Creativity Research Articles

THE INFLUENCE OF THE OPEN ENVIRONMENT ON THE DEVELOPMENT OF CREATIVE THINKING SKILLS IN CHILDREN AGED 5-6 YEARS AT RA NURUL ISTIQOMAH

This study aims to determine the influence of the open environment on the development of creative thinking in children aged 5-6 years at RA Nurul Istiqomah. Nature-based learning environments provide hands-on experience through interaction with real objects, so that they can stimulate children's curiosity, imagination, and ability to explore new ideas. The method used in this study is a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The study subjects were group B children who participated in open environment learning activities. The study results show that activities such as playing in nature, using natural materials in learning, and exploring the surrounding environment directly can improve children's ability to think divergently, solve problems, and come up with original ideas. In addition, teachers also play an important role in facilitating and directing children's activities to remain under learning goals. These findings reinforce the importance of an open-environment learning approach as an effective strategy for supporting the development of creative thinking in early childhood.

Reimagining Creativity: Gaussian Splatting as an Organological Extension of Imagination in Artistic Processes

Abstract This paper endeavors to investigate how we can understand creativity concerning computation by rearticulating imagination in artistic practices. Drawing on Yuk Hui’s concept of artificial imagination and Bernard Stiegler’s thinking on organology the paper uses the Choi Hung Estate project as a case study demonstrating the potential of Gaussian splatting as a supplement for the imagination in producing dynamic, interactive digital artworks that open the path for conceiving collective memories. By thinking of creativity and beyond computation, the paper unpacks the possibilities for re-grounding the philosophical foundation of Gaussian splatting from an organological perspective.

Development of a digital Creative Figural Design Test (CFDT): An approach to integrating divergent and convergent processes

Development of a digital Creative Figural Design Test (CFDT): An approach to integrating divergent and convergent processes

Interaction-based creative thinking research and its application in artistic creation

Interaction-based creative thinking research and its application in artistic creation

Analysis of Creative Thinking Skills of Elementary School Students in the Application of the Project-based Learning (PjBL) Model Assisted by Mind Mapping

This study aims to describe the thinking skills of elementary school students in the application of the project-based learning model assisted by mind mapping using qualitative methods and descriptive approaches. The data sources are teachers and principals from interviews; the activity of implementing PjBL assisted by mind mapping observed in observation, as well as a questionnaire for 9 grade V students of SD Muhammadiyah 14 Surabaya. Fluency in coming up with many ideas and providing many ways can be seen from the students' ideas/ideas that vary in each child. Flexibility in generating ideas can be seen in students' activities when looking for other alternatives to make it easier for them to understand the material. The authenticity in producing new and unique expressions is reflected when looking at new ideas produced by students, for example, the grouping of rare or protected flora and fauna, so that it is not monotonous in the material alone. The details in adding or detailing an idea to make it more interesting are illustrated when students add or detail an object by adding colors, images, and symbols to enrich their understanding. This mind mapping project is able to be an alternative to creating learning strategies for teachers and students

Investigating the Impact of Situational Cognition, Emotions, and Self-Efficacy on Creative Thinking and Collaborative Intention in Metaverse Teaching Scene

Investigating the Impact of Situational Cognition, Emotions, and Self-Efficacy on Creative Thinking and Collaborative Intention in Metaverse Teaching Scene

The Effect of Quiz Case Game in Kemp's Model on Creative Thinking and Learning Motivation

This study examines the effect of the Quiz Case game in the Kemp model on students' creative thinking and learning motivation. Using a Quasi-Experimental Design with Nonequivalent (Pretest-Posttest) Control Group Design, 66 students were divided into experimental and control groups (33 each) through purposive sampling. The experimental class used the Quiz Case game, while the control class used Matching Pairs. Data were collected via tests and questionnaires, analyzed with N-gain, Mann-Whitney U, effect size, and Spearman correlation. The experimental class showed higher creative thinking improvement (N-gain 0.68; 68.97%) than the control (0.30; 30.61%). Learning motivation improvement was similar in both classes (0.62 vs. 0.59). Mann-Whitney U indicated significant differences in creative thinking (sig. = 0.000) but not motivation (sig. = 0.346). Spearman correlation showed a strong relationship (r = 0.756). Thus, the Quiz Case game effectively enhances creative thinking and learning motivation.

Analysis of Students’ Mathematical Creative Thinking Skills through Problem-Based Learning on High School

The problem in learning mathematics today is how to develop creative thinking skills and make it a goal in the mathematics learning process, students often assume that mathematics can only be understood by some students. This research aims to descriptively analyze the creative thinking abilities of students whose learning uses the Problem-Based Learning model in Statistics material. This research uses a qualitative and descriptive-analytical approach by examining the data described to get a detailed and in-depth picture of students' mathematical creative thinking abilities in statistics material. The population in this study were all students at SMA Negeri 6 Tasikamalaya with a sample of 38 students in class X-9 at SMA Negeri 6 Tasikmalaya. In this research, it was found that the average student scores on questions number 1, 2, 3, and 4 were 8.81, 8.43, 7.47, and 9.62. From this analysis, students understand better the solution to question number 4 regarding problem number 4. Then the question that has the lowest average value is question number 3 which concerns the study of questions regarding searching for upper quartile and lower quartile data. So in future research, it is hoped that we will be able to analyze students' abilities in the form of their learning outcomes to see the influence, differences, and interactions that occur in students' mathematics learning outcomes based on their gender.

Pengaruh Penggunaan Media Sosial terhadap Kreativitas Peserta Didik di Jurusan Fesyen Desain dan Kreasi ESMOD Jakarta [The Influence of Social Media Usage on Student Creativity in the Fashion Design and Creation Department, ESMOD Jakarta

Technological advancements have introduced the concept of 21st century learning that integrates technology to promote critical and creative thinking. Data shows that 167 million people in Indonesia use social media, with 41.9% aged 13-24 years old. This study aims to analyze the influence of social media use on students' creativity in learning and identify the most influential platforms, with a focus on Instagram and TikTok. This study uses quantitative research methods with correlation data analysis techniques, correlation coefficients, and categorization. This research uses an instrument in the form of a questionnaire that was distributed to 50 fashion design students at ESMOD Jakarta. The results show that the use of social media has a positive influence on the creative process of students, although the influence is very weak which can be seen from the beta coefficient (β) value of 0.09 and the regression value of 0.13, as well as the low determination coefficient (R²) of 0.02. In addition, the results of the T-count value < the T-table (0.52 < 1.68) show that there is not enough evidence to state that there is a significant difference in creativity between Instagram and TikTok users. So, it can be concluded that although social media has a very weak positive effect on students' creativity, there is no significant difference between Instagram and TikTok users. Both platforms contribute almost equally, and other factors may play a more significant role in boosting students' creativity.

Multilingualism and Multiliteracies in 21st-Century Education

The 21st century demands a globalized, interconnected approach to education. Multilingualism and multiliteracies are no longer niche skills, but rather, competencies essential for navigating a diverse and rapidly changing world. Integrating these concepts into educational frameworks is crucial for fostering critical thinking, intercultural understanding, and future employability. This paper reviews relevant literature on multilingualism, multiliteracies, and their implications for education. It analyzes existing pedagogical approaches and identifies gaps and challenges in current practices. The literature reveals a strong correlation between multilingual and multiliterate proficiency and enhanced cognitive abilities, including problem-solving, creativity, and critical thinking. Furthermore, these competencies contribute significantly to intercultural understanding and global citizenship. However, significant barriers exist, including a lack of culturally responsive pedagogies, insufficient teacher training, and limited access to multilingual and multimodal learning resources. This paper emphasizes the need for transformative educational practices that empower educators to effectively implement multilingual and multiliterate pedagogies. Effective strategies include incorporating diverse language and literacy practices into the curriculum, creating culturally responsive learning environments, and providing comprehensive teacher professional development. Ultimately, education must cultivate not just cognitive skills, but also the social and emotional competencies necessary for navigating a complex and interconnected world.

Aprendizaje basado en retos (ABR) para el fomento del pensamiento creativo y divergente en adolescentes: diseño, implementación y evaluación en contextos escolares del nivel secundario

Secondary education faces a persistent structural problem: the lack of pedagogical methodologies that promote creative and divergent thinking in adolescents, thus limiting their development as critical and purposeful individuals. This study addresses this problem through a systematic literature review on Challenge-Based Learning (CBL), an educational strategy focused on the collaborative resolution of real problems. Forty-eight research studies published between 2010 and 2024 were analyzed, selected under rigorous inclusion criteria from recognized databases such as Scopus, WoS and ERIC. The results show that RBA favors the generation of original ideas, stimulates creative self-regulation and enhances students' intrinsic motivation. Likewise, essential conditions for its effective implementation were identified: the role of the teacher as a facilitator of learning and an institutional environment that supports pedagogical innovation. It is concluded that ABR offers a viable and transformative solution to overcome the limitations of the traditional model, preparing young people to face complex challenges with creativity and autonomy.

21st CENTURY SKILLS: special reference to the need of Life Skills

The way of life and work is transforming rapidly in the 21st century due to various reasons, specifically due to the technological advancement. As a result the skills to be acquired by a person are also transforming. Skill is nothing but the expertise to perform a task. NEP 2020 stresses on certain skills which can be grouped in to three main categories namely learning skills, literacy skills and life skills. NEP recognizes the importance of these skills and lays out a comprehensive framework for their development. In today’s complex life we come across different situations which essentially need certain life skills along with learning skills and literacy skills. The concept of life skill is referred as psychosocial competency, as it is psychological in nature and comprise of thinking and behavioral processes. The major classification of life skills includes thinking skills, personal skills or emotional skills and social skills. Thinking skills include self awareness, critical thinking, decision making, creative thinking etc. Personal skills include emotional intelligence, resilience, coping with stress etc. Social skills include interpersonal relationship, effective communication, empathy etc. As our education system becomes more technology based and mechanical, it is the need of the time to create proper environment for the development of different life skills in our new generation. This paper tries to discuss life skills and its importance in connection with NEP 2020, need of life skill development and measures to be adopted for the development of life skills in students through the process of education.

Student wellbeing in Qatar: a systems thinking approach to educational, societal, and cultural challenges

IntroductionThis study investigated the challenges affecting sustainable student well-being in Qatar, with a specific emphasis on educational, societal, and cultural dimensions. Using Systems Thinking to conceptualize the interconnected nature of these challenges, the study aimed to analyze how these domains collectively impact student well-being.MethodsData were gathered from focus groups involving key stakeholders, including educators, parents, and policymakers. The discussions were analyzed to identify complex relationships and patterns across the educational, societal, and cultural domains.ResultsEducational challenges included systemic deficiencies, inadequate curricula, and a lack of opportunities for critical and creative thinking. Societal challenges encompassed social stereotyping, adverse social conditions, and insufficient familial support for progressive education. Cultural challenges highlighted issues related to identity, values, and the influence of a rentier mindset. The study revealed a fragmented educational system hindered by a lack of unified vision and professional development opportunities, along with societal constraints that impede intellectual growth. Additionally, concerns were raised over the erosion of cultural identity and religious values, exacerbated by Western educational norms and the dominance of English over Arabic. Rapid economic growth in Qatar has also led to increased materialism and individualism, affecting social cohesion.DiscussionAddressing these challenges requires a comprehensive approach that integrates educational reforms, societal support, and cultural preservation. The findings provide valuable insights for policymakers and educators seeking to enhance sustainable student well-being and create a more holistic educational environment in Qatar.

Analysis of Students' Comprehension in Solving Social Arithmetic Problems Based on Polya Steps

Problem solving ability is one of the abilities that must be possessed by students, to increase logical, creative, and critical thinking in learning mathematics. One way that can be used to solve problems well is to use Polya's problem solving steps. However, not all students are able to solve social arithmetic problems using Polya's problem solving steps appropriately. This research aims to analyze junior high school students' understanding in solving social arithmetic problems based on Polya's steps. The method used in this research is descriptive with a qualitative approach. This research was conducted randomly to 30 junior high school students in grade VIII. This research uses test instruments and interviews with students and will be assessed based on the indicators met. Based on the research conducted, it was obtained that the students' problem understanding indicator was 50%, solution planning was 70%, implementation of the solution plan was 40%, and checking back was 23.33%. So based on the results of this study, students need to improve their ability to solve social arithmetic problems using Polya's steps.

A creative geometric investigation in Middle School: the case of quadrilaterals

The research aimed to analyze the mathematical creativity of students in Middle School in the production of different quadrilaterals in 3×3 grids, considering the fluency, flexibility and originality of the answers. Characterized as a qualitative approach research, it was observed that, in the answers of 12 students, although some showed the ability to generate varied solutions, there were difficulties in recognizing and using geometric transformations, such as rotations, reflections and translations. These results reveal the need for methodologies that encourage creativity and geometric thinking, for a deeper and more versatile learning. The research contributes to the debate on creativity in school Mathematics, fostering pedagogical practices that promote autonomy and critical thinking in the development of geometric skills and problem solving.

Ethnoscience integrated project-based learning model for enhancing students' creative thinking skills and cultural literacy: Expert perspectives and preliminary testing

The development of creative thinking skills and cultural literacy is crucial for preparing students to navigate the challenges of globalization while preserving their cultural identity. This study aims to develop the Ethnosains Integrated Project-Based Learning (PjBL) model and evaluate its validity and effectiveness in enhancing students' creative thinking skills and cultural literacy. Employing a Research and Development (R&D) methodology, the model was developed with a structured six-phase learning process: ethno-orientation, ethno-problem, ethno-project design, ethno-project investigation, ethno-presentation, and ethno-reflection. The validation process, conducted from experts’ perspectives, involved Focus Group Discussions (FGDs) with five expert validators to assess the model's content and construct validity. Additionally, 16 biology education students from Universitas Pendidikan Mandalika, Indonesia, participated in preliminary field testing to evaluate the model's practical application. Validation results confirmed the model’s content and construct validity, with high average scores (content: 3.92; construct: 3.87 out of 4.00), indicating its alignment with educational needs and theoretical frameworks. Descriptive and inferential statistical analyses, including ANOVA, demonstrated significant improvements in students' creative thinking skills, with an increase in the average score from 2.28 ("less creative") in the pretest to 3.28 ("creative") in the posttest (F > 101.33, p < .001, η² > 0.77). Similarly, cultural literacy scores improved significantly, with the average rising from 2.41 ("moderately literate") to 4.09 ("highly literate") (F > 179.52, p < .001, η² > 0.85). These results highlight the success of the Ethnosains Integrated PjBL model in fostering creativity and cultural awareness through culturally contextualized projects. The study underscores the potential of this model as an innovative strategy for holistically integrating creative thinking and cultural literacy into educational practices and recommends further exploration across diverse contexts.

Integration of Digital Storytelling into Architectural Education: Exploration of Conceptual Understanding

This article investigated the potential of the digital storytelling method, within the setting of an undergraduate digital design studio, to create compelling learning experiences in architectural education. The study explored how enabling students to express their architectural concepts through digital storytelling can impact their visual communication skills and design thinking. Specifically, the research evaluated the effect of this method on student engagement, creativity, and conceptual understanding. The content analysis of student digital stories revealed four emergent categories: informative (educational-informative), inspiring (imagination-personal development), problem-solving (critical solution), and empathy and understanding (social sustainability). The study also observed the beneficial role of information and digital communication technologies in fostering positive student attitudes toward digital storytelling within a social constructivist learning environment. The integration of digital technologies and the exploration of the sources of the students’ conceptual inspiration were key components of this approach. The findings suggest that digital storytelling is a valuable instructional tool for consistently articulating the design process, from the initial concepts to the analysis, visualization, and expression. Furthermore, this method appeared to enhance the students’ creative thinking during the design process and contribute to the development of more robust conceptual design skills.

Pemanfaatan Google Sites dalam Pembuatan Majalah Digital oleh Siswa MAN 3 Solok

This article examines the implementation of Google Sites as a platform for developing a digital magazine by students of MAN 3 Solok. The research aims to describe the design, execution, and evaluation processes of utilizing Google Sites in creating a digital magazine, as well as to identify the challenges and benefits encountered. The method employed involved training and direct mentoring for 20 members of the student council at MAN 3 Solok. The results indicate that 70% of participants successfully accessed the website and created the digital magazine effectively, while 30% faced operational and infrastructure-related technical challenges. The use of Google Sites has proven effective in enhancing digital literacy, creativity, and collaboration among students in creating digital-based school publications. Through this activity, students not only gained technical skills but also developed essential creative thinking, problem-solving, and collaborative abilities in the digital era.

Excitation-Inhibition Balance Controls Synchronization in a Simple Model of Coupled Phase Oscillators.

Collective neuronal activity in the brain synchronizes during rest and desynchronizes during active behaviors, influencing cognitive processes such as memory consolidation, knowledge abstraction, and creative thinking. These states involve significant modulation of inhibition, which alters the excitation-inhibition (EI) balance of synaptic inputs. However, the influence of the EI balance on collective neuronal oscillation remains only partially understood. In this study, we introduce the EI-Kuramoto model, a modified version of the Kuramoto model, in which oscillators are categorized into excitatory and inhibitory groups with four distinct interaction types: excitatory-excitatory, excitatory-inhibitory, inhibitory-excitatory, and inhibitory-inhibitory. Numerical simulations identify three dynamic states-synchronized, bistable, and desynchronized-that can be controlled by adjusting the strength of the four interaction types. Theoretical analysis further demonstrates that the balance among these interactions plays a critical role in determining the dynamic states. This study provides valuable insights into the role of EI balance in synchronizing coupled oscillators and neurons.

Exploring the Role of Workplace Happiness in Fostering Magical Thinking among Academic Staff: An Analytical Study of the Opinions of a Sample of Academics at Samaraa University

This study examines the relationship between workplace happiness and magical thinking among academic staff at Samaraa University. Grounded in theories of positive psychology and cognitive flexibility, it explores whether emotionally supportive work environments enhance imaginative and non-linear cognitive styles commonly identified as magical thinking. Employing a quantitative descriptive correlational design, data were collected from 120 academic staff members via a self-administered online questionnaire. Two validated instruments—the Workplace Happiness Scale and the Magical Thinking Inventory—were utilized, both measured on 5-point Likert scales and demonstrating strong reliability (Cronbach’s alpha > 0.75). Data analysis using SPSS included descriptive statistics, Pearson correlation, and regression analysis. The findings revealed a statistically significant and strong positive relationship between workplace happiness and magical thinking. Furthermore, variations in these constructs were observed across demographic groups including gender, age, and years of experience. These results indicate that emotional well-being is a key predictor of imaginative cognition in academic contexts. The study recommends integrating emotional support and cognitive development strategies in faculty management to foster creativity and visionary thinking within higher education institutions.