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Aspect of individual differences:

Physical

Personality

IntelligenceCreativity ??

Guilford’s Theory: a factor approach

The definitional problem. Melakukan tes terhadap orang2 yang berbeda2 posisi,

tentang struktur intelektual (secara fungsional), dan didapat “the three faces of intellect (operation, content, and product)”, seperti figure 1.

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

Convergent Thinking

MemoryCognition

EvaluationDivergent

Thinking

OPERATIONS

UnitsClasses

Relations

SystemsTransformat

ionsImplicatio

ns

PRODUCTS

BehavioralSemantic

SymbolicFigural

CONTENTS

Matrix of 5X6X4 blocks

Or a total of 120 differences

Guilford’s creative traits

Elaboration

Divergent thinki

ng

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

Mackinnon, Barron, and Roe: Studies of “creative” people

Studi terhadap orang2 terkenal dan experts, menggunakan series of assessment procedures, termasuk psychological personality test. Hasilnya relatif sama dengan Guilford.

Creative

possessing autonomy in judgment

inventive and industrious

independent in judgment

Wallach and Kogan, Getzels and Jackson: Creativity in children

Wallach and Kogan • Elementary-age children

Getzels and Jackson • Teenagers

Hasil

• Kreativitas bukan sekedar suatu fungsi kecerdasan

• IQ di atas 120 adalah menjadi prasyarat ke kreativitas?

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

• IQ dan kreativitas tidak ada korelasi (r=+0.23); IQ<120, r=+0.50; IQ>120, r=+0.20.

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.

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

Apa dampaknya?

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)

Creativity: How is it measured?

Getzels and Jackson: Humor and creativity?

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 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)

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.