by using a qualitative critical incident technique-inspired questionnaire.FindingsThe findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools).Originality/valueThe findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.

Students’ problem solving skill in nuclear physics course through NPIRL

This study aimed to describe students’ problem solving skill in nuclear physics course through the implementation of the Nuclear Physics Inquiry Remote Laboratory (NPIRL). This study employed a pre-experimental quantitative method. The research design was one group pretest-posttest design. The subject of the study was 14 physics students at a university in Banjarmasin, South Kalimantan. In selecting the research subjects, the researchers used purposive sampling technique. The instrument used was a problem-solving skills test in the form of an essay consisting of five questions, and each question consisted of six indicators in problem solving skill according to the Osborn-Parnes Creative Problem Solving (CPS). This research found that the N-gain of students' problem solving skill was 0.32 in the medium category. There are four indicators of problem-solving skills that are categorized as medium: objective finding, fact finding, problem finding and idea finding. Two other low-category indicators are solution finding and acceptance finding. Based on these findings, it is concluded that students’ problem solving skill in nuclear physics course through NPIRL have increased.

Creative problem solving in primary school students

AimsTwo studies are reported to give insight in the nature of creative problem solving in primary school students. Study 1 focused on the process and aimed to determine to what extent behaviors in response to a task matched the Creative Problem Solving model (CPS model; Isaksen et al., 2011; Treffinger, 1995). Study 2 focused on the product and aimed to determine the relations among creative problem solving outcomes and the overlap of these outcomes with divergent thinking and academic achievement outcomes. Sample13 fourth graders participated in Study 1; 594 fourth, fifth, and sixth graders participated in Study 2. MethodsIn study 1, students were asked to think aloud while completing a structured task. Their behaviors were coded based on the CPS model. In study 2, students completed similar tasks for three problem situations. Students’ ideas were rated on four CPS indicators. A measurement model and structural model were tested. ResultsStudy 1 showed that behaviors could be described with the CPS model. All elements were found: understanding the challenge, generating ideas, preparing for action, and planning your approach. The number of utterances within elements and the sequence of the creative problem solving processes varied across students. Study 2 showed that the relations of the creative problem solving indicators corresponded with theory and with relations found in earlier studies. ConclusionsThe CPS model can be applied in the primary school context and creative problem solving capability is already evident in primary school students.