Creative Teachers Research Articles

Guru Inovatif dan Kreatif Berbasis Kearifan Lokal Menggunakan Aplikasi CANVA

Innovative and creative teachers can be trained through socialization and training activities for teachers. This activity aims to expand teacher knowledge and improve teacher skills in utilizing technology through the preparation and creation of teaching materials using the Canva application. The community service activities carried out by the PKM team of the Superior Human Resources Supporting Lecturer Program (PDPSU) at the State Elementary School located at Jl. Jawa 01, PAHANDUT, Pahandut District, Palangka Raya City, Central Kalimantan Province, have several stages, namely (1) Participation method, namely the community service team actively participates in providing knowledge socialization activities to teachers regarding the important role of teaching materials in learning, then material on how to utilize technology through the Canva application and link it to local wisdom; (2) Survey method, namely distributing questionnaires to training participants before and after implementation, as well as a satisfaction survey of community service partners and (3) Training, namely the community service team provides skills training to teachers to create teaching materials in the form of animated folk tales using the Canva application; (4) Activity Evaluation. This community service activity aims to produce innovative and creative teachers in compiling interesting teaching materials based on local wisdom. Partnership Program This activity can provide direct benefits to improving the human resources of Elementary School teachers in learning at school. Keywords: Innovative and creative teachers, Canva, Local wisdom

Efforts to Increase Teacher Creativity in Motivating Student Learning

In increase quality education, must there is continuity performance and quality improvement. Continuous quality improvement serves as a measure for resolve problem education quality low which depend on approach conventional. this writing study about deep teacher creativity motivating study participant educate . Teacher creativity in motivating Participant educate is also part from Behavior Educational Organization , which is behavior a teacher gives influence good for development participant he taught . Study is a marked process with exists change in self somebody good knowledge , understanding , attitudes and behavior he did nor his skills . Participant students really need motivation and encouragement in study , encouragement from in nor from outside . If participant educate have motivation strong study , then _ Theory lesson will light and easy as well as the learning process Becomes fun . Teacher creativity is one _ pusher motivation learn . Creative teacher could develop ability of new ideas and ways new in teach . Teacher creativity can be in the form of creativity in classroom management and the use of learning media. Ways to generate motivation that teachers can do include giving numbers, prizes, competition, ego involvement, tests, knowing results, praise, punishment, desire to learn, interest, and recognized goals.

Improving Teacher Creativity in Teaching through Career Development

Global creativity indices in developing countries tend to be low. In the field of education, creativity has an important role. Efforts to increase the creativity of educational human resources continue to be hyped. Creative teachers produce creative students. But, the fact is that teachers in developing countries tend to need more creativity in teaching. This study aims to analyze the influence of organizational climate in the school environment and teacher career development on teacher creativity in teaching. The sample of this study was 145 junior high school private teachers in Semarang Regency, Central Java Province, Indonesia. Statistical analysis using PLS-SEM and PLSpredict. The results showed that the school's organizational climate positively affected teacher creativity in teaching. Teacher career development also positively affects teacher creativity in teaching. In addition, teacher career development mediates the influence of school organizational climate and teacher creativity in teaching. The findings could help schools or private educational institutions to understand how organizational climate affects teachers' creativity in teaching. So that it can be used as a guideline for schools or other educational institutions to increase teacher creativity in teaching.

Study of the Academic Expectations of Bachelor Students for the Lecture Course in Didactics

The academic expectations of bachelor students regarding the didactics lecture course are a factor in the formation of motivated and creative teachers. The thesis is supported that if there is a correspondence between positive academic expectations of the students and the real learning process at the university, the students are motivated and participate actively. In this study an author's questionnaire about the academic expectations of students in the didactics lecture course is used. The analysis of various tools for assessing students' academic expectations showed that questionnaires structured by thematic areas are most often used. In the present study, the questionnaire is structured in three modules, corresponding to the three components in the system of expectations – cognitive, affective and conative. The current research has a practical orientation - the author's questionnaire should serve as an analysis of the students' academic expectations in the context of improving the lecture course on didactics.

Developing Future Teachers’ Creativity as a Crucial Element of Systemic Work in the Neuropedagogical Environment

The article highlights the crucial role of creativity as a fundamental trait for today’s educators. It is vital for devising innovative solutions, developing new educational technologies and engaging students in meaningful learning experiences. As the world evolves rapidly, teachers must be responsive to these changes. Creativity helps teachers address challenges during the educational process and foster student participation. Today’s students are more independent and seek involvement rather than passively receiving information. Creative teachers are, therefore, better equipped to create environments that promote independent work and innovation. Creativity is a critical success factor, enabling individuals to generate ideas and solve problems. Teachers should focus on enhancing students’ creative skills to help them thrive in the future. Simultaneously, a structured approach within the neuropedagogical environment can help nurture creative skills in future teachers. This process must be holistic, incorporating a range of methods and techniques. Such an approach will equip future teachers to teach effectively and mentor students in today’s world. Thus, the article defines creativity as a vital aspect of pedagogical practice and examines strategies for enhancing creative skills among future teachers within the neuropedagogical environment.

Kreativitas Guru Dalam Memilih Strategi Pembelajaran Yang Efektif Untuk Persiapan Menghadapi Kurikulum Nasional

In facing the dynamics of the national curriculum which continues to develop, it is important to understand the role of teacher creativity in choosing effective learning strategies. This research aims to explore and understand how teacher creativity can be used in choosing effective learning strategies to prepare for the National Curriculum. Through a qualitative literature study approach, this research investigates various text sources, journals, and related research to gain in-depth insight into how teachers use their creativity in designing interesting and meaningful learning experiences for students. The findings show that teacher creativity plays an important role in responding to the demands of the continuously developing national curriculum, which demands adaptation and innovation in learning methods. Creative teachers can choose and adapt various learning strategies, such as project-based learning, group discussions, and technology-based approaches, according to student needs and the learning objectives set in the curriculum. By utilizing their creativity, teachers can create a learning environment that motivates, inspires, and produces optimal learning outcomes. The implications of this research highlight the importance of providing support and training to teachers to develop their creative skills in selecting learning strategies that suit the changing national curriculum context and diverse student needs

Development of Recycled Media in SBdP Learning to Increase Student Learning Activity

This research has a background, namely helping SBdP teacher MI Nurul Iman who lacks in developing recycled media. Therefore, to handle this matter, it is necessary to upgrade from what was originally inorganic waste to now a recycled media that can increase student learning activity. The aim of this research is to develop recycled media in SBdP learning to increase student learning activity. The research method used is Research and Development (R&D) which has Define, Design and Develop steps. The research respondents were 25 class V students of MI Nurul Iman, Tangerang City. The results of the research and product development produced show that 1) The development of waste recycling media can increase the learning activity of class V students and is beneficial for the surrounding environment and is good for forming children's character so that they care about the environment where they live; 2) Students responded very well during the recycling development trial process. This is because the results of the student response questionnaire were 88%. Because, with this recycled media students can be creative according to the student's creativity; 3) The use of recycled media in SBdP learning can increase student learning activity, which can be seen from the increase after and before using recycled media, the percentage of students who completed it reached 84% compared to 64% before using recycled media; 4) The importance of creative teachers can increase student activity by providing media that attracts student attention and increases activity in the learning process.

Upaya Meningkatkan Minat Belajar Kimia Peserta Didik Melalui Kemampuan Kreatif Dan Inovatif Pendidik

The Merdeka Curriculum focuses on basic material, character development and competency. The independent curriculum provides the opportunity for classes XI and XII to choose subjects according to their preferred interests. Based on interviews and observations conducted at SMAN 14 Semarang, it is known that chemistry is the least popular subject because it is the first subject with the lowest number of voters. Therefore, efforts that can increase student interest need to be made. The aim of this research is to conduct an analysis of the efforts made to increase students' interest in learning chemistry. The method used in this research is descriptive qualitative. The research results show that innovative and creative teachers have an impact on students' interest in learning chemistry. innovative and creative teachers can use various creative ideas in learning, such as choosing learning approaches, learning media, and creating a pleasant classroom atmosphere.

EDUCATOR OF THE FUTURE GENERATION: THE ROLE OF THE CREATIVE TEACHER IN THE SOCIO-CULTURAL SPACE

The article examines the role of the creative teacher in modern society. The author argues that creative teachers are a key figure in the education of the future generation. They should be able not only to impart knowledge, but also to develop students’ creative thinking, problem-solving and collaborative skills. In the study, the author describes the characteristics of a creative teacher. These include personal qualities such as openness to new things, curiosity, flexibility of thinking, risk-taking, self-confidence, optimism; key competencies such as subject knowledge, pedagogical skills, digital competence, innovation and creativity, which involves a deep understanding of the subject, innovative teaching methods, the ability to inspire, the ability to collaborate and openness to new things. The author argues that creative teachers are an important resource for society. They play a key role in the education of the future generation and help them develop the skills needed to succeed in the 21st century ‒ inspiring, supporting and developing the creative potential of their students, laying the foundation for their future success. Creative teachers will be the agents of change and inspirers of the next generation.The author sees prospects for further research in studying the impact of creative teaching on various aspects of student development ‒ cognitive, socio-emotional, personal; in studying the effectiveness of various methods of creative teaching through comparative analysis, its long-term impact, adaptation to different contexts; in understanding the role of the creative teacher in inclusive education, in developing sustainability, etc.

Power Point Media Development for Increase Liveliness Study Students in Social Sciences Subjects at SD Negeri 1 Bahomotefe Regency Morowali

Demands education 21st century to be challenge separately for educators .​ Creative teacher can develop skills , ideas, and methods teaching new . Instructional Media is group instruments used by teachers for convey instructions or inside information lessons and as effort communicate with student about source Study . As presenter or something distributor message . Formulation problem How teachers develop Power Point media on the eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali , How? liveliness Study students ' eyes social studies lessons in class V of SD Negeri 1 Bahomotefe Regency Morowali , Is You can use Power Point media increase liveliness Study students ' eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali . Research purposes Analyze influence Power Point media development towards liveliness Study students ' eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali . Study This use type study development ( Research and Development). Research and development methods or in Language English Research and Development is method research used​ For produce product certain , and test effectiveness product the . Development results from study This is in the form of power point media containing material social studies learning , learning videos , and exercises created and designed use application canva .

Creativity Profile Of Accounting Teachers In The Era Of Independent Learning

This research aims to (1) obtain information regarding teacher creativity in implementing the independent curriculum, (2) determine the obstacles that arise in achieving creative teachers. This research is descriptive qualitative research using interviews and observation techniques, then the data is processed using Miles and Huberman data analysis. Based on the research results, it can be concluded that creativity in preparing teaching modules and teaching materials is grouped into four dimensions, namely personal dimensions, process dimensions, product dimensions and press dimensions. The personal dimension of creativity in preparing teaching modules can be seen from the application of differentiated learning, the application of learning methods, and the elements of teaching modules. The dimensions of the creativity process in preparing teaching modules can be seen from the survey of student needs and understanding of learning outcomes, learning objectives and the flow of learning objectives. The product dimension of creativity in preparing teaching modules can be seen from the appearance of the teaching module and the content of the teaching module. In the press dimension, creativity in preparing teaching modules can be seen from the recognition and responses of other people. Meanwhile, the personal dimension of creativity in preparing teaching materials can be seen from the diversity of teaching materials and learning media as well as the depth of materials and assessments. The dimensions of the creativity process in preparing teaching materials can be seen from understanding the teaching materials. In the product dimension, creativity in preparing teaching materials can be seen from the resulting teaching materials. In the press dimension, creativity in preparing teaching materials can be seen from the recognition and responses of other people. Barriers that are often experienced include self-motivation, time management, and mastery of information technology.

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

Islamic Education Teacher Creativity to Improve Students' Academic Achievement at SMP Negeri 16 Gresik

Religious teacher creativity is the ability to find thoughts about new ideas in solving problems related to science, especially knowledge about Islamic religious education. Therefore, creative teachers must have an interest in finding out about the development of Islamic religious education at the moment. this and will come as an effort to increase the effectiveness of Islamic religious education. This research describes: First, to analyze the teaching creativity of teachers in learning Islamic religious education at SMP Negeri 16 Gresik. Second, to analyze the implications of the creativity of Islamic religious education teachers to improve the academic achievement of students at SMP Negeri 16 Gresik. By using qualitative research and a case study approach. Data collection techniques use interviews, observation, and documentation. The data sources are informants who are directly involved in implementing the learning activities of Pai teachers and students. The results of the research that have been examined by the author are: First, the implementation of teacher teaching creativity in Islamic religious education learning at SMP Negeri 16 Gresik. Teachers utilize three learning methods, including a) The Peer Tutor Method is a cooperative learning strategy where a sense of mutual respect and understanding is fostered between students who work together, b) The Discovery Learning Method is understanding concepts, meanings, and relationships through an intuitive process to ultimately conclude, c) Problem-Based Learning is a student-centered learning strategy, which requires students to be skilled and sensitive to solving problems in the environment. Second, the implications of the creativity of Islamic religious education teachers to improve students' academic achievement at SMP Negeri 16 Gresik: a) Discovery Learning Method, b) Problem Besed Learning, c) Problem Besed Learning, from several methods used by teacher Pai, students can understand the material well so that it influences the grades obtained, their character is formed due to learning interactions and also material regarding their attitudes, manners, and behavior.

Disaster Literacy Inventory at Earth and Space Sciences (ESS) Lectures as Education in the Post-Covid-19 Pandemic

This study aimed to analyze the level of disaster literacy in students after ESS lectures during COVID-19 and post-pandemic. The research subjects were fourth-semester students. The research method uses research and development which refers to the development steps of Borg & Gall. The findings of this study are that disaster literacy is a disaster mitigation effort so that students know information about disasters so that they have an awareness of the potential for disasters and can prepare themselves to deal with disasters. Because disasters cannot be stopped, disaster literacy is expected to minimize the risks caused by training in disaster mitigation skills. ESS lectures are one of the lessons that can integrate mitigation and adaptation from a natural phenomenon in educating disaster literacy in the community in the future. The post-Covid-19 pandemic has had many impacts on the world of education, especially in preparing creative teachers by preparing various forms of learning media to online, and offline learning methods and can even be combined into both, called blended learning or hybrid learning. Keywords: disaster literacy inventory, Earth and Space Sciences (ESS), post-Covid 19

Developing Students’ Creativity through The Kurassaki Program at The State Elementary School of 1 Kutabaru

Education today has entered the 21st century, which requires students to have 21st-century capabilities, one of which is creativity. Given how important the development of creativity is in education, efforts to develop student creativity continue to be made. One way to develop creativity can be done by utilizing the Kurassaki program. This research was conducted to determine the teacher's role in developing student creativity through the Kurassaki program and reveal the supporting and inhibiting factors in developing student creativity through the Kurassaki program at the State Elementary School of 1 Kutabaru. The method used in this research was qualitative, under the data and facts obtained through observation outlined in field notes, documentation, and interviews with several sources. The results of this study demonstrated that 1) the teacher's role in developing student creativity included the teacher as organizer, facilitator or mediator, class manager, motivator, informer, inspirator or demonstrator, supervisor, mentor, initiator, corrector, and evaluator. 2) In developing student creativity through the Kurassaki program, supporting factors comprised the completeness of facilities and infrastructure, teaching staff, and parents. Meanwhile, the inhibiting factors encompassed a lack of communication and socialization, a lack of creative teachers, a lack of student courage, and a lack of parental support. Therefore, it is necessary to socialize and involve parents in implementing the Kurassaki program.

Innovatıon as a factor actıvatıng the pedagogıcal process ın the modern era

Innovation (derived from the English word “innovation”, meaning “innovation”) in a broad sense means innovation implemented in the pedagogical system in order to improve the progress and results of the educational process. Innovation, i.e. innovation, takes place at the expense of the internal resources of the pedagogical system (in means internal). Innovation is ideas, processes, tools and results taken together in a qualitatively improved pedagogical system. It is a very important and urgent task for the renewal of the pedagogical system, it requires a competent analysis and a creative teacher. A lot has changed in the last decade. New paradigms, concepts, innovations and investments, state standards and alternative curricula, new types of schools were created.

Introduction of Batik Jumputan for The Growth of Creative Thinking in Rural Preschools in Indonesia

This research aims to determine: (1) Implementation of the development of creative thinking through the introduction of jumputan batik in group A PAUD Roudlatul Bunayya in Toyomerto village, Serang Regency (PAUDRB). (2) Supporting and inhibiting factors in the development of creative thinking through the introduction of jumputan batik in group A PAUDRB. This research is a descriptive qualitative type of research. Data collection was obtained using observation, interviews and documentation methods. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research results show: (1) The implementation of the introduction of jumputan batik was carried out in accordance with the RRPH that was created which contained planning and implementation. The introduction to jumputan batik that was introduced to group A was stamped and jumputan batik. The introduction of Jumputan batik has had a positive impact on children's learning processes and children are given the opportunity and freedom to express themselves so that children can express their thoughts and ideas. (2) supporting factors include: students are enthusiastic about the introduction of jumputan batik, the media is easy to obtain and environmentally friendly, and creative teachers. Meanwhile, the inhibiting factors are children's lack of concentration and lack of self-confidence, inadequate facilities and infrastructure, parents demanding of children. These findings can provide guidance for educational institutions and educators in designing more inclusive and effective learning strategies to facilitate the development of children's creative thinking.

KONSEP GOLDEN EDUCATION DI FINLANDIA MENURUT PASI SAHLBERG DAN PENERAPANNYA DALAM PEMBELAJARAN PAI DI SEKOLAH DASAR

When the world of education is faced with the existence of the modern era, one of the major challenges that threaten the sustainability of the world of education today is the penchant of educators who still like to use conventional methods in teaching in the classroom. Therefore, this study seeks to elaborate on the concept of golden education in Finland according to Pasi Sahlberg and its application in PAI learning in Indonesian elementary schools. This research was studied using a literature method approach with data obtained based on sources and literature that did not have to be obtained in the field. The results of this study found that there are three big thoughts of Pasi Sahlberg, namely the learning teacher paradigm, the human teacher paradigm, and the creative teacher paradigm that must be instilled and grown in an educator completely

창의적인 교사에 대한 한국과 중국 중학교 교사의 암묵적 지식 비교 연구

Objectives This research was to investigated the implicit knowledge of creative teachers possessed by middle school teachers in Korea and China. the study aimed to analyzed the cross-country variances and contribute to comprehension of the educational systems and cultural characteristics of both nations.
 Methods A survey was administered to a total of 174 middle school teachers in Korea and 187 middle school teachers in China. Participants were requested to freely crticulate the characteristics of creative teachers. The col-lected responses were subsequently analyzed from both cognitive and affective perspectives.
 Results The results revealed that Korean teachers ranked fluency, communication skills, originality, expertise, flexibility, respect, openness, consideration, breaking stereotypes, and encouragement as the foremost charac-teristics of creative teachers, in that order. Conversely, Chinese teachers mentioned originality, communication skills, expertise, applicability, flexibility, progressiveness, passion for education, fluency, respect, and humor as the key traits. While certain cognitive characteristics of creative teachers displayed similarities across both coun-tries, disparities were observed in their affective characteristics. Additionally, both countries placed greater em-phasis on the cognitive aspect of identifying a creative teacher, rather than the affective aspect. Chinese teachers exhibited a higher emphasis on the cognitive aspect than their Korean counterparts.
 Conclusions This study has effectively demonstrated dissimilarties in implicit perceptions regarding creative teachers between Korean and Chinese educators. The findings of this research are anticipates to enhance the un-derstanding of the educational systems and cultural characteristics prevalent in both countries.

Pemantapan Profesi Keguruan (P2k) Kegiatan Profesi Keguruan

Education is crucial for human resources in Indonesia; factors such as inequality of teaching staff, lack of facilities and budget affect the quality of education. Creative teachers in learning methods determine success. The PBL approach in sociology in high school is considered relevant, despite challenges such as lack of social interaction and motivation to learn. Research at SMAN 8 Mandai focuses on implementing PBL using the PTK method in two cycles, involving PBL learning innovation with exploration, elaboration and confirmation stages. Evaluation uses observation, tests and interviews. The results show significant improvement in cycle II, reaching the level of learning completeness. In conclusion, PBL is effective in improving the quality of sociology learning in class XI IPS 1 SMAN 8 Mandai.