Creative Development Of Students Research Articles

The Negative Impact of Exam-Oriented Education on the Creativity of Adolescents in the 21st Century

The development of creativity in students is a crucial element of their overall growth and maturation. Creativity is an essential tool for effective problem-solving. Nonetheless, modern educational systems, which prioritize exam-oriented curricula, have created significant obstacles to the cultivation of children's creativity. Therefore, this article aims to explore the drawbacks of exam-oriented education in fostering creativity. Using the definition and significance of creativity as a foundation. Finally, this paper found that current exam-oriented educational systems hinder the development of children's creativity by depriving them of time and stifling their creative potential. As such, an education system primarily focused on examination and high scores diverges from the fundamental purpose of education, depriving children of opportunities to nurture their creativity. Therefore, the final section of this article presents suggestions for educational reforms. For example, the government needs to implement policies to alleviate student stress; Schools should offer diverse classes; Parents also need to gradually shift away from the notion that achieving high scores is the sole path to securing a promising future. These reforms could provide children with more opportunities to become creative individuals.

APPLICATION OF MULTIPLE INTELLIGENCES IN DEVELOPING CREATIVITY OF LAZUARDI HIGH SCHOOL STUDENTS IN DEPOK

In the 21st era, we are facing the industrial revolution 4.0 which is based on information technology. To face these challenges, individuals need to master certain skills. Schools are considered as a place to develop intelligence and produce quality future generations. However, there is still discrimination in assessing student intelligence, which is often only measured in cognitive terms. The introduction of the concept of multiple intelligences can be a solution to overcome discrimination in the world of education. This research aims to evaluate the application of multiple intelligences by Lazuardi High School in Depok and its impact on the development of student creativity. The research method used is qualitative with direct observation in the school and interviews towards teacher and students of Lazuardi High School, Depok. The research results show that the application of multiple intelligences through teacher approaches and extracurricular activities can successfully develop student creativity. When students can express the intelligence they have, this reflects the creativity they show.

PERCEIVED IMPACTS OF PLANNING AND ORGANIZING OF LEARNING ENVIRONMENT ON ENTREPRENEURIAL EDUCATION IN OSUN STATE UNIVERSITY

Persistent unemployment issue in the country demands a drastic solution from all stakeholders in Nigeria project. This study examined the perceived impacts of planning and organizing of learning environment for entrepreneurial education in Osun State University (UniOsun). The participants comprised 300 undergraduates drawn randomly from three of the six campuses of UniOsun. A well modified instrument was used for data collection. The findings revealed that the content delivery of entrepreneurial education programme in UniOsun was well delivered in terms of equipping students with skill of recognition of opportunity, networking skills and making professional contacts, and creativity; but less adequate with reference to enhanced leadership and communication skills and equipping students to become independent problem solvers. well valued in the society, others felt otherwise Besides, students’ perceptions of the relevance of entrepreneurial education programme for job creation was poor; but less supportive in terms of limited number of instructors for training programmes, and lacking in creative development of students. Hence, it was recommended, among others, that the school management should increase the level of attention paid to the entrepreneurial areas that were perceived to be inadequately delivered in UniOsun.

CREATIVE PEDAGOGICAL THINKING OF FUTURE MUSIC TEACHER: WAYS OF FORMATION

The article deals with the problem of forming the creative pedagogical thinking of a future music teacher in the process of vocal and choral training in the aspect of intensifying the intellectual and creative development of students. The author notes the need to increase the level of creativity of future teachers in order to effectively solve problematic situations of professional pedagogical activity from the stand point of situational and supra-situational problematic. The substantiation of the practical formation of creative pedagogical thinking of students of art faculties is based on the pedagogical stimulation of the thinking functions of setting and solving musical and pedagogical tasks and reflection. The ways of forming the creative pedagogical thinking of future teachers of music are presented in the context of targeted modelling of problem situations of vocal and choral teaching, involvement of theoretical methods in the methodological toolkit, as well as development and implementation of targeted trainings on the creativity of pedagogical thinking.Keywords: creative pedagogical thinking, future music teacher, functions of thinking, problems ituation, setting and solving musical and pedagogical tasks, psychological and pedagogical training.

The Effectiveness of Interpersonal Communication in Hybrid Learning-Based Learning at Universities

Online learning has changed so that the process of interaction and communication to convey learning material between students and students and students with other students becomes more effective; in this case, a learning innovation known as Hybrid Learning emerges. This study uses a qualitative method. The data used in this study are primary data and secondary data. The results of this study suggest that effective interpersonal communication helps students build better social skills, such as speaking in public or working in teams. These skills are critical in an increasingly open and collaborative work environment. Hybrid learning-based learning also facilitates the development of creativity in students. Through an open and flexible learning experience, students can gain the ability to think creatively and create new solutions to the problems they face.

Bentuk-bentuk Kreativitas Guru Bimbingan dan Konseling dalam Pelayanan Bimbingan dan Konseling pada Masa Pandemi Covid 19 di SMP Negeri 2 Bukittinggi

This research is motivated by the problems faced by counseling teachers that students do not participate in the learning process. In general, in carrying out the learning process, teachers should be able to apply various learning methods and strategies that can develop students' potential and are also able to stimulate the growth and development of student creativity. In fostering students' creativity, counseling teachers/counselors can provide services to students according to student needs. The purpose of this study was to identify and describe the Forms of Creativity of Guidance and Counseling Teachers in Guidance and Counseling Services during the Covid 19 Pandemic at SMP N 2 Bukittinggi.This research is a qualitative research with a descriptive approach. The key informant I is the counseling teacher and the supporting informant is V students at SMP N 2 Bukittinggi. Data was collected through observation and interviews. Data analysis techniques use data reduction, data display, data conclusion and verification. Data validation techniques by comparing the results of key informant interviews with supporting informants and comparing what was said in general and privately. The results of this study conclude that the form of creativity that has been carried out by the counseling teacher at SMP N 2 Bukittinggi, namely: 1) The counseling teacher has been creative in providing counseling services to students, 2) During this pandemic the counseling teacher used e counseling in the learning process to make it easier students in participating in the learning process, 3) Providing counseling services using email to students, namely online counseling rooms, 4) Providing counseling services using chat to students such as via WhatsApp, 5) Providing counseling services using video conferencing to students such as zoom meetings, 6) Students very enthusiastic in participating in counseling services using e counseling.

Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness.

Starting in 2019, the ongoing COVID-19 pandemic has lasted 3 years and will likely continue to affect the lives of people all over the world. According to a United Nations Educational, Scientific and Cultural Organization (UNESCO) survey, more than 91% of students from all over the world have been affected by the spread of COVID-19. The application of technological networks can help solve problems related to being unable to attend school in person, as online teaching can effectively help reduce learning loss in the short term. In Taiwan, the higher education system has been using online learning, but now faces a new and huge crisis, as some courses do not readily translate to this setting. In professional courses run by hospitality departments, it is essentially impossible to accurately convey the practical skills required, for example, aspects of color, aroma, and taste through online teaching. Moreover, the learning level of each student varies greatly. During the online teaching process, instructors teach professional skills and movements through a single teaching video, which may not meet the needs of all students. In response, this study explores using the flipped teaching method, to not only enable students to master and control their learning and effectively adjust their self- adaptive learning progress but also to help teachers solve problems and impart professional skills using a two-way, interactive, online teaching method. This approach, flipping a class in an online learning environment, could effectively make up for the one-way teaching sometimes created by video content, and address the problem of gaps in learning professional practical skills. It can also induce students with poor learning attitudes to actively participate in learning. This study involved 55 bachelor students from a university of science and technology in Taiwan. The research results are as follows: (1) Students who participated in the flipped teaching mode, which involved two-way interaction showed better professional understanding of the course and improved willingness to learn, thereby improving the learning effect. (2) Awareness of these poor practical catering professional skills in students, assisted in laying the professional foundation for students to gradually improve their learning attitude and their advanced skills. This indicates that students with poor academic performance in an online environment might benefit from two-way interactive teaching. Teachers should clarify detailed descriptions of professional practical actions that confuse students. (3) In flipped learning, the grouping of "game/toy-based e-learning" can not only improve the performance of students who actively study to achieve good grades but also help and motivate other students to learn together. These results indicate that in flipped classrooms that use an online learning environment, the active learning and learning attitudes of students were positive and that their interest in learning and learning efficiency was also significantly improved. At the same time, this approach stimulated the innovation, creativity, and creative development of students in using professional technology in the hospitality industry. It transformed the passive learning situation of online one-way teaching into an active two-way teaching environment.

Развитие музыкальной культуры обучающихся на основе восприятия отечественной музыки 2-й половины ХХ века

Background. New challenges of the time require the actualization of cultural codes that ensure the stability of Russian world. Special attention is to be paid to education of the younger generations as bearers of traditional Russian values. The appeal to national musical culture meets the priorities of the state policy, reflected in the Decree of the President of the Russian Federation dated November 9, 2022 No. 809. Objective. The aim is to analyze the potential of Russian music of the 2nd half of the 20th century in introducing students to traditional Russian values and the peculiarities of its perception by modern schoolchildren. Results. The analysis of educational programmes and of the repertoire of music education in different types of educational organizations showed the need to introduce students to the national musical culture through perception of Russian music of the 2nd half of the 20th century. The educational potential of modern local musical works is revealed in the interiorization of traditional Russian values by students. Approaches to the design of programmes as well as to the selection of the repertoire for music education are developed. Conclusions. New challenges of the time create the need to update music education programmes in order to deepen students' acquaintance with the national musical culture. The perception of musical works should take place in both the historical and cultural and the modern context. Musical culture is a holistic phenomenon, a diverse hierarchical system of relations, including philosophical, aesthetic, and ethical foundations of the value attitude to musical art in various types of musical and creative activities. To make continuous musical education effective, it is necessary to appeal to modern musical culture. Immersion of students in the musical continuum of modern culture creates conditions in which not only the musical and creative development of students takes place more organically, but also the formation of the qualities of a true “man of culture”, spirituality, morality, and patriotism are developed. The basis of musical perception is the ability to hear and experience musical content as an artistic and figurative reflection of reality, which determines its powerful influence on personality. Music is designed to develop a sense of inner involvement in the spiritual culture of the native country.

Diagnosis of Features of Creativity Development of Future Psychologists: Gender Aspect

The article examines the gender characteristics of the development of creativity in students of psychology who study at a higher education institution. In the process of research, it has been found out that the concept of "creativity" means the ability of a person to produce new and unusual ideas, think unconventionally, solve problems creatively and quickly. It has been found that creativity has many definitions, each researcher considers this concept from a certain point of view, highlighting one or another aspect of creativity. The article finds that students' creativity includes various indicators: originality, uniqueness, curiosity, developed imagination, propensity to reasonable risks, interest in complex things and ideas and more. Therefore, the authors of the article emphasize the need to use in the educational process of higher education methods that promote comprehensive training of future professionals and the development of their creative thinking. To study the gender features of the development of creativity in future psychologists, the authors of the article conducted an empirical study among students of psychology studying at Khmelnytskyi National University. According to the results of the study, it is established that most students of psychology have average levels of development of personal traits of creativity, creative abilities and creative potential. But girls studying in Psychology have a slightly better level of development of creative potential and creative abilities than boys who also study in this specialty. Based on the results of the research, recommendations for students-psychologists on the development of creativity as an important component of their successful future professional activity have been developed.

Формування готовності майбутнього вчителя музичного мистецтва до просвітницько-педагогічної діяльності на засадах застосування інноваційних технологій

Considering educational activity as the highest degree of pedagogical creativity of the future teacher of music art, which provides modernization of various links of general education and music education, and promotes sustainable interest in mastering and introduction of innovative technologies in music-pedagogical practice, the attention is paid to the importance of this problem in the modern system of professional training of students. The article highlights the essence of the concept of “educational and pedagogical activities”, the importance of professional skills, which are implemented in the form of educational and pedagogical activities as one of the main factors of music art, influencing the musical, aesthetic and creative development of students was examined, the respective levels of internal regulation of this phenomenon were revealed. It is the innovative approach, as an innovative system of views, united by a single fundamental idea, should aim to increase the effectiveness of pedagogical influence on the growth of artistic consciousness, student musical culture by updating forms and methods of educational activities, based on which the ascending point is their compliance with the status of information and communication development of the society and current musical interests of the modern youth. In the course of the research it is determined that the effectiveness of forming the readiness of the future music teacher for educational and pedagogical activities on the basis of the application of innovative technologies and its theoretical and methodological substantiation can be carried out under the following basic pedagogical conditions: actualization of life-creating motivation of students in an effort to acquire independent scientific knowledge, active professional position, ability to continuous professional development; the availability of a set of knowledge, skills and abilities relating to the possibility of self-realization and self-affirmation of the individual in the course of educational and pedagogical activities; the formation of a value attitude to selfrealization in extracurricular educational activities; stimulation of innovative learning by interactive means; the use in pedagogical practice of forms, methods and means of artistic innovations, innovation and self-education, creation of new original teaching methods; formation of students’ positive attitude to educational and pedagogical activities; integration of student activities aimed at achieving the goal; providing the educational process with modern technical means (video and audio equipment, Internet and other media technologies), educational and methodological literature in this area.

Divergent thinking of students: categorical and conceptual analysis

Pedagogical aspects of the formation of the interdisciplinary category “divergent thinking” are considered. The purpose of the study is to construct the definition of “divergent thinking of university students” on the basis of the essential and specific characteristics of the named phenomenon, taking into account the criteria of necessity and sufficiency. To achieve a goal, the following methods were used: content analysis of scientific literature, methods of categorical-system methodology: “Two-level triadic decoding of categories”, “Formal-logical method of determining the concept”. The essential characteristics and nature of divergent thinking are identified and described, a two-level triadic model of this category is developed. On the basis of the named model, the definition of the concept of “divergent thinking” is constructed, which, in comparison with other definitions found in the literature, most fully and holistically reflects its key essential characteristics. As a result of the application of the formal-logical method, the definition of “divergent thinking of university students” has been developed, which allows interpreting the named concept and its manifestations from the point of view of personal and creative development of students in the conditions of the educational process of the university. The obtained theoretical results of the analysis of the formation of the category “divergent thinking of students” can be used in the development of technology for the formation and development of this type of thinking of students in the educational process of the university.

The Role of Dance Education for Personality Development of Upper Primary School Students

This paper studies the history of dance education in Manipur and social value, psychomotor domain, and creative development of students at the school curriculum in Manipur (India). Dance education plays an essential role in molding a person into a perfect human being with good health and behaviour in society. It also furnishes the essential elements humans need to live in our society other than imparting knowledge and skills. In overall development, Manipuri dance plays the most crucial role in the school curriculum. The descriptive research method used in this study revealed the importance and the role of dance education for the four upper primary school students, i.e., class VI to class VIII of Imphal West District and Imphal East District, where dance class had been adopted as one of the subjects in these schools. The 915 students have been taken from the following four schools: Kendriya Vidyalaya-Lamphelpat, Tolchou Ibeton Memorial Academy-Hiyangthang, Rajkumari Sanatombi Devi Vidyalaya-Haotal Pangei, and SL Arena of Learning-Khurai Khaidem Leikai. The researcher collected 70% of students’ respondents, of which 287 are males and 343 are females out of 630 students. Finally, the investigator has found that the social value of students is significantly improving due to dance education. Dance education helped in realizing one’s own potential for self-enhancement, confidence, problem-solving, and creativity among the students. Moreover, it also developed and enhanced the psychomotor domain and the students’ creativity to a certain extent. Thus, dance education should be made compulsory as a curriculum subject at all levels of schools.

EXPERT AND PRACTITIONER VALIDATION ON AUTHENTIC PROBLEM-BASED LEARNING TASKS IN PROMOTING STUDENTS’ CREATIVITY

Fostering students’ creativity in learning is not effortless because the average learning activity is usually less challenging. Authentic problem-based learning is a learning model that is expected to foster students' creativity in education. This study aimed to examine expert and practitioner validation on authentic problem-based learning tasks prototype in promoting student creativity. The prototype product was displayed and simulated in virtual zoom and validated by 14 learning experts and 18 practitioners/teachers. The initial data were collected through self-evaluation using a questionnaire. The results showed that the use of real experiences as a learning stimulus could foster creative solutions, which are marked by the emergence of new, unusual ideas, imaginative ideas, new creations that have an impact on the development of student creativity.

The effect of a causalitic-learning model on problem-solving abilities reviewed from creativity

The purpose of this study was to investigate the effect of the implementation of the Causalitic-learning Model (CLM) on Problem-solving Ability (PSA) in terms of creativity. This study used an untreated control group design with pre-test and post-test. The sampling technique used purposive sampling and obtained students from XI-MIA-3 as the experimental class (11 male and 22 female) and XI-MIA-2 as the control class (14 male and 20 female). The assessment instrument uses 6 items in the essay test in physics. Data analysis used a two-way ANOVA test with a 2 x 2 factorial design. The results show homogeneous data (F table = 1.75), and normally distributed (X 2t able = 7.81), for the control class and experimental class, Hypothesis test results, with a significance level of 0.05, obtained Ha (sig.-value 0.01) and Hb (sig.-value 0.01) so that Ha and Hb are accepted, while for Hc (sig.-value 0.80) so Hc is rejected. Conclusion CLM affects PSA, creativity affects PSA, and there is no effect on the interaction between CLM and creativity on PSA. It is recommended to improve students’ PSA through CLM and or the development of student creativity.

Razvoj kreativnosti kod učenika

Encouraging creativity, as well as expressing and developing it, is a desirable goal of modern educational systems. In order for this to be implemented in practice, it is necessary to devise such a curriculum and provide conditions conducive to the creative behavior of teachers and students in the school. It is necessary to lay a good foundation for the creative expression of students and teachers. The social needs for creative members of society are growing, where the school is one of the institutions that plays an important role in educating young people and encouraging the development of creativity in students. Every society, at a certain time, respects, appreciates, emphasizes certain aspects as a feature of quality, therefore creative creators, if they do not adapt their work to these aspects, their work can be evaluated as not good enough, although in another social environment it might be rated as excellent. Compared to the former traditional teaching, today's teacher is more qualified and competent for the vocation that awaits them, both in the transfer of knowledge and in getting to know and respect the individual abilities and interests of each child in the class. The research was conducted through the Google questionnaire, in 2021, using a five-point Likert-type assessment scale in online form, based on which we determined the reflections of teachers on the developing student's creativity. The data obtained by the scaling technique and interpreted by the method of descriptive statistics provided a clear insight into the research results. By the analysis of the results obtained by this research, it was determined that primary school teachers, as well as subject teachers in their classes gladly apply creativity by using various creative methods and techniques in teaching, with various technical and material means and organizing classes outside school.

Innovative potential of the youth creative development at the university stage of professional formation

One of the main directions of modern higher education is the preparation and development of a future specialist as a highly educated, integrated person with a high level of competence, able to build and fulfill creatively his human and social goals regardless of growing tasks. «In accordance with the requirements of society, the state and the labor market, the higher education system is necessary to ensure the education of young people capable to create professional development in the context of automation and modern advanced technologies. An analysis of the scientific and methodological literature shows that young people at the stage of professional development at the university stage are not independent enough and are not informed about the choice of profession insuffi-ciently. Creative development of students in the process of professional development will solve the problem of reproduction and development of human resources in the country effectively. The article explains the concept of «psychological adaptation» including «professional skills» and also discusses some innovative teaching methods at universities. The main approaches to the introduction of innovations in modern higher education are analyzed. It also identifies the differences between traditional and innovative learning and shows the choice of innovative didactic goals, as well as the advantages and disadvantages of using certain methods.

CREATIVE APPROACH TO ESTABLISHING THE DEVELOPMENTAL EDUCATIONAL ENVIRONMENT OF NEW UKRAINIAN SCHOOL

The formation of information and communication environment requires the modernization of the system of education. Today it is extremely necessary not only to increase the level of education of people, but also the formation of a new type of intelligence, a way of thinking that determines people's attitudes to the rapidly changing economic, technological and social realities of the world. The article lists a number of personal qualities inherent in creative people, namely: the desire to achieve the goal; high level of motivation; well-developed self-confidence, analytical and problem-solving enthusiasm, willingness to take risks and accept failure; the ability to connect various unrelated elements or objects, etc. The necessity of overcoming the reproductive type of education and transition to such an educational system, which could fully ensure the cognitive activity and independence of students' thinking is substantiated. The analysis of the problems of project-based learning is conducted; a number of differences between project-based and traditional means of learning is identified, namely: the loss of the leading role of the teacher in the educational process passing it to the student; violation of the main condition of traditional education, which is manifested by the presence of ready-to- assimilate, systematized knowledge, prepared for a student beforehand in order to be mastered; the subject (student) him/herself composes his/her project from a set of knowledge and concepts; the main element of the educational process is not knowledge, but information. It is determined that the educational environment of the school on the basis of ICTs is a multidimensional individualized self-organized integrity, saturated with all necessary components, first of all information and communication, which enables the individual functioningin it to develop his/her abilities and ensure his/her self-realization and personal growth. ICT is also identified as one of the means of developing the creativity of a modern student. It is proved that schools with educational environment focused on the creative development of students can use a variety of teaching aids and greatly improve students’ academic successfulness.

The Effects of Personality Traits of Teachers on the Development of Student Creativity

By using certain techniques, teachers can set an example to their students that fosters development of their creative thinking abilities in addition to other attitudes and behaviors. The general objective of this study, conducted at the primary school level, was to analyze the effects of personality traits of teachers on the development of creative–thinking abilities among students. The Adjective–Based Personality Scale, an in–class observation form, and a creativity task were employed as data collection instruments. At the end of the study, it was found that the teachers with high levels of the openness to experience personality trait exhibited significantly higher levels of behavior supportive of in–class creativity and that the creativity scores of the students in their classes were significantly high. No significant differentiation was found in comparisons related to the personality traits of agreeableness and neuroticism .

Social Facebook With Big Six Approaches for Improved Students' Learning Performance and Behavior: A Case Study of a Project Innovation and Implementation Course.

In Taiwan, classroom lectures are gradually shifting from traditional to diverse digital learning environments through social network websites. Facebook is being used to provide a space for sharing and discussing learning materials and knowledge for teachers and students. In this paper, we focus on the effects of applying Big Six approaches to Facebook on students’ learning performance and behavior in a project innovation and implementation course. The participants were 72 first-year students in a college located in north Taiwan. The experimental participants who took the course were divided into two classes: the experimental group and the control group. While the experimental group used Facebook combined with Big Six approaches, the control group used traditional classroom tools combined with Big Six approaches. The experimental results show that the learning performance and creativity development of students from the experimental group are enhanced after using Facebook with Big Six approaches indicating a great social interaction and discussion cycle. On the other hand, students from the control group were only guided by the teacher. Owing to the lack of interactions between the Internet and the social learning community, there is no obvious enhancement in students’ learning performance and creativity. In addition, we found that the teacher practiced the tips for guiding experimental students to solve the encountered problem, and then the students replied to the classmate’s questions.

Promoting a mixed-design model of scientific creativity through digital storytelling\u2014the CCQ model for creativity

BackgroundThis study presents the development of three research tools of scientific creativity. Our aim is to evaluate the development of student creativity while students write digital stories. Three models are linked to create a new model, called Creative, Cognitive, Qualitative Model for Creativity (CCQ tool). Our research tool examines how creativity can be standardized, first by researchers’ views and then by teachers and students’ creative products. The first tool is based on two existing tools; the Scientific Creativity Structure Model (SCSM) and the TTCT Figural Subscales, and on new characteristics, the effective learning environments, as we have developed them in the CREATIONS Program. We have tried to expand this tool by combining its key elements to the theoretical framework of creativity, as we have approached it in the CREATIONS and the STORIES Programs. The second tool “Students’ Creativity Evaluation Model” is a new tool that derives from empirical data and Grounded Theory methods. It examines the expected, original, and innovative ways of students’ thinking. The third tool “Experts’ Creativity Evaluation Model” allows us to examine the role of experts thinking on writing a story. It aims at tracking experts’ model of thinking and is viewed in comparison to the students’ creative model of thinking. We create a qualitative tool as we believe that a qualitative method delves deeper into students’ internal mechanisms of creativity.ResultsTwelve students’ stories from classrooms of different countries which participate to STORIES Program are analyzed indicatively by two independent researchers. The results seem to indicate that digital storytelling increases scientific creativity among students.ConclusionsThe main difference between expert and students’ approaches is that experts’ stories follow an up to bottom approach, while it is the opposite for students’ creative process. It has to be mentioned that almost all of the stories combined science with creative thinking. Students transformed their personal values into stories; therefore, this creative procedure was influenced by social, cultural, and ethnographical characteristics. The contribution of our research is that it offers a research tool that not only measures creativity but also studies the cognitive mechanisms involved in creative thinking.