(10) kreativitas

7/27/2019 (10) Kreativitas

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2/13

Aspect of individual differences:

Physical

Personality

Intelligence

Creativity ??


3/13

Guilfords Theory: a factor approach

The definitional problem.

Melakukan tes terhadap orang2 yang berbeda2 posisi,

tentang struktur intelektual (secara fungsional), dandidapat the three faces of intellect (operation, content,

and product), seperti figure 1.


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Figure 1: Theoretical model for complete structure of intellect(Sprinthall&Sprinthall,1974)

Convergent

Thinking

Memory

Cognition

Evaluation

Divergent Thinking

OPERATIO

NS

Units

Classes

Relations

Systems

Transformatio

ns

Implications

PRODUCT

S

BehavioralSemantic

SymbolicFigural

CONTENTS

Matrix of 5X6X4

blocks

Or a total of 120

differences


5/13

Guilfords creative traits

Elaboration

Divergent

thinking

Flexibility

Originality

Fluency

Kreatif berarti berpikir divergen yang menghasilkan sesuatu yang unik, pemikirannya asli atau

baru, dan biasanya berbeda bahkan menyimpang dari gagasan konvensional atau umum


6/13

Mackinnon, Barron, and Roe: Studies of creative people

Studi terhadap

orang2 terkenal dan

experts,

menggunakan series

of assessmentprocedures, termasuk

psychological

personality test.

Hasilnya relatif sama

dengan Guilford.

Creative

possessingautonomy injudgment

inventive and

industrious

independentin judgment


7/13

Wallach and Kogan, Getzels and Jackson:

Creativity in children

Wallach andKogan

Elementary-age children

Getzels andJackson

Teenagers

Hasil

Kreativitas bukan sekedar suatu fungsi kecerdasan IQ di atas 120 adalah menjadi prasyarat ke kreativitas?

Pikiran kreatif adalah sedikit banyak terpisah dari kecerdasanumum, karena merupakan suatu proses yang lebih mandiri.

IQ dan kreativitas tidak ada korelasi (r=+0.23); IQ120, r=+0.20.


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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.


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IQ and creativity

are not

synonymous, andteachers seem to

prefer students

with high IQ's to

those with highcreativity.

Apa dampaknya?


10/13

Creativity: How is it measured?

Problem solving ability test

(Flanagans Ingenuity test,

Guilfords sample insight

problem, Pattern arrangementtest).

Nonverbal test (Pattern

meanings, the line meaning

test)


11/13

Creativity: How is it measured?

Getzels and Jackson: Humor and creativity?


12/13

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 convergentthought

How to teach for creative/ divergent thinking? 1) meng-create kurikulum

untuk pengalaman belajar alternatif, 2) modifikasi setting kelas, 3)

menggunakan the creativity assessment procedures sebagai teknik

mengajar, 4) membantu siswa berpikir divergen, uncommon, unik(merubah mind-set)


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Sebagai Penutup.

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.

(10) kreativitas

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