Creative Skills Research Articles

COMPUTER TECHNOLOGIES AND MEDIA LITERACY IN THE EDUCATIONAL SPACE OF GEORGIA

In the twenty-first century, digital technologies are an integral part of daily life. The technology used has added a whole new dimension to society regarding communication and relationships, learning and cognition, development, and self-realization. Virtual reality has often replaced the real one, making humanity even more dependent on technology. The merits of digital technologies are unlimited access to information, inclusiveness, and availability from anywhere in the world, breaking down cultural, social, and gender barriers, self-realization and development of creative skills, social communication through various multimedia means, promotion of education and science development, and others. At the same time, the technological age has added a whole new dimension to safety in the form of suicidal online challenges, cyberbullying, and other threats that the younger generation may face as they enter adulthood. The older generation has the responsibility to protect them in the digital environment and ensure a safe digital life. Therefore, it is a priority for the education system to develop the digital awareness of young people and prepare the young generation to deal with the challenges in the digital world. This preparation is necessary for living in both the real and virtual worlds. The paper examines the current situation and peculiarities of using modern computer technologies, digital citizenship, and media literacy in Georgia's general education space and determines the possibilities for improving it.

Exploring the Development of Creative Imagination across Different School Grades

The development of creative imagination across different school grades involves examining that students’ ability to think creatively and imaginatively evolves as they progress through their education journey. This study examines the development of imaginative creativity across a range of students' grades, emphasizing the roles that various factors play in students' creative growth, such as parental engagement, creative competition participation, innovative problem-solving skills, guidance from teachers, and visualization abilities. Information has been gathered from 150 teachers and 150 students who took part in speech, storytelling, and art competitions. With the use of SPSS version 28, discriminant and factor analyses were carried out to examine how these variables differentiate students across grade levels and identify fundamental aspects of creativity. Also, the self-reported questionnaires were executed to explore the student's creative thinking level. The outcomes show that creative problem-solving skills and mentorship from trainers are important factors in enhancing students' creativity, parental involvement and visualization also have a significant impact. These results highlight the importance of parental and instructional guidance in supporting inventive growth throughout various school grades and provide insightful information about the elements influencing students' increased creativity.

Methodological Principles and Approaches for the Formation of Creative Self-Expression Skills in Older Preschool Children in the Process of Artistic and Aesthetic Activity

Introduction. The article is devoted to the substantiation of the theoretical and methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, which allow to identify patterns and principles, as well as prospects for the development of the studied direction in the pedagogy of preschool childhood. Methodology. The article provides an analysis of the content of key methodological provisions based on the analysis of scientific sources on the problem of research, as well as general scientific methods of analysis, generalization and synthesis. Results. The article analyzes the “mechanisms” of the formation of creative self-expression skills in children of preschool and primary school age in the process of artistic and aesthetic activity; a detailed justification of the three selected approaches (systemic, culturological, subject-activity) and principles (cultural conformity, dialogic, integrative artistic and aesthetic development of reality, emotional openness, value-semantic orientation of artistic and aesthetic activity, empathic interaction, polysubjectivity), which form the methodological basis of the study, is presented. Conclusions. For the first time, the paper reveals the initial methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, making a significant contribution to the expansion of scientific ideas about the creative self-disclosure of a child by means of artistic and creative activity. The expediency of using systemic, culturological, subject-activity approaches as a methodological basis for the formation of creative self-expression skills in older preschool children in the process of artistic and aesthetic activity is substantiated. It is shown how the general ideas of these approaches are implemented through the holistic implementation of a number of provisions and principles.

Pelatihan Pembuatan Kerajinan Tangan Meronce sebagai Sarana Kreativitas Anak di Panti Asuhan Abadi Aisyiyah Parepare

The beading handicraft training at Abadi Aisyiyah Orphanage in Parepare City was initiated due to the children's monotonous daily routines and limited facilities for developing their creative skills. This activity aimed to provide the children with new experiences, enhance their fine motor skills, creativity, and self-confidence. A total of 30 children from the Abadi Aisyiyah Orphanage in Parepare City participated in this activity. The training was conducted over three days, with the first day focused on demonstrating the making of bracelets and rings, followed by a creative session where the children could make crafts according to their imagination. The second day continued with demonstrations of making phone straps and keychains, followed by similar creative activities. Data collected showed a significant increase in the children's fine motor skills and self-confidence after the training. On the third day, the products were marketed, and the event was concluded. Following the training, there was a 25% increase in creativity, a 40% improvement in fine motor skills, and a 5% boost in self-confidence. Additionally, the sales of the handicraft products made by the children not only enhanced their marketing skills but also yielded a 100% profit. The profits were used to purchase beading tools and materials, ensuring the sustainability of this creative activity in the future. This activity underscores the importance of providing creative facilities for children's development in orphanages and demonstrates the positive impact of engaging in creative activities on skill development and self-confidence.

KEMAMPUAN BERPIKIR KREATIF MENGGUNAKAN PMRI PADA SISWA SMP

The purpose of this study is to identify the impact of creative thinking skills using PMRI on grade VIII students. The method used is an experimental method with a pretest-posttest control research design group. The research sample involved the random selection of two classes, namely class VIII.6 (Experimental Class) with a total of 29 students and class VIII.3 (Control Class) with the same number of students. Data was collected using documentation methods, observation sheets, and essay tests. The results of this study obtained the average score of the experimental class which was 87 and the average of the control class 76. Then the average results of students' creative thinking skills for the four indicators were obtained in the experimental class of 77% which was categorized as good and the control class had an average of 60% which was categorized as adequate. The data was processed using Soffware SPSS version 25. From Equal Variances Assumed and Equal Variances Not Ascetic, the value of sig (2-tailed) is 0.000 0.05, then it is rejected and accepted. So that the ability to think creatively using PMRI in students has a good effect on the learning process of junior high school students

EKSPLORASI HUBUNGAN ANTARA LITERASI NUMERASI DAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DI MADRASAH TSANAWIYAH

Numeracy literacy and mathematical creative thinking are essential skills for students to tackle learning challenges and solve problems effectively. However, there are gaps in their understanding of these skills. This study aims to examine the relationship between numeracy literacy and mathematical creative thinking among students. A simple regression and correlation analysis was used as the research method. The sample consisted of 33 students randomly selected from a population of 113. Data were gathered through tests on numeracy literacy and mathematical creative thinking skills after a trial phase. Findings reveal a significant relationship between numeracy literacy and mathematical creative thinking, with a correlation coefficient of 0.857. The R-value of 0.857 indicates that 73.50% of the variation in mathematical creativity skills is explained by numeracy literacy. The study identifies four patterns: students with high literacy and creativity excel in analysis, while those with mixed levels show varying strengths and weaknesses in data interpretation and innovation.

KEGIATAN MASA PENGENALAN LINGKUNGAN SEKOLAH DENGAN PENDEKATAN SOFT SKILL DALAM MENGEMBANGAN KETERAMPILAN DAN EMOSIONAL SISWA BARU DI SD NEGERI KADUBERUK CIOMAS – KAB. SERANG

Computer training in Cibadak Village aims to improve students' technological skills in hardware, applications, and creativity. The training was held to prepare students for the challenges of the digital era by providing them with relevant and practical capabilities. The training method involved both practical and theoretical approaches, which included hands-on sessions for hardware assembly and maintenance, the use of various productivity and creative applications, and projects that encourage innovation. The results of the training showed significant success in three key areas. First, students demonstrated improved proficiency in handling computer hardware, including basic skills in assembly and troubleshooting. Second, application training helped students master software such as word processing, worksheets, graphic design and basic programming tools. Third, students' creativity thrives through technology-based projects that encourage them to create innovative solutions, such as video creation, animation, and simple application development. In conclusion, the computer training in Cibadak Village successfully improved students' technical and creative skills, demonstrating the importance of integrating technology education in the school curriculum to prepare the younger generation for the digital world.

PENDAMPINGAN PENGGUNAAN KOMPUTER ANAK DI DESA CIBADAK KECAMATAN CIBADAK KABUPATEN LEBAK-BANTEN

Computer training in Cibadak Village aims to improve students' technological skills in hardware, applications, and creativity. The training was held to prepare students for the challenges of the digital era by providing them with relevant and practical capabilities. The training method involved both practical and theoretical approaches, which included hands-on sessions for hardware assembly and maintenance, the use of various productivity and creative applications, and projects that encourage innovation. The results of the training showed significant success in three key areas. First, students demonstrated improved proficiency in handling computer hardware, including basic skills in assembly and troubleshooting. Second, application training helped students master software such as word processing, worksheets, graphic design and basic programming tools. Third, students' creativity thrives through technology-based projects that encourage them to create innovative solutions, such as video creation, animation, and simple application development. In conclusion, the computer training in Cibadak Village successfully improved students' technical and creative skills, demonstrating the importance of integrating technology education in the school curriculum to prepare the younger generation for the digital world.

Development and validation of learning and innovation skills self-efficacy scale (LIS-SES)

The purpose of this research is to create a tool to evaluate individuals' self-efficacy regarding learning and innovation skills according to the Partnership for 21st Century Skills(P21) framework. In this study, data was collected in three stages. Initially, data from 470 students were utilized for exploratory factor analysis. Then, data from 351 students were employed for confirmatory factor analysis. Finally, data were collected from 39 students to apply the test-retest method. The resulting scale comprises four factors and 30 items. These factors are creativity and innovation skill self-efficacy, critical thinking and problem-solving skill self-efficacy, communication skill self-efficacy, and collaborative working skill self-efficacy. The developed scale accounts for 50.65 % of the total variance. The Cronbach’s alpha value computed for the total scale is 0.936. Accordingly, we can say that LIS-SES is a valid and reliable tool to measure individuals' self-efficacy in learning and innovation skills according to the P21 framework.

Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills

In the complexity of the Fourth Industrial Revolution era, the importance of creative thinking is increasingly emphasized in the context of learning computing and algorithms. These skills are instrumental in inspiring innovative solutions, addressing complex challenges, and fostering the development of advanced technologies that characterize the transformative landscape of Industrial Revolution 4.0. This study aims to determine the effectiveness of the generative learning model based on cognitive conflict in improving the creative thinking skills (CTS) and learning outcomes of students in the computational physics and algorithms & programming courses. This research used mixed methods consisting of pretest-posttest control group design and snowballing technique. The research instruments consist of cognitive tests, psychomotor tests, affective tests, CTS tests, observation questionnaires, and interviews. The research sample consisted of 138 students taking computational physics and algorithms & programming courses. Quantitative data were analyzed using multivariate analysis of variance and qualitative data were analyzed using narrative analysis. The findings indicate that this model effectively improves students’ CTS and learning outcomes. Furthermore, the cognitive conflict aspect encourages students to be creative in analyzing and solving problems. This model has the potential to be used to optimize students’ potential in facing the demands of the fourth industrial revolution.

The level of fulfillment of mathematics teaching requirements among teachers in the intermediate stage to develop higher-order thinking skills

This research aimed to identify the level of fulfillment of mathematics teaching requirements among teachers in the intermediate stage to develop higher-order thinking skills (HOTS). To achieve the research objectives, a descriptive-analytical approach was adopted, and a questionnaire for teaching mathematics requirements needed to develop HOTS among intermediate school students was constructed. The questionnaire included 50 statements distributed into four dimensions: the requirements for teaching mathematics to develop: problem-solving skills, decision-making skills, critical thinking skills, and creative thinking skills. The questionnaire was administered to 136 intermediate school mathematics teachers. The results revealed that the level of fulfillment of mathematics teaching requirements to develop HOTS in general was moderate. The teaching requirements to develop problem-solving skills were ranked first, with a high level. The teaching requirements to develop creative thinking skills were ranked second, with a moderate level. The teaching requirements to develop critical thinking skills were ranked third, with a moderate level. The teaching requirements to develop decision-making skills were ranked fourth with a low level. The results also showed that there were statistically significant differences at ≤ 0.05) in the level of fulfillment of teaching requirements to develop HOTS due to qualification, years of experience, and training hours.

Enhancing Creative Thinking and Global Diversity Through Culturally Responsive Teaching in Primary Schools

This study aims to develop a problem-based learning (PBL) model incorporating a culturally responsive teaching (CRT) approach, with the objective of enhancing creative thinking skills and fostering globally diverse dispositions among primary school students. The research employed a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. Participants included 26 students from a fifth-grade class at a public primary school in Bogor City, divided into experimental and control groups selected through purposive sampling. The implementation of the learning model was monitored using observation sheets, while the assessment of creative thinking skills was conducted using a descriptive test covering four key indicators: fluency, originality, flexibility, and elaboration. Additionally, global diversity dispositions were measured through questionnaires, and student feedback was gathered using both questionnaires and student-produced magazines. Observations indicated that the PBL-CRT model was implemented with full fidelity, achieving 100% adherence to the planned instructional steps. Analysis of creative thinking outcomes revealed that the experimental group exhibited a high N-Gain score, significantly outperforming the control group, which was categorized in the moderate range. Furthermore, the experimental group demonstrated a superior global diversity disposition, with a difference of 11.34% compared to the control group. Student feedback was overwhelmingly positive, with questionnaire responses falling into the "very good" category, and student magazine content reflecting favorable reactions to the CRT approach.

Digital Discourse on the ChatGPT Controversy: Reflections on the Controversial Use of Artificial Intelligence Among Indonesian Youth

At the end of 2022, a nonprofit technology research institution funded by Altman and Musk released an AI-based chatbot, ChatGPT, which within just three months has shown utility across various industries, particularly in jobs like copywriting, news report writing, customer service, and legal document creation. Its ability to provide coherent and insightful answers, as well as serve as a brainstorming partner, has some college professors concerned that this machine may replace various human jobs (Stokel-Walker, 2022). One likely negative impact is students using this AI-based writing tool to complete academic assignments in the form of essays (Hutson, 2022). Another implication is that researchers (both students and lecturers) may be able to compose scientific texts, partially if not wholly, and escape the radar of AI-written text detection tools (Kim, 2022), as well as peer reviewers (Else, 2023). The methodology used is digital discourse, aiming to reveal how youth discourse influences the presence of the ChatGPT application and how the consumption practice of the application impacts their creativity and critical thinking skills. The findings of this study are expected to contribute to understanding the impact of AI-based chatbots on critical thinking abilities among young people as a basis for development strategies to enhance critical and creative thinking skills in the era of Artificial Intelligence.

Praktik atau Pelaksanaan Supervisi Pendidikan Islam Berbasis Teknologi di Era 5.0 Smart Society

This research investigates the role of madrasa heads in implementing technology-based education in the Era of Society 5.0 in Indonesia. Madrasah heads have an important responsibility in leading educational transformation to ensure the relevance and quality of learning. This study uses an observational approach to explore effective leadership strategies in adopting educational technology, such as e-learning and other digital-based learning methods. Observation results show that structured supervision and coaching teachers in the use of technology are the keys to improving the quality of learning in madrasas. Technology adoption also contributes to the development of technology adaptation, creativity and communication skills that are important for students in the digital era.

Developing a New Model for Achieving Flow State in STEAM Education: A Mixed-Method Investigation

The flow state is a mental state in which a person is fully immersed in an activity and experiences a sense of energized focus, full involvement, and enjoyment. It is a highly desirable state for learning, as it allows students to be more engaged and productive. However, achieving the flow state can be challenging, and there is no single method guaranteed to achieve all the conditions of this state. Additionally, this study argues that achieving the flow state is advantageous in STEAM education because it has the potential to increase student engagement and motivation, improve learning outcomes, promote creativity and problem-solving skills, and develop 21st-century skills such as collaboration and critical thinking. Therefore, this study aims to develop a new framework for achieving the flow state in STEAM education by investigating the implementation of a combined approach using impactful technology (ITU) and gamification (IGU). The framework combines impactful technology use (ITU) and impactful gamification use (IGU) to create activities that are challenging, have clear goals, provide immediate feedback, and promote action-awareness merging. A concurrent triangulation mixed-methodology research design was used, with data collected from teachers, students, and parents through questionnaires, interviews, and observations. The researcher used purposive sampling to determine the sample, which consisted of eighty-nine teachers, ten students, ten parents, and ten lesson observations. The study is significant because it is the first to propose a new model for achieving the flow state in STEAM education. The findings were used to develop the New Combined Flow Framework (NCFF), which supports achieving the conditions for the flow state in STEAM learning through the combined use of ITU and IGU. This new framework can be used by education professionals to practically achieve the flow state in STEAM classes. By understanding how to achieve the flow state, educators can create more engaging and effective learning experiences for their students, potentially revolutionizing STEAM education and making it more accessible to all students.

THEORETICAL AND PEDAGOGICAL BASIS OF THE METHODOLOGY FOR IMPROVING PROFESSIONAL COMPETENCE OF FUTURE MUSIC TEACHERS

This article analyzes the theoretical and pedagogical foundations of the methodology of improving the professional competence of future music teachers. The theoretical knowledge and pedagogical practice approaches that are important in the formation of the professional competence of a music teacher are highlighted. Also, ways to develop important competencies in the professional activity of teachers - didactic, communicative, creative and technological skills are considered. In order to improve the professional competence of future teachers, the article focuses on strengthening the knowledge and skills of students through modern pedagogical technologies, interactive methods, analysis of musical works, and practical training.

Use of Artificial Intelligence in Education: English Language Teachers’ Identity Negotiation in Higher Education

The crucial question regarding English language teaching (ELT) and learning is: does overuse of AI or other technology become an attack on the educational process in disguise? This study intends to explain the excessive use of AI in education and its upcoming negative aspects on ELT teachers' identity and students' creativity. The researchers used qualitative phenomenology to investigate how ELT teachers perceived AI's impact on their leadership roles within the educational setting. As part of the research design, semi-structured interviews were conducted with sixteen ELT teachers and students from different districts in Punjab to obtain rich and detailed descriptions of their experiences and points of view using a purposive sampling technique. Under research question no.1 (Why does it seem that AI can be dangerous for ELT teachers' identity in the future?), this study finds that AI can be hazardous for ELT teachers' identity because it has shifted teachers' roles from knowledge providers to facilitators only. In light of the second research question (what is the influence of AI on students' self-motivation for creativity?), the significant finding is that AI negatively impacts students' thinking abilities, and their creative skills diminish gradually. The study suggests that educational institutions must take drastic measures to address teachers' apprehensions, misperceptions, and identity issues and clarify their roles and responsibilities in AI-driven educational scenarios where they may continue promoting creativity in the students under their charge.

Creativity Skills Needed by Arabic Language Students in Tertiary Institutions in Lagos State, Nigeria

The study examined the creativity skills needed by Arabic language undergraduates in tertiary institutions in Lagos State. Four research questions guided the study. A descriptive survey research design was adopted. The study population was 151 Arabic lecturers and students. This comprised 21 Arabic language lecturers and 130 students in two tertiary institutions in Lagos State that have the Arabic Language as their academic programme. Data were analyzed using mean and standard deviations. Findings revealed that creative skills are multifaceted and include problem-solving, listening, innovation, and brainstorming skills. Teachers’ motivation, encouraging the use of technology in teaching as well as encouraging individual project work among students are the strategies for teaching creativity skills. Fear of criticism, lack of confidence, poor learning environment, and the like were identified as challenges militating against the acquisition of creativity skills among Arabic students. The study also revealed that the strategies for stimulating creativity among Arabic language students include normal class sizes, increasing the ICT capabilities of both teachers and students, and de-emphasizing memorization. The study recommended that lecturers and students alike should build up their creativity skills to remain relevant and productive in the labour market, especially as technology is advancing at an unprecedented rate

Project-Based Learning in Fostering Creative Thinking and Mathematical Problem-Solving Skills: Evidence from Primary Education in Indonesia

The interdependence between the Project-Based Learning (PjBL) Model and the growth and enhancement of Creative Thinking and Mathematical Problem Solving Skills in Elementary Schools is unquestionable nowadays. Prior studies have yet to discover concrete evidence regarding the interdependence being discussed. This study highlighted cognitive abilities related to creative thinking and mathematics problem-solving by implementing the Project-Based Learning Model. This research was a quasi-experiment with a pretest-posttest control group design involving 43 students in the sixth grade of two elementary schools; data was collected through test and classroom observation, and then the data was analyzed using Multivariate Analysis of Variance (MANOVA). Conversely, students exposed to project-based learning models exhibit higher skill levels in creative thinking and problem-solving than those instructed using conventional learning models. The project-based learning model significantly impacted elementary school children’s creative thinking and mathematics problem-solving skills. These findings suggest that the Project-Based Learning Model is acceptable for instructors seeking to foster creativity in teaching mathematics at the primary school level in Indonesia or other countries with comparable settings.

Self-Efficacy Perceptıons of Turkish Teachers Towards Developing Creative Thinking Skills

Self-Efficacy Perceptıons of Turkish Teachers Towards Developing Creative Thinking Skills