Promoting Creativity and Self-efficacy of Elementary Students through a Collaborative Research Task in Mathematics: A Case Study

Katz, Sara; Stupel, Moshe

doi:10.5430/jct.v4n1p68

Cited by 14 publications

(10 citation statements)

References 34 publications

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“…Moreover, only few previous studies (see for example Alfonso-Benlliure, Meléndez, & García-Ballesteros, 2013; Cheung, 2012;Katz & Stupel, 2015;Lin, 2011;Tsai, 2013) highlighted the importance of creating an appropriate learning environment, especially aimed at promoting and supporting students' creativity. Moreover, a proficient data comparison and integration that could lead to more systematic shared practices is still missing.…”

Section: Creativity As a Learning Objectivementioning

confidence: 99%

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Lucchiari

Sala

Vanutelli

2019

Thinking Skills and Creativity

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The goal of this experimental research was to demonstrate that creative thinking could be trained in primary school children. After asserting the difficulty to determine a unique definition of creativitythe concept fits to several fields and areas of intereststhe capacity to produce numerous ideas and to think divergently was chosen as the framework within creativity as a way of thinking that can be assessed and measured. Even though creativity is challenging to define and consequently to operationalize, tests exist with the purpose to evaluate creativity levels in individuals. Starting from the Test of Child Creativity (TCI) an Italian mental reactive aimed at measuring the potential of creative thinking in individual children, a Group Creativity Assessment (gTCI) was made up with the objective to test 224 children belonging to 10 primary school classes (5 second grades and 5 third grades), achieving creativity scores of groups. The aim was to investigate whether children's attitude to think divergently would improve after participating in a creativity training made up of 10 interactive one-hour long sessions. For that reason, all the sample of children were tested in T0 before the training; afterward 8 out of the 10 classes were weekly trained, before being all 10 classes tested again in T1, 10 weeks after T0. The hypothesis was that the trained classes would have improved in creative thinking, whereas the control groups would have not. It was therefore demonstrated the efficacy of the specific technique to train creative thinking that was conceived, developed and administered to the children.

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Section: Creativity As a Learning Objectivementioning

confidence: 99%

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Lucchiari

Sala

Vanutelli

2019

Thinking Skills and Creativity

View full text Add to dashboard Cite

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“…Hal ini seharusnya menjadi evaluasi untuk lebih memberi ruang gerak lebih kepada siswa untuk mengeksplor kreativitas melalui suatu masalah matematika. Katz & Stupel (2015) berpendapat sebaiknya siswa diberi kesempatan untuk meningkatkan kreativitas matematis mereka dengan menggunakan tugas kreatif. Dapat disimpulkan bahwa kreativitas merupakan produk dari aktivitas berpikir untuk menyelesaikan atau memecahkan masalah dengan solusi berbeda yang dinamakan berpikir kreatif.…”

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Analisis Berpikir Kreatif Siswa Berkemampuan Matematika Rendah Dalam Menyelesaikan Ill-Structured Problem

Ghofiqi

Irawati

Rahardi

2019

Jur.Pend.Teo.Pen.Peng.

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Abstract: The purpose of this study was to find out in detail the creative thinking of students with low mathematical abilities in solving ill-structured problems. This type of research is a case study, tconducted at SMPN 4 Waru (State Junior High School 4 Waru), Sidoarjo. 16 Students complete the ill-structured problem test, then subjects are chosen who have a level of creative thinking in the creative category and have low mathematical abilities. The results of the study showed students fulfilled the fluency aspect based on students' ability to provide at least two correct answers and were able to explain it. Flexibility aspects are fulfilled based on students' abilities in each answer written using different ideas. While the novelty aspect is not fulfilled because students do not give any unusual answers.Abstrak: Tujuan penelitian ini adalah untuk menganalisis berpikir kreatif siswa berkemampuan matematika rendah dalam menyelesaikan ill-structured problem. Jenis penelitian ini yaitu studi kasus, dilaksanakan di SMPN 4 Waru, Sidoarjo. 16 Siswa menyelesaikan tes ill-structured problem, selanjutnya dipilih subjek yang mempunyai level berpikir kreatif dalam kategori kreatif dan mempunyai kemampuan matematika rendah. Hasil penelitian menunjukkan siswa memenuhi aspek fluency berdasarkan kemampuan siswa dalam memberikan minimal dua jawaban benar serta mampu menjelaskannya. Aspek flexibility terpenuhi berdasarkan kemampuan siswa pada setiap jawaban yang dituliskan menggunakan ide yang berbeda, sedangkan aspek novelty tidak terpenuhi karena siswa tidak memberikan satu pun jawaban tidak biasa.

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“…The finding of this research is in line with some previous research. Firstly, Katz and Stupel (2015) found collaborative research task in mathematics promotes creativity and self-efficacy. PBL consists of many activities in which students have to cooperate with teams to create a project/product.…”

Section: Discussionmentioning

confidence: 99%

A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic

Nurhajati¹

2021

JDR

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During the Covid-19 pandemic, the learning process must be carried on from home. In fact, all of the university graduates should be equipped with a number skills needed to face the Industrial Revolution 4.0. Therefore, lecturers are expected to find the solution to train the skills, including creativity. One of the solutions is selecting the right teaching strategy. This research was carried out to answer the questions: “What are the teaching strategies employed by the lecturer English Profession to promote creativity?” and “How do the strategies enhance the students’ creativity?” This descriptive qualitative study took 60 students as the subjects. They were the students who took English Profession Subject at the Elementary School Education, University of Nusantara PGRI Kediri. The techniques of collecting data were observation checklist and questionnaire. The findings of the research show that the lecturer employed Project Based Learning in which the students were assigned to create some projects, namely video, game manual, and English book for elementary school students.

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Promoting Creativity and Self-efficacy of Elementary Students through a Collaborative Research Task in Mathematics: A Case Study

Cited by 14 publications

References 34 publications

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Analisis Berpikir Kreatif Siswa Berkemampuan Matematika Rendah Dalam Menyelesaikan Ill-Structured Problem

A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic

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