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Kreativitas

Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Kreativitas. Aspect of individual differences:. Guilford’s Theory: a factor approach. The definitional problem.

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Kreativitas

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  1. Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas Kreativitas

  2. Aspect of individual differences:

  3. Guilford’s Theory: a factor approach • The definitional problem. • Melakukantesterhadap orang2 yang berbeda2 posisi, tentangstrukturintelektual (secarafungsional), dandidapat“the three faces of intellect (operation, content, and product)”,sepertifigure 1.

  4. Figure 1: Theoretical model for complete “structure of intellect” (Sprinthall&Sprinthall,1974) CONTENTS OPERATIONS Symbolic Behavioral Figural Semantic Evaluation Convergent Thinking • Matrix of 5X6X4 blocks • Or a total of 120 differences Divergent Thinking Memory Cognition Units Classes PRODUCTS Relations Systems Transformations Implications

  5. Guilford’s creative traits Kreatifberartiberpikirdivergen yang menghasilkansesuatu yang unik, pemikirannyaasliataubaru, danbiasanyaberbedabahkanmenyimpangdarigagasankonvensionalatauumum

  6. Mackinnon, Barron, and Roe: Studies of “creative” people • Studiterhadap orang2 terkenaldan experts, menggunakanseries of assessment procedures, termasukpsychological personality test. Hasilnyarelatifsamadengan Guilford.

  7. Wallach and Kogan, Getzels and Jackson: Creativity in children

  8. E. Paul Torrance • The famous Minnesota Test of creative thinking (tes verbal) • To be creative if the included fluency, flexibility, originality, and imagination. • Creative people tend to generate many original • Torrance has added some non verbal assessment items, such as incomplete drawings.

  9. IQ and creativity are not synonymous, and teachers seem to prefer students with high IQ's to those with high creativity. • Apadampaknya?

  10. Creativity: How is it measured? • Problem solving ability test (Flanagan’s Ingenuity test, Guilford’s sample insight problem, Pattern arrangement test). • Nonverbal test (Pattern meanings, the line meaning test)

  11. Creativity: How is it measured? Getzelsand Jackson: Humor and creativity?

  12. Creativity: Implication for teaching • The creative process can be taught, through instruction, teach pupils to think in uncommon ways, to develop divergent solution to problems, to associate flexibility, to elaboration fluency. • Most classroom instruction is organized in order to promote convergent thought • How to teach for creative/ divergent thinking? 1) meng-create kurikulumuntukpengalamanbelajaralternatif, 2) modifikasi setting kelas, 3) menggunakan the creativity assessment procedures sebagaiteknikmengajar, 4) membantusiswaberpikirdivergen, uncommon, unik (merubah mind-set)

  13. SebagaiPenutup…. • A key element in the growth of creativity is the ability to take risk, to make change, to give up the known and the familiar.

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