(10) Kreativitas.pptx 333KB Apr 25 2011 02:06:56 AM
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Aspect of individual differences:
Physical
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)
OPERATIO
NS
CONTENT
S Behavior
Symbolic
al
Figural
Semantic
Evaluation
Convergent
Divergent
Thinking
Thinking
Memory
Cognition
Units
Classes
PRODUCT
Relations
S
Systems
Transformati
ons
Implicatio
ns
Matrix of
5X6X4 blocks
Or a total of
120
differences
Guilford’s creative traits
Flexibility
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
Creative
Studi
terhadap
orang2 terkenal
dan experts,
menggunakan
series of
assessment
procedures,
termasuk
psychological
personality
test. Hasilnya
relatif sama
dengan
Guilford.
Wallach and Kogan, Getzels and Jackson:
Creativity in children
Wallach and
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.
i
t
a
e
Kr
s
a
t
i
v
vitas
i
ti
t
a
a
e
e
r
K
itas Kr
v
i
t
a
Kre
s
a
t
tivi
Krea
ativitas
e
r
K
s
a
t
i
Kreativ
itas
Kreativ
i t as
Kreativ
i t as
Kreativ
i t as
Kreativ
i t as
Kreativ
i t as
Kreativ
a
t
i
v
i
t
a
Kre
s
Aspect of individual differences:
Physical
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)
OPERATIO
NS
CONTENT
S Behavior
Symbolic
al
Figural
Semantic
Evaluation
Convergent
Divergent
Thinking
Thinking
Memory
Cognition
Units
Classes
PRODUCT
Relations
S
Systems
Transformati
ons
Implicatio
ns
Matrix of
5X6X4 blocks
Or a total of
120
differences
Guilford’s creative traits
Flexibility
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
Creative
Studi
terhadap
orang2 terkenal
dan experts,
menggunakan
series of
assessment
procedures,
termasuk
psychological
personality
test. Hasilnya
relatif sama
dengan
Guilford.
Wallach and Kogan, Getzels and Jackson:
Creativity in children
Wallach and
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.