Creative Skills Research Articles

Increasing digital awareness of pre-service teachers (an experimental research)

With the 21st century, the skills expected from people have changed. Expectations in this process have also affected the concept of the ideal human profile. Creative thinking, critical thinking and digital skills can be counted among the skills expected from an ideal person in this period. This transformation manifests itself in many areas. There is no doubt that education systems that can adapt to digital transformation, especially in the field of education, will be the education systems of the future. In this process, it is essential to increase the awareness of teachers towards digital transformation. As a matter of fact, in this study, it was aimed to increase the awareness of pre-service teachers about digital transformation. The research utilized a single group pretest-posttest model from experimental designs. In this context, 30 randomly selected 3rd and 4th grade pre-service teachers studying in the Department of Classroom Education were included in the sample. Within the scope of the research, the awareness scale for digital transformation in education developed by Yurdakal (2024) was used. Alpha value of the scale consisting of 50 items and 3 dimensions is 0.957. Within the scope of the research, an 8-week curriculum was prepared first. The curriculum was applied to the sample for 8 weeks, 4 online and 4 face-to-face. Pre-test and post-test data were collected before and after the implementation. During the process, diaries were distributed to the sample and they were asked to write their thoughts about the whole process. The collected data were analyzed with SPSS 22 and dependent groups were analyzed with T test. The qualitative data obtained within the scope of the research were analyzed by content analysis and codes were obtained and themes were reached by bringing the related codes together. The themes were presented by supporting them with quotations. Looking at the results of the research; it was determined that the participants' awareness of digital transformation post-test (134.96) scores were significantly higher than the pre-test (99.56) scores. In this context, the training process on digital transformation awareness was successful.

Fostering creative thinking skills through digital storytelling

Fostering creative thinking skills through digital storytelling

Notes on gamification and education

The classroom is a dynamic space where active and exploratory methodologies, such as gamification, promote cooperation, critical thinking, motivation, and meaningful learning. Gamification, which uses game elements adapted to teaching, has shown advantages such as increased creativity, autonomy, and digital skills. Its application has been notable in Primary and Secondary Education, as well as in various university disciplines. However, debates persist about its potential and the tendency to prioritize numerical assessment over learning, generating skepticism in certain areas of higher education.

The effect of the mind mapping learning model on the creative thinking ability of elementary students in learning mathematics

The primary objective of this study was to explore how the Mind Mapping instructional approach influences the creative thinking abilities of fourth-grade students in mathematics. This research utilized a quantitative method employing a quasi-experimental design involving two distinct groups: one serving as the experimental group and the other as the control group. The study was conducted at SDN Karadenan, with a sample of 24 fourth-grade students participating in the experimental group and 29 students from SDN Paledang in the control group, selected through purposive sampling. The main focus was to assess the impact of the Mind Mapping approach on students' creative thinking skills in mathematics. Data was collected using the t-test method. The mean difference between the two groups was 4.89 (experimental group = 66.70 and control group = 52.65), indicating that the Mind Mapping approach was more effective compared to traditional lecture methods, question-answer sessions, and assignments. The findings were statistically significant (p = 0.000) based on Independent Sample T-Test analysis. As the significance level (0.000) was less than 0.05, the null hypothesis was rejected, confirming that the Mind Mapping approach significantly enhances creative thinking skills in mathematics among students. Thus, it can be concluded that the Mind Mapping instructional model has a substantial positive impact on students' creative thinking abilities in the context of mathematics.

Unlocking the potential: enhancing higher-order thinking skills in accounting education

ABSTRACT In addition to technical expertise, businesses require accounting graduates to have enhanced higher-order thinking skills (HOTS), such as evaluative and creative skills. Higher education scholars describe pedagogical practices that help students develop HOTS and emphasise the importance for preparing students for career success. Using a qualitative research design, I examine the pedagogical practices of accounting faculty teaching in the United States using data from 25 semi-structured interviews. I find that accounting faculty emphasise application and analysis HOTS more than evaluative and creative HOTS. This study offers insights into how minor adjustments to existing practices can facilitate students’ progression up Bloom's taxonomy (1956), fostering the development of evaluative and creative skills across various accounting sub-disciplines. Students’ mastery of evaluative and creative skill sets is critical to competency development and career success as emerging technologies already routinely apply and analyse data.

Steering digital maturity: a design-based educational model for empowering digital creativity and future skills

Steering digital maturity: a design-based educational model for empowering digital creativity and future skills

Profile Analysis of Creative Thinking Skills and Sustainability Awareness of Senior High School Students in Polewali Mandar Regency

21st century skills are currently very important in the demands of student learning. However, some previous studies have shown that students have low levels of 21st century skills development. One of the important 21st century skills is creative thinking skills. In addition, in the current era, students must also have an awareness of sustainability, given the many natural phenomena that occur in their lives. This study aims to analyze the profile of the level of creative thinking skills and sustainability awareness in one of the senior high schools in Polewali Mandar Regency. This research is quantitative descriptive research conducted by giving a questionnaire of creative thinking skills and sustainability awareness. The questionnaire instrument was made as many as 15 statements, each of which had four alternative answers. The creative thinking skills questionnaire was made using four indicators namely fluency, flexibility, originality and elaboration, while sustainability awareness uses three indicators namely behavioral and attitudinal awareness, emotional awareness and practical awareness. The results showed that the profile of creative thinking skills in each indicator was 65% fluency in the moderate category, 74% flexibility in the creative category, 67% originality in the moderate category and 67% elaboration in the moderate category. As for the profile of student sustainability awareness on each indicator, namely behavioral and attitudinal awareness of 68% with the category of habits that are being carried out with a sufficient level, emotional awareness of 78% with the category of habits that always occur, and practical awareness of 59% with the category of habits that are being carried out with a sufficient level.

Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar pada Pembelajaran Bahasa Indonesia Berbasis Literasi Digital pada Kurikulum Merdeka

In the 21st-century education era, learning models that enhance critical thinking, collaboration, communication, and creative thinking skills are essential. Digital-based learning, specifically digital literacy, equips students not only with knowledge but also with the ability to apply their understanding in real-life situations, particularly for elementary school students. This study aims to optimize the process of improving 21st-century skills among elementary school teachers. Using instruments such as analysis documents (student self-reports during PBL implementation), 21st-century skills rubrics, and teacher questionnaires, the research seeks to provide a comprehensive description of the role of digital-based learning in enhancing these skills. The findings indicate that digital-based learning significantly supports the development of critical thinking, collaboration, communication, and creative thinking skills. Furthermore, this research offers valuable insights into the integration of digital-based learning in the independent curriculum for elementary schools, serving as a reference for Indonesian language learning.

EXPLORING CREATIVE THINKING SKILL

This study aims to describe students' abilities with visual-spatial and logical-mathematical intelligence in solving contextual mathematical problems. This qualitative research involved two eighth-grade students from a junior high school, each with a background in logical-mathematical and visual-spatial intelligence. The task consisted of two questions that asked students to create two park designs and two alternative payment methods for the "Suroboyo Bus." These findings show both subjects’ complete fluency and flexibility indicators in creative thinking. Subjects exhibit the ability to generate diverse solution pathways and apply various problem-solving strategies. Furthermore, the creative thinking skills displayed by the subject contribute to their comprehensive understanding of mathematical concepts and foster deeper engagement with the subject. The analysis results show that students with logical-mathematical intelligence were able to solve the problems well and came up with various alternative answers that other students did not consider. Students with visual-spatial intelligence were able to solve the problems successfully but did not find ideas to search for alternative answers beyond what was already presented. These findings indicate that both students with visual-spatial and logical-mathematical intelligence were capable of solving the given contextual problems, although there is still room for improvement

Effects of Teachers’ Media Utilization and Computational Thinking on Sustainable Development in Early Childhood Education

(1) Background: The study aims to analyze the degree of media use among early childhood teachers and the correlations between their computational thinking, playfulness, creativity, and problem-solving abilities. It confirms a strong correlation between playfulness and problem-solving abilities and investigates whether higher levels of computational thinking are associated with higher levels of playfulness. This research is positioned within the context of sustainable development in early childhood education, emphasizing the importance of integrating digital literacy and computational thinking skills to promote sustainability. (2) Methods: The research was conducted on teachers working in daycare centers and kindergartens in Jeju Island, South Korea. A total of 203 questionnaires were collected, employing descriptive statistics, frequency analysis, Pearson’s correlation coefficient analysis, one-way ANOVA, and multiple regression analysis. (3) Results: The study found that teachers’ degree of media literacy affects their media use. Additionally, the higher the degree of computational thinking, the more significant the effect on early childhood teachers’ playfulness. Furthermore, early childhood teachers’ playfulness, creativity, and problem-solving skills were all significantly correlated overall. (4) Conclusions: The findings suggest that if teachers take an interest in IT media and find ways to use it positively, it will have a positive effect on early childhood education. Moreover, increasing computational thinking skills will enable the effective use of various tools, positively impacting teachers’ roles. The study proposes that enhancing early childhood teachers’ playfulness, creativity, and problem-solving skills will contribute to sustainable development in early childhood education.

Sustainable and Impactful Education: Community Development within The Fourth Industrial Revolution (4IR ) In South Africa: STEAM Evaluation

South Africa, amidst the Fourth Industrial Revolution’s challenges, explores sustainable education intersecting with community development. Employing a mixed-methods approach, the study scrutinized educational dynamics. A case study method selected three secondary schools, involving 105 learners were purposively selected for this study. The study was underpinned by the human capital theory. This theoretical framework highlights the importance of addressing systemic inequities and promoting social justice. A questionnaire was used as a data collection tool. Qualitative data captured community perspectives, advocating for technology integration in education. Overcoming barriers like infrastructure and digital literacy was seen as crucial. The study findings highlighted integrating STEM education into South Africa’s curriculum, focusing on interdisciplinary strategies to nurture creativity, critical thinking, and problem-solving skills. STEAM courses were seen as a way which prepare students for the 4IR, fostering adaptability and future employment readiness. Lack of electricity, computers, and availability of computer training was revealed as one of the lacking factors among teachers in schools. Themes were drawn and discussed in relation to the research question. The study suggests assessing long-term impacts on community indicators like economic empowerment and health. The study concluded that police makers and curriculum designers may need to re-evaluate educational systems for STEAM. The study therefore recommended that it may be of great help if rigorous outcome evaluation measures of educational intervention would be effective in schools. Also, analyzing policy frameworks was recommended as essential for national development agendas, and bridging policy gaps Keywords: STEAM, Fourth Industrial Revolution (4IR), Development, Sustainable, Education

Sustainability in (engineering) education through reclaiming and reusing electronic components from e-waste: a last decade research review

Purpose This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices. Design/methodology/approach A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills). Findings The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated. Originality/value Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

Application Creative Problem Solving to Improve Junior High School Students' Creative Thinking Skills in Environmental Pollution Materials

Education is an effort to improve the quality of life and human resources. One of these educational goals is to increase student creativity in learning at school. The purpose of this study was to determine the increase in students' creative thinking skills, learning implementation, and the responses of class VII E students of SMP Negeri 2 Semen after implementing the learning process by applying the creative problem solving learning model to environmental pollution material. The research method used is Pre-Experimental Design with the experimental design used is One-Group-Pretest-Posttest. The research subjects in this study were students of class VII E with a total of 34 students at SMP Negeri 2 Semen Kediri. Data collection using tests (pretest-posttest), observation sheets of learning implementation, and student response questionnaires. Based on the results of the study after carrying out learning by applying creative problem solving it was found that students' creative thinking skills increased with an N-Gain value of 0.75 with very high criteria. The application of the creative problem solving learning model in class VII E of SMP Negeri 2 Semen was carried out well, this can be seen from the mode value of the results of observing the implementation of learning, namely 4. Student responses to the application of creative problem solving learning models in environmental pollution material received a value of 85, 10% with very high criteria which means students give a positive response. The conclusion from this study is that the creative problem solving learning model influences the creative thinking skills of class VII E students of SMP Negeri 2 Semen Kediri.

Implementasi Project Based Learning dalam Pembelajaran Abad 21 pada Mata Kuliah Kesehatan Perempuan dan Perencanaan Keluarga

Education in Indonesia is experiencing development, students are required to compete in the era of industrial revolution 4.0 in the 21st century to be able to improve their abilities, namely collaboration, communication, creative and critical thinking and problem solving skills. So an effort is needed that can be applied to learning activities and one of them is through the application of the Project Based Learning learning model. This project-based learning is a learning strategy that empowers students to gain knowledge and understanding. The aim of this research is to increase student creativity through project-based learning to create teaching media to introduce the female reproductive organs and their functions. Classroom action research research design. The population of this research is all students taking women's health and family planning courses for the 2022-2023 academic year with a sample size of 13 odd semester (three) students. The data collection technique looks at activity during the lecture process and monitors the progress of projects carried out by students using observation assisted by instruments, namely written tests, performance tests and observation sheets. The results show an increase in learning outcomes in the category of students' thinking skills and creativity, which can be seen from the students' enthusiasm in completing the Teaching Aids for Introduction to Female Reproductive Organs project as well as presenting and publishing the results of their work. So it can be concluded that the application of the Project Based Learning (PjBL) learning model can improve the learning outcomes of thinking skills and creativity of students at the Tahirah Al Baeti Bulukumba Midwifery Academy for the 2022/2023 Academic Year.

Peran Guru Dalam Meningkatakan Efektivitas Pembelajaran Kurikulum 13 Di SMP 2 Negeri Ambulu Kelas 8

In this abstract, we discuss the important role played by teachers in improving the performance of Curriculum 13 in Indonesia. Curriculum 13 Emphasizes project-based learning and scientific approaches to improve student competence. As the main role holder in the learning process, teachers have a big responsibility to design and implement learning in accordance with the principles of this curriculum. This research emphasizes how teachers use learning approaches that increase students' creativity, critical thinking, and social skills. In addition, discussions were held on supporting factors such as adequate training, availability of adequate resources, and support from school leadership to ensure that Curriculum 13 is implemented effectively in all schools.

Assistance for Micro Businesses of Canang Sari Traders in Penatih Dangin Puri Village, East Denpasar

Microenterprises are businesses run by people categorized as poor or near poor. They are family-owned, using local resources and simple technology. Micro-enterprises include unbanked people, a group that is difficult to get access to banking even though this group has the potential to develop business. Canang Sari is the simplest form of offerings in the form of janur made rectangular decorated with various types of flowers that are offered as an effort to get closer to God in prayer. Based on observations, there is a group of canang traders called the Canang Sari Wangi group located in Banjar Laplap Putih, Penatih Dangin Puri Village, East Denpasar who really need help to overcome the problems they face. This Canang Sari Wangi trader group has 5 members who have been established since 2020. The problems faced by this group of Canang Sari Wangi traders are difficult to get access to banking, lack of knowledge for business development due to fluctuations in demand, very fierce competition, high operational costs, lack of understanding of creative marketing and the absence of careful and thorough administration of financial reports. The approach taken is to further coordinate with members of the Canang Sari Wangi Group so as to obtain the main needs for increasing productivity, namely by providing assistance to facilitate access to banking, entrepreneurship assistance, improve creative marketing skills and make business bookkeeping. The output target to be achieved is an increase in the ability of partners to access banking, through creative marketing partners are able to increase group income by 30% and all members of the Canang Sari Wangi group are able to make simple group bookkeeping. The method of implementing this activity is preceded by collecting information from partner conditions, designing activities to be carried out, followed by program socialization, conducting training, mentoring and evaluation.

Ketrampilan Berpikir Kreatif: Suatu Kajian Literatur Sistematik

Creative thinking needs serious attention because it is one of the essential skills in the 21st Century that supports academic and professional success. This research aims to systematically review the literature regarding strategies for improving creative thinking in students. The study is a Systematic Literature Review (SRL) involving 15 journals published in 2018-2022 and examines the topic of creative thinking skills, improving creative thinking skills, or training creative thinking skills. The journal search was done using a search engine (Google Chrome). The data that has been collected will be analyzed descriptively according to the existing research questions—data analysis using meta-synthesis. The research results show that creative thinking is an idea-construction process emphasizing fluency, flexibility, originality and elaboration. Students' creative thinking abilities can be improved by implementing scientific learning strategies. Several learning models that can improve students' creative thinking abilities include Creative Problem problem-solving, Discovery Learning, Scientific Critical Creative Thinking Model, STEM-E Model, problem-solving learning and Contextual Learning, Problem-Based Learning, project-based Learning, Authentic Learning, and Research-Based Learning

INFLUENCE COMPETENCY BASED CURRICULUM HAS ON LEARNERS’ CREATIVE THINKING SKILLS AMONG GRADE THREE LEARNERS IN KISUMU WEST SUB COUNTY

This research investigated the influence of the Competency Based Curriculum on attainment of 21st century competencies among learners in Kisumu West Sub-County. The research problem was based on a growing concern among researchers and educators that the learner centred curriculum had initially been largely flawed, hurried and lacking proper strategies as well as wide consultation. Major education stakeholders such as parents also received the Competency Based Curriculum with a lot of negativity and resistance claiming that the system is financially oppressive and burdensome. Learners too were caught in between and almost lost confidence in the curriculum due to the cynical talks about it from their parents, social media and the general public. The study therefore strived to identify the degree to which the competency-based curriculum has improved learners’ creative thinking. The study was guided by the constructivist theories. Mixed research methodology was adopted. A descriptive survey design was used. Purposive sampling was used to identify 32 schools out of 105 primary schools. A total of 133 respondents were involved in various segments of data collection tools; focus group discussion schedules, questionnaires, observation schedules and document analysis schedules, mainly to elicit information from school principals, teachers and parents within public, private, special and integrated schools. The study instruments were found to be reliable with a Cronbach’s Alpha 1.0. Collected data was analysed using both descriptive and inferential statistics. The data was presented in tables and figures. The coefficients the independent variable was positive and statistically significant. The study found creative thinking the most significant variable (97.5%). The study findings indicated that the independent variable was the predictor of acquisition of 21st century competencies among learners. The study recommended that supervision in schools should be intensified and appropriate support rendered to ensure effective and efficient implementation of the curriculum in order to help the curriculum fully achieve its objectives. KEY WORDS: Competency Based Curriculum, Learners’ Creative Thinking Skills, Grade Three Learners, 21st Century Competencies

The impact of structural analysis of works of fine art on enhancing the creativity of artists and interior designers

This article explores the impact of structural analysis of a work of art on enhancing the creativity of designers and artists. The results of the study showed that consistent adherence to all stages of the artistic and compositional aspect of the analysis of an art object can have a significant impact on increasing creative capabilities in the development of creative thinking, as well as obtaining the necessary instrumental skills for creating various types of internal spaces using objects of fine art. As part of this study, recommendations were also drawn up for the practical use of associative components to create the desired emotional atmosphere in various types of interiors. The results of the study allowed us to propose a methodological approach based on a sequential process, which includes art tasks for students and recommendations for integrating the creative process from the field of art into art education. The proposed approach can also be applied to improve creative skills through analysis in other types of fine arts and will provide an opportunity to replenish and expand the knowledge base in this area.

Effect of Training in Creative Thinking Skills on Educational Psychology to Achievement of Tertiary Education Students

This study investigated the effect of training in creative thinking skills on Educational Psychology II achievement of tertiary education students. The study adopted a pre-test, posttest and control design. Four research questions and two hypotheses guided the study. The undergraduate Creative Thinking Questionnaire (UNCTQ) was employed in data collection. The instrument was developed by the researchers and it had two items bordering on creativity and critical thinking. It has a ceiling point of 100%. Undergraduates who scores less than 50% were selected through randomization for the study. The objective of selecting them was to teach them creative thinking skills. The UNCTQ was used at pre-test before the training exercise. UNCTQ-1 which was reshuffled after the six weeks training on creative thinking was the second instrument which served as a post-test instrument. The instrument was validated by specialists and was determined to have reliability coefficients of 0.71 and 0.80. Data collected was analyzed in two domains: Descriptive statistics was employed in answering the research questions whereas analysis of co-variance (ANCOVA) was employed in testing the hypotheses formulated. The study found that participants in convergent treatment group had improved achievement mean score at posttest assessment; those in divergent thinking treatment group improved and higher achievement mean score at posttest and that those in inspirational thinking skill group obtained a higher achievement mean score at posttest. The study therefore recommends as follows: that training in creative thinking be encouraged in all tiers of education in Nigeria, using the techniques of convergent, divergent and inspirational thinking skills etc.