Creativity Test Research Articles

Fostering Mathematical Proficiency and Creative Thinking Skills in 10th Grade Students Through the 5E Inquiry-Based Learning Approach with Supplementary Media

This research aims to enhance mathematical proficiency and stimulate creative thinking among 10th-grade students through the implementation of the 5E Inquiry-Based Learning approach with Supplementary Media. The study explores the effectiveness of this pedagogical approach in transforming the learning experience and outcomes in mathematics education. The study focused on comparing students' performance before and after the intervention, as well as investigating their creative thinking abilities in terms of flexibility, originality, fluency, and elaboration. The participants consisted of 10th-grade students from a large-sized school in the northeastern region of Thailand, specifically one classroom comprising 40 students. The tools include Lesson plans, Mathematics Proficiency test and Creative thinking skills test. The results revealed a significant improvement in mathematical proficiency following the implementation of the 5E Inquiry-Based Learning Approach with supplementary media, with a notable increase of 37.25%. Prior to the intervention, students scored an average of 4.64 out of 20, which increased to 12.08 out of 20 post-intervention. Furthermore, the investigation into creative thinking skills indicated that students exhibited a proficient level overall, with an average score of 22.60 out of a maximum of 32 points. The analysis of specific dimensions of creative thinking revealed average scores of 5.60 for Originality, 5.78 for Fluency, 5.63 for Flexibility, and 5.60 for Elaboration.

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

This research aims to create valid and effective Student Activity Sheets (SAS) and Scientific Creativity Tests (SCT) in order to enhance the creativity of open university students. The validity of SAS and SCT is determined by achieving a minimum score of 2.50 in both content validity and construct validity categories. Similarly, their effectiveness is measured by: (1) observing a statistically significant increase in students' scientific creativity at a 5% significance level; and (2) achieving a minimum average n-gain in the medium category. This research follows an Educational Design Research approach and utilizes a pre-experimental design with a one-group pre-test and post-test design. The research subjects consist of undergraduate students at Open University Surabaya during the 2023/2024 academic year. The data collection instruments used in this research include: (1) a Validity Assessment Sheet for SAS and SCT; and (2) the SCT test. The research data, which includes pre-test and post-test scores, are collected after conducting prerequisite tests such as normality and homogeneity tests. These scores are then analyzed using a paired t-test to identify any differences in students' scientific creativity between the pre-test and post-test stages. The average level of improvement in scores is calculated using the normalized gain (N-gain) method. The research data, in the form of scores obtained from the assessments of the validity of learning tools by three Learning Experts, are analyzed using the average method to determine validity, as well as by using Cronbach's alpha (α) to assess reliability. The same analysis is conducted for the Research Instrument scores. The research findings demonstrate that both SAS and SCT tools are valid and effective in enhancing student creativity.

The Impact of a Sterinberg Theory-Based Training Program on Secondary School Students' Development of Critical and Creative Thinking Skills

This study aimed to test the impact of a training program based on Sternberg's theory of problem solving on the development of critical and creative thinking skills among secondary school students, using a semi-experimental approach. The sample consisted of 70 students from the first grade of literary secondary school at Al-Baraa bin Malik Secondary School in the Directorate of Education of Naour in Jordan and was divided equally into two groups: experimental and control. The researcher built a training program based on Sternberg's theory of problem solving, known as the 'thinking circle', which consists of seven dimensions: feeling the problem, identifying the problem, representing the problem, choosing or inventing a solution strategy, effectively allocating resources for the solution, monitoring the problem solution, and evaluating the problem solution. The program was implemented during 11 six-week training sessions in the second semester of 2021–2022. The California 2000 Critical Thinking Scale and the Torrens Creative Thinking Scale (A) were also used in both the pre- and post-group assessment processes. To answer the questions of the study, it was found that the average performance of the groups was control and experimental for the pre-measurement of the critical thinking scale (10.55) and (10.75), respectively, while the average performance of the groups was on the dimensional measurement (11.67) and (17.78), respectively. To examine the differences in each of the arithmetic averages, the researcher used the analysis of covariance (ANCOVA) for performance for the total score of the critical thinking scale. The average performance of the control and experimental groups in the pre-evaluation of the creative thinking test was (71.68) and (70.35) respectively, and the average performance of the control and experimental groups in the dimensional measurement was (72.12) and (129.65) respectively, and the common multiple covariance analysis (MANCOVA) was used to test the differences in the arithmetic mean of performance in the sub-dimensions of the creative thinking test. It was found that there were statistically significant differences in the arithmetic mean in the level of significance (α = 0.05), and the difference was in favor of the experimental group in critical and creative thinking skills, which confirms that the program has a significant impact on the development of creative and critical thinking skills.

Impact of Out-of-School Educational Environments on the Creative and Spatial Thinking Skills of Gifted Students

The importance of educating gifted children is steadily increasing. The education of these pupils, who are seen as future of the societies, should be encounter to meet their needs. Our study aims to provide the desired learning oucomes without getting bored in fun environments with activities that will attract the attention and increase the motivation of gifted pupils in different locations outside the school. Additionally, it was studied whether there were differences about their creative and spatial thinking abilities with the activities prepared for this education. Our study was conducted using the ‘Pre-Test and Post-Test Experimental Design with Control Group’. Our sample involves experimental group of 21 pupils and control group of 21 pupils in the 6th grade studying at Konya Science and Art Center. The lesson plan of 8-week (32 hours) about museum-based art education was prepared and implemented for experimental group for 4 hours in a week. The control group was trained based on the National Education curriculum. The “Torrance Creativity Test” to decide creativity abilities and the “Mental Rotation Test and Paper Folding Test” to decide spatial thinking abilities were appealed before and after the experimental process for the experimental group, before and after curriculum works for the control group. The comparative effects of the discrepancies between the post-test and the pre-test results were examined to determine whether or not the program applied was effective in the development of students with the collected data. In our study, it was observed that museum visits and activities prepared by enriching the creative and spatial thinking abilities of gifted students were effective in improving students’ creative and spatial thinking abilities. When the experimental group students had fun with museum visits and activities, they concretized objects and reached the application area by seeing and touching. It was observed that the creativity abilities and spatial thinking abilities of the control group pupils could not be developed with classical educational plans.

Exploring Students’ Creativity Using STEAM-Based Reading Texts

Creative thinking is one of the important skills required to face the 21st century challenges. However, students’ creativity assessment is challenging. Grounded on the paradigm that creativity is a tangible parameter, this study aims to explore students’ creative thinking skill via a reading-based creativity test. The test was developed by considering the creativity indicators defined by Paul Torrance, i.e., fluency, flexibility, originality, and elaboration. In this creativity test, the reading and the questions were designed to make students integrate their science, technology, engineering, arts, and mathematics (STEAM) knowledge. Based on the empirical validation, the creativity test had a reliability of 0.897, indicating that the test was reliable to measure students’ creativity. Due to the Covid-19 pandemic, the test was conducted online to 108 junior high school students in East Java, Indonesia. In general, the students achieved the highest level of creativity in terms of originality that gained average score of 3.63 (with scale 4.00). Meanwhile, they underperformed on the aspects of elaboration having average score of 2.40. There were 93 and 79 students who responded very well on the originality and fluency aspects, respectively. In contrast, respectively over 30% and 50% of students showed a lack of creativity on the aspect of flexibility and elaboration. These creativity assessment data are beneficial for educational stakeholders especially to increase the quality of teaching and learning related to STEAM education.

Learning Using Edmodo Based On The Science, Technology, Engineering, Art and Mathematics (STEAM) Method

This research was motivated by technological developments in the world of education, particularly the increasingly rapid e-learning as one of the media supporting learning. The STEAM approach to learning can improve critical thinking, creative and collaboration skills with good communication. This is very necessary to face the challenges of the Industrial Revolution 4.0. Therefore, this study aimed to assess student response to the learning of the immune system using Edmodo based on the STEAM approach. The study used the Pre Experiment Method with a one-group pretest post-test research design. Data was collected through observations and tests. The instruments used were observation sheets, creative thinking ability tests, validation sheets and questionnaires. This study discovered an increase in students’ creative thinking skills with pretest results of 80.00 and posttest of 97.14. The results of hypothesis testing showed that Asymp Sig. < Sig. 0.05 was 0.002 < 0.05, as such, H0 was rejected, and H1 was accepted, showing a significant increase between the pretest and post-test. In addition, the average value of n-gain was 0.71 in the high category. Student responses to the media and learning approaches were positive, with a percentage of 86.97% in the very good category. Keywords: learning, edmodo, STEAM

Analysis Student's Communication Skills Using ICARE-U Learning Model on Energy Sources Materials

The research aimed to analyze the impact of the ICARE-MBI2 (ICARE-U) learning model on students communication skills on energy source materials. The ADDIE design (analysis, design, development, implementation, evaluation) was applied. The participants of this research are 13 male students called “Mekhanai” and 17 women called “Muli” (Lampungnese tribe) of class 12 in Senior High School in Bandar Lampung. The instruments used in this study were creative thinking skills tests, with four communication skills indicators by Partnership 21 framework. The improvement of communication skills can be seen from the average communication skills of task 1 and task 2 were 52.5 and 95.75 and there is a significant impact on students’ communication skills on energy sources materials. Student responses were analyzed after using the ICARE-U learning model with the Rasch model analysis. The results measure was 0.60 with an average of 0.54 for 30 students and 10 questions. Student’s communication skills had improved after receiving learning using the ICARE-U learning model with students’ worksheets and learning website as multimedia. Based on this research, learning using the ICARE-U model impacts students communication skills on energy source materials. Keywords: communication skills, ICARE-U learning model, energy

The creative abilities of preservice world language educators

AbstractA creative approach to teaching can factor into a long‐lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self‐confidence. For these reasons, this study used the Torrance Tests of Creative Thinking as well as interview data to examine creative profiles within teacher education. Using a checklist of 13 possible creative strengths, world language (n = 32) criterion‐referenced scores indicated distinct creative abilities among participants. Findings resulted in six domain‐specific creative abilities: depicting movement or action, extending or breaking boundaries, storytelling articulation, emotional expressiveness, humor, and expressiveness of titles, as prominent strengths of preservice language educators. In this study, creativity is explored as a transformative factor with potential for teacher retention and recruitment.

Eighth-grade creativity reveals insights into understanding global warming, prompting interventions for enhancement

This quantitative study examines the creative abilities of eighth-grade students at SMP Muhammadiyah 10 Sidoarjo in addressing global warming issues. Conducted on June 21, 2023, with 43 participants, the research utilized a validated creative thinking skills test alongside literature reviews. Findings indicate varying levels of creativity among students, with the majority demonstrating high creativity overall but lower proficiency specifically concerning global warming topics, scoring at 35.47%. These results emphasize the importance of tailored interventions to enhance students' creative thinking skills, particularly in understanding complex scientific concepts like environmental sustainability, informing curriculum development and instructional strategies to foster creativity and environmental literacy. Highlight: Eighth-grade creativity varies, especially in global warming understanding. Interventions enhance student creativity in complex scientific concepts. Findings guide curriculum for fostering creativity and environmental literacy. Keyword: Creativity, Eighth-grade students, Global warming, Education, Curriculum development

Fit-For-Purpose Creativity Assessment: Automatic Scoring of the Test of Creative Thinking – Drawing Production (TCT-DP)

ABSTRACT Creativity is now universally recognized as an essential, 21st century competency. However, there are many practical barriers to the development of creativity in schools, universities and workplaces. Chief among these is a problem of the fitness-for-purpose of creativity assessments. Highly valid and reliable creativity tests, necessary to support the development of individual creativity, are typically slow and labor-intensive to administer and score. However, recent advances in machine learning are opening up solutions to the fitness-for-purpose problem, across a range of different modes (e.g. verbal and figural) of testing. This paper describes the development of an open-source, large, image-based, multi-label classification model capable of automatically scoring the figural Test of Creative Thinking – Drawing Production (TCT-DP) with accuracies comparable to those of typical human raters. The growth of this, and similar machine learning models, promises to transform the development of creativity in education, offering rapid, accurate and cost-effective assessments that can be seamlessly integrated into teaching and learning.

Are Creativity Tests Vulnerable to Coaching?

ABSTRACT This study tested the claim that coaching on a widely used creativity measure can improve respondents’ scores on that measure – specifically whether those who receive explicit coaching on the scoring of the Torrance Tests of Creative Thinking-Figural (TTCT-F) get higher subsequent scores on the test. A total of 35 adults were included in the treatment and reference groups. The treatment condition was defined as receiving coaching on how to score the Torrance Tests of Creative Thinking-Figural (TTCT-F) and training on creative teaching strategies. The reference condition was defined as receiving training on general creativity skills and creative teaching strategies, but no coaching on how to score the TTCT-F. An ANCOVA was conducted to account for differences in the posttest scores by group while controlling the effect of pretest scores as covariates. The result of the ANCOVA indicated that the treatment group dropped significantly on the fluency subscale, F 1 , 32 = 9.73, p < .001 from pretest to posttest. Findings imply that TTCT-F scores do not benefit from specific coaching on test scoring.

The Difficulty of Students in Utilizing Online Learning Resources to Apply Creative Thinking

Creative thinking skills can create creative ways and harmonize knowledge with time. However, the analysis of the difficulties of mathematics education students has not been widely discussed, especially in the use of online learning resources. This study analyzes 15 fourth-semester mathematics education students’ difficulties in using online learning resources to apply creative thinking in solving math problems. Instruments consist of creative thinking skills test and a scale of online learning difficulties. The study results found that all subjects were familiar with online learning resources. However, its utilization was still minimal due to various difficulties, such as unstable signals, high quota costs, confusion about choosing an abundance of information, and uncertainty about the correctness of the information. These difficulties have an impact on the limited knowledge of the subject and the ability to generate ideas. Fluency in creative thinking was low. Subject ideas tend to be limited and routine. Subjects prefer to present an idea and immediately apply it to problem-solving. Flexibility is not visible, and errors in responding to ideas still occur. As a result, when the idea is executed incorrectly, the problem-solving is also wrong.&#x0D; Keywords: difficulty of student, online learning resource, creative thinking

The impact of hybrid model science practicum based on IoT and VR on prospective science teacher students' creative thinking skills

This study aims to determine the impact of the IoT and VR-based hybrid model science practicum on prospective science teacher students’ creative thinking skills. In addition, the study introduces how to implement IoT and VR-based hybrid models in science learning. The approach used in this research is quantitative, with an experimental method of one-group pretest-posttest design. The sample consists of 43 prospective science teachers at Universitas Negeri Yogyakarta who were determined by purposive sampling technique. The instruments used include creative thinking tests and observation sheets to implement hybrid model science practicum learning. The quality of the instrument was analyzed with Content Validity Ratio, Fleiss Kappa, Confirmatory Factor Analysis, and Rasch Model. Data analysis included descriptive statistics, paired sample t-tests, and effect size. The result showed that descriptive statistic is a general distribution, paired sample t-test p&lt;0,001, and an effect size of 4.15. The finding showed that there was a significant positive effect on creative thinking skills. The implementation of this science practicum provides a meaningful academic experience for students. The practical implications of this research are that the IoT and VR-based hybrid model science practicum could be used by a prospective science teacher on other topics. Besides that, prospective science teachers' students’ creative thinking skills could be increased.

Estimation of Cronbach reliability based on sample size, gender, and the grades

&lt;span lang="EN-US"&gt;The study tries to see the effect of different sample sizes on the reliability of creativity tests using Cronbach’s alpha. In addition, the background of the sample (gender and grade) is also detected. The study has a practical significance for designing a sample for estimating reliability using Cronbach alpha. The secondary data are used for analysis. The sample of creativity test is determined purposively, that is, has been administered to 1,960 students. The α-coefficient calculation uses the SPSS program. The result proves in the total sample, the creativity test is reliable (α=0.852). In small sample sizes, the α-coefficients values vary greatly in the different test groups. In the larger sample size, the α-coefficients are closer to constant in the different test groups. For a polytomous scale test with a length of 20 items, the α-coefficients obtained close to constant on the sample size of more than 80 testees. This result indicates for the optimum result the sample size is at least four times larger than the number of test items in reliability analysis, especially Cronbach alpha. Based on the gender aspect, descriptively the α-coefficient in the male group (0.846) was almost equal to the female group (0.851). By grouping the testees based on the grades, there are slight differences in α-coefficients in class IV (0.850), class V (0.841), and class VI (0.809). Regarding the results of this study, in the reliability estimation of test development, it is suggested to consider the adequacy and the characteristic of samples.&lt;/span&gt;

Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills

This study focuses on developing and validating instruments to assess the computational thinking skills (CTS) and collaboration skills (CS) of undergraduate students in Indonesia. Employing a quantitative research approach with the exploratory factor analysis (EFA) technique, the research process unfolded in three validation steps. First, face validity was established through expert judgment. Second, discriminant validity was examined using product-moment correlations and Cronbach’s alpha. Finally, EFA were employed to assess the factorial structure. The instrument development process followed five phases: drafting the instrument, face validity assessment by experts, data collection involving 242 undergraduate students as samples, discriminant validity analysis (product moment and Cronbach’s alpha), and EFA analysis to group items and construct dimensions. This study identified six dimensions for CTS (algorithmic thinking, cooperative thinking, problem reformulation, creativity, critical thinking, and systematic testing) and three dimensions for CS (knowledge sharing, planning, and responsibility). These findings support validating the CTS and CS self-assessment scale, making it a valuable tool for evaluating undergraduate student learning and researching computational thinking and CS in Indonesia. Researchers and educators are encouraged to utilize the CTS and CS instrument for self-assessment purposes and further exploration of these competencies among undergraduate students.

How does stress shape creativity? The mediating effect of stress hormones and cognitive flexibility

Based on the “Dual Pathway to Creativity Model”, this study explores the potential relationship between acute stress and individual creative performance, and further unveils the mediating roles of the neuroendocrine system and cognitive functions in this relationship, providing empirical evidence and theoretical support for addressing creative challenges under stress. Sixty healthy adults were randomly assigned to complete tests of cognitive flexibility and creativity under stress or control conditions, with salivary cortisol levels evaluated by the Enzyme-Linked Immuno Sorbent Assay. Changes in participants’ heart rate, anxiety state, negative affect, and positive affect were monitored to reflect the effects of stress during the experiment. The findings demonstrated that acute stress negatively impacts creative performance and indirectly affects individual creativity through the mediating role of cortisol levels and cognitive flexibility. This study provides a theoretical foundation for enhancing creativity in stressful situations.

Improving Students' Creative Thinking Ability by Applying Project Based Learning in Mathematics Learning

This study aims to explore the impact of implementing Project Based Learning (PJBL) in improving students' creative thinking skills in mathematics learning at upper secondary schools. The research method used was a pre-test post-test control group experimental research design, which involved two groups of students: an experimental group that applied PJBL and a control group that received mathematics learning with conventional methods. The research instruments used were creative thinking ability test, observation, and interview. The results showed that students who engaged in mathematics learning with PJBL experienced a significant improvement in their creative thinking ability compared to students who followed conventional learning. In addition, interviews with students and teachers also showed that PPA provided a more interesting and relevant learning experience for students, and enabled the development of creative thinking skills effectively. These findings provide strong support for the use of PPA as an effective learning strategy in improving students' creative thinking ability in mathematics learning in the school environment.

The Development of Instructional Model Based on Design Thinking and Brainstorming to Enhance Undergraduate Students’ Creative Thinking Ability

This research aimed to 1) study the factors that affect third-year undergraduate students’ creative thinking ability at Baise University, 2) develop an instructional model based on design thinking and brainstorming, 3) compare third-year undergraduate students’ creative thinking ability before and after using the instructional model based on design thinking and brainstorming. The sample group was 45 third-year undergraduate students at Baise University. The research Instruments were 1) an interview form about factors that affect the development of third-year undergraduate students’ creative thinking ability, 2) a questionnaire about factors that affect the development of third-year undergraduate students’ creative thinking ability, 3) lesson plans, 4) a creative thinking ability test 5) an interview form about opinions on teaching 6) an observation form about students’ behavior. This study analyzed quantitative data through descriptive statistics, frequency, percentage, means, and standard deviation. For dependent samples, t-tests were used to analyze the different scores of undergraduate students before and after using the instructional model. Qualitative data were analyzed through content analysis. The research results were 1) the factors affecting undergraduate students’ creative thinking ability include environmental factors (family, school, and society) and personal factors (personality traits, motivation, attitude, and emotional state), 2) the four components of the instructional model are principle, objective, learning process, and result, 3) after implementing the instructional model, the post-test scores of undergraduate students' creative thinking ability significantly increased, with a statistical significance of 0.01.

MEMUPUK PEMIKIRAN KREATIF KEUSAHAWANAN: SATU MODUL UNTUK PENDIDIKAN STEM

This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIDT), and ii) assess the impact of this module on the entrepreneurial creative thinking (ECT) of Form Four students. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. The responses to a 5-point Likert scale questionnaire and the Entrepreneurial Creative Thinking test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIDT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92, according to its evaluation results. The ECT Module's viability has also been demonstrated by a mean score of 4.71, which indicates that teachers can implement the module's activities in the classroom. The results of the independent-samples t-test prove that there is a significant difference in the post-test for students in the ECT group compared to the control group in entrepreneurial creative thinking and the five constructs of entrepreneurial creative thinking. In conclusion, these findings demonstrate that the ECT Module provides a valid, reliable, and feasible STEM teaching and learning module, and that it is effective in enhancing Form Four students' creative entrepreneurial thinking.

Development of creative skills of future specialists in higher polytechnic colleges of the People's Republic of China

A modern educational environment demands technical students to have well-developed creative skills. The study emphasizes the relevance of developing and implementing an educational programme aimed at fostering the creative abilities of students in technical disciplines within higher polytechnic colleges in the People's Republic of China (PRC). The scholars applied a randomized method for the experimental and control groups. The research sample consisted of 212 students enrolled in the Department [BLINDED], [BLINDED] College (Pingdingshan, China). Before the experiment, all participants had an inadequate level of verbal and non-verbal creativity skills. The experimental group followed a six-month creativity training once a week, while the control group learned the standard curriculum. The scholars used the Torrance Tests of Creative Thinking to assess the creative skills of students. The results revealed a statistically significant increase in the average creativity scores among students who completed the training. These results highlight the importance of developing creative skills in future engineers and technical professionals in China and confirm the effectiveness of the proposed training. The practical application of this training approach helps educators improve the quality of education and train highly qualified specialists in technical industries.