Developing and Assessing a Tool to Measure the Creativity of University Students

Fields, Ziska; Bisschoff, Christo

doi:10.1080/09718923.2014.11893233

Cited by 11 publications

(12 citation statements)

References 3 publications

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“…The reliability of the instruments used in this study was determined using Alpha-Cronbach with an alpha value of 0.79 indicating that the instruments were reliable. This result was following previous studies reported by Fields & Bisschoff (2014) in the development of question items to measure students' creativity (called as a Torrance creativity thinking test). The CCTS instruments used in this study showed good validity and reliability, thus were able to produce a good measurement of students' critical and creative thinking skills in chemistry teaching/learning.…”

Section: Methodssupporting

confidence: 89%

“…High-level thinking skills, especially critical and creative thinking skills, are urgently needed in utilizing the students' knowledge for problemsolving and decision making in various fields of life (Retnawati et al, 2018). Thinking differently and critical thinking are very important for students to make a decision when they face several options (Fields & Bisschoff, 2014). However, low-level thinking skills were often used in many learning processes at schools (Saido et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

181

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Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

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Section: Methodssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

181

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“…9 I have lots of ideas in every domain. 10 One plus one does not always equal two of the scale. (The answers to these items are simply ignored in the evaluation.)…”

Section: Divergent Thinking Convergent Thinking S U B J E C T Iv It Ymentioning

confidence: 99%

“…The proposed scale, called IACEST (Indirect Assessment of Creativity through the Estimation of Stereotypical Thinking) contains two subscales as shown in Tables 1 and 2. See [19] and [10] for details on how the items of similar scales are formulated.…”

Section: For a Graphical Metaphor That Illustrates This Idea)mentioning

confidence: 99%

A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

Șușnea

Vasiliu

2016

INT J COMPUT COMMUN

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It is difficult to measure something we cannot clearly define. No wonder that, for the over 100 definitions of the creativity proposed in the literature, there are almost as many scales and assessment tools. Most of these instruments have been designed for research purposes, and are difficult to apply and score, especially in the educational environment. Not to mention that they are expensive. The research described in this paper is aimed to develop a free, fast, and easy to use software tool for the assessment of creativity in the educational context. To this purpose, we have designed a new scale with 20 items, based on a novel approach focusing on detecting the factors known to block the creativity, like stereotypical thinking, and social conformity. The user input is collected through a web based interface, and the actual interpretation of the results is automated by means of a fuzzy logic algorithm. The proposed solution is interesting because it can be easily integrated in almost any e-learning platform, or used as a stand-alone tool for tracing the evolution of the students involved in courses for the development of creative thinking skills, and also for possible other applications.

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“…According to [31], creativity involutes a set of attributes (like self-confidence desire for achievement, sensitivity) and thinking skills (like fluency, mental flexibility, imagination. Creativity is one's ability to discover new things that do not yet exist, with the learning creativity of students in science subjects helping students solve and provide solutions to a problem with new ideas or ideas.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Students' Psychology: The Relationship among Students' Attitudes, Persistence, Creativity, and Tolerance toward Natural Science Subjects

Astalini¹,

Astalini²,

Kurniawan³

et al. 2020

ujer

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This study aims to describe the relationship between students' attitudes among persistence, creativity, and tolerance in science subjects in Muaro Jambi Middle School, Jambi City Middle School, and Batanghari Regency Middle School. The research design used was quantitative associated with a correlation design. The data collection technique used is total sampling. The research subjects were 767 students. The research instruments used were closed questionnaires consisting of 54 statements of attitude questionnaire, persistence, questionnaire of 30 statements, creativity questionnaire as many as 31 statements and tolerance questionnaires as many as 32 statements. The data analysis technique used is descriptive statistics and inferential statistics. Based on the results of the correlation test on the four variables obtained, a relationship between students' attitudes toward persistence, creativity, and tolerance in science subjects in the Middle School in Muaro Jambi Regency is with a sufficient category. Then students' attitudes toward persistence, creativity, and tolerance in science subjects in Jambi City Junior High School have a positive relationship with a strong category. Likewise, students' attitudes toward persistence, creativity, and tolerance in science subjects in the Batanghari Regency Middle School have a positive relationship with a strong category.

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Developing and Assessing a Tool to Measure the Creativity of University Students

Cited by 11 publications

References 3 publications

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

A Fuzzy Logic Software Instrument and a New Scale for the Assessment of Creativity

Investigation of Students' Psychology: The Relationship among Students' Attitudes, Persistence, Creativity, and Tolerance toward Natural Science Subjects

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