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Aspect of individual differences:
Physical
Personality
Intelligence
Creativity ??
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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
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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
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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
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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?
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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)
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Creativity: How is it measured?
Getzels and Jackson: Humor and creativity?
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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.
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