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Journal articles on the topic 'Creative style'
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1
Goldsmith, Ronald E. "Creative level and creative style." British Journal of Social Psychology 26, no. 4 (1987): 317–23. http://dx.doi.org/10.1111/j.2044-8309.1987.tb00794.x.
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ZIA, SAYMA, ISMAT FATIMA, and SANA AZHER. "Investigating the Concept of Creative Disposition & Decision Making Styles." International Review of Management and Business Research 10, no. 2 (2021): 12–25. http://dx.doi.org/10.30543/10-2(2021)-2.
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This purpose of this study aims to determine the impact of decision making styles in organizations operating in Karachi. It focuses on exploring different components of decision making styles and investigates the concept of creative disposition. Moreover, it determines the correlation of different components of decision making styles to creative disposition of employees. It identifies necessary changes in decision making styles to increase its impact on creative disposition. Explanatory technique is adopted to determine the impact of logic, facts and personal experiences in decision making style on creative disposition; followed by primary data collection. Quantitative paradigms are used to perform the analysis. Target population of current study comprises of employees working in organizations of Karachi. Sampling technique used is non-probability convenient sampling. Sample size is of 384. Survey technique has been adopted for data collection process. Instrument used is questionnaire for data collection multiple linear regression technique has been used for analysis. The results of the study revealed that there is a significant role of logic based decision making style, facts based decision making style and personal experience based decision making style to determine positive creative disposition shows that it has a significant impact on it. This study successfully explained importance of decision making styles in developing creative disposition in organizations. Keywords: Logic Based Decision Making Style, Facts Based Decision Making Style, Personal Experience Based Decision Making Style, Creative Disposition.
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Ilyana, Sariyatul, and Mahfud Sholihin. "The Effect of Incentives and Leadership Styles on Creative Performance." Journal of Indonesian Economy and Business 36, no. 1 (2021): 14. http://dx.doi.org/10.22146/jieb.59893.
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Introduction/Main Objectives: This study investigates whether the type of incentives offered and leadership styles interact to affect creative performance. Background Problems: Creativity is highly needed by companies to survive in a volatile business environment. Prior research found that management control systems and the leadership style were able to stimulate creativity. It is still unclear which type of incentives and leadership styles are able to stimulate creativity. Therefore, this research proposes a research question, what kind of management control systems and leadership style can improve creative performance? Novelty: This research focuses on comparing monetary and non-monetary incentives, based on competition, to produce the most creative ideas, but empirical studies into the context of creativity are still limited. Furthermore, this study investigates two different leadership styles and it sheds light on the fact that the leadership styles needed in a creative environment differ from those styles used in a non-creative environment. Research Methods: This study was conducted using a 2x2 between subject experimental design with two incentive treatments (tournament and recognition) and two leadership style treatments (directive and empowering). Finding/Results: Consistent with Lourenco (2016), monetary incentives (including tournaments) and non-monetary incentives (recognition) are substitutive. Furthermore, the empowering leadership style leads to a greater creative performance than the directive style does. The results indicate that, in the condition of a tournament incentive, empowering leadership is able to produce a higher creative performance than directive leadership can. Conclusion: There is no significantly difference between the effect of monetary incentives and non-monetary incentives on creative performance. This study’s result is consistent with the situational leadership theory, certain types of leadership are appropriate for certain environmental conditions. For improved creative performance, employees need to be empowered because they need the authority and freedom to develop ideas. This study provides knowledge about the impact of incentives and leadership styles on creative performance. Furthermore, this study provides practical knowledge for companies on how to improve creativity in the work environment by using certain incentives and leadership styles.
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Tabatabei, Ezzat. "Innovative, creative VARK learning styles improvement strategies." Global Journal of Foreign Language Teaching 8, no. 3 (2018): 87–93. http://dx.doi.org/10.18844/gjflt.v8i3.539.
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Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning.
 
 Key words: learning styles VARK; self-disclosure; deeper learning; learning style
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Lee, Hangeun, and Kyung Hee Kim. "Relationships Between Bilingualism and Adaptive Creative Style, Innovative Creative Style, and Creative Strengths Among Korean American Students." Creativity Research Journal 22, no. 4 (2010): 402–7. http://dx.doi.org/10.1080/10400419.2010.523409.
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Wang, Qi, and Alamusi H. "Design of Watercolor Cultural and Creative Products Based on Style Transfer Algorithm." Mathematical Problems in Engineering 2022 (July 31, 2022): 1–9. http://dx.doi.org/10.1155/2022/2711861.
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Due to the long design cycle of watercolor cultural and creative products, a design method based on style transfer algorithm is proposed. Here, the design of Shanghai style watercolor painting cultural and creative products is taken as the research object, VGG-19 network is used as the style transfer model, and the loss function of style transfer algorithm is designed. The simulation results show that the proposed method can effectively extract and reconstruct the color, texture, brushstroke, and other styles of Shanghai style watercolor painting. The generated new images are added as design elements, which makes the cultural and creative products have both appearance and personalization. In addition, the newly generated cultural and creative products have also obtained high satisfaction from experts and users, which meet the aesthetic changes. It can be seen that proposed method provides a new idea for the design of watercolor cultural and creative products, which shortens the product design cycle, reduces the design cost, and has a certain practicality.
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HUSEYNOVA, Sevda. "Creative characters in Maugham’s style." Humanities science current issues 1, no. 41 (2021): 141–47. http://dx.doi.org/10.24919/2308-4863/41-1-21.
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GELADE, GARRY. "Creative Style and Divergent Production." Journal of Creative Behavior 29, no. 1 (1995): 36–53. http://dx.doi.org/10.1002/j.2162-6057.1995.tb01422.x.
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Fionika, BT Yosi Olda, Kamid Kamid, and Evita Anggereini. "The Influence of the SAVI Approach and Learning Styles on Student’s Creative Math Skills." Mathematics Education Journal 2, no. 2 (2018): 106. http://dx.doi.org/10.22219/mej.v2i2.6495.
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Learning technique at school should concentrate on developing studentscreativity. Creative thinking ability will be the determinant of individualsuccess. But in fact, students are familiar with routine and simple learning.The SAVI approach is an approach that combines physical movement withintellectual activity. Learning style is the capital of a student to absorbinformation. The method used in this research is quantitative method, whichis the purpose is to know the influence of SAVI approach and learning styleto students' creative thinking ability in mathematics when compared withdirect learning. The instruments used are tests of creative thinking abilitiesand learning styles of students. The result of data analysis using statistical testthat is (1) there is influence of SAVI approach and learning style to studentcreative thinking ability. (2) there is influence of SAVI approach to SAVIcreative thinking ability. (3) there is influence of student learning style tostudent creative thinking ability. (4) there is an interaction between SAVIapproach and learning style to students' creative thinking ability.
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Kuchimova, Farida Toshtemirovna. "Creative Aspects Of The Projective Style Of Thinking." American Journal of Interdisciplinary Innovations and Research 02, no. 10 (2020): 35–39. http://dx.doi.org/10.37547/tajiir/volume02issue10-07.
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This article reveals the creative and irrational aspects of the projective style of thinking. In this article, the problem of creativity and creativity is analyzed philosophical-epistemological. In addition, the manifestation of irrationality in the creative process has shown the heuristic significance of such situations as dreams, intuition, and spontaneous cognition. And many discoveries and inventions in the history of science are precisely the result of irrationality.
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Tweney, Ryan, Lauren Gonce, M. Afzal Upal, Kristin Edwards, and D. Jason Slone. "The Creative Structuring of Counterintuitive Worlds." Journal of Cognition and Culture 6, no. 3-4 (2006): 483–98. http://dx.doi.org/10.1163/156853706778554904.
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AbstractRecent research has shown a memory advantage for minimally counterintuitive (MCI) concepts, over concepts that are either intuitive (INT) or maximally counterintuitive (MXCI), although the general result is heavily affected by context. Items from one such study were given to subjects who were asked to create novel stories using at least three concepts from a list containing all three types. Results indicated a preference for using MCI items (as in the recall studies), and further disclosed two styles of usage, an accommodative style and an assimilative style. The results extend recent memory research and suggest extensions to recent theories intended to explain the prevalence of counterintuitive religious concepts.
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Hardiani, Hardiani. "Tingkat Kreativitas Siswa dalam Memecahkan Masalah Matematika Divergen Ditinjau dari Gaya Belajar Siswa." COMSERVA Indonesian Jurnal of Community Services and Development 2, no. 08 (2022): 1392–401. http://dx.doi.org/10.59141/comserva.v2i08.520.
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The aims of this research is to describe the level of Junior High School students’ creativity in solving divergent mathematical problem viewed from the students’ learning style. This study was qualitative descriptive reasearch. The subject of this research was 9 students from the ninth grade of MTs DDI Ujung Lero consisting of 4 students had visual learning style, 3 students had auditorial learning style, and 2 students had kinesthetic learning style. The researcher used purposive sampling and snowball method to select the subject. In collecting data, the researcher used grouping test in learning style, problem solving test of divergent mathematics, and interview. To techniques of data analysis in this research were as follows: (1) reducing data, (2) present of data in narrative text, (3) to conclude the level of students’ creativity at each learning style. The validity of data used time triangulation. Based on the research result, there are two findings as follows: main findings and other findings. The main findings shows that (1) the students with visual and auditorial learning styles can eligible to indicators of creativity, fluently and flexibility, so that those students have the third level of creativity (creative) in solving divergent mathematical problem, (2) while, the students with kinesthetic learning style can eligible to indicators of creativity, namely fluently. So that those students have the first level of creativity (less creative) in solving divergent mathematical problem. Then, the other findings data shows that (1) there are two students with visual learning style are identified having the second level (quite creative) and the forth level (very creative) of creativity in solving divergent mathematical problem, (2) while there is one student with auditorial learning style is identified not creative (level 0). Based on the findings, it can be concluded that the students’ learning styles affect to students’ creativity, so that the teacher should know and understand students’ learning style in order to determine the best method of learning process. It is because each learning style affects to students’ different responses in getting the information.
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Hardiani, Hardiani. "Tingkat Kreativitas Siswa dalam Memecahkan Masalah Matematika Divergen Ditinjau dari Gaya Belajar Siswa." COMSERVA : Jurnal Penelitian dan Pengabdian Masyarakat 2, no. 8 (2022): 1392–401. http://dx.doi.org/10.59141/comserva.v2i8.520.
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The aims of this research is to describe the level of Junior High School students’ creativity in solving divergent mathematical problem viewed from the students’ learning style. This study was qualitative descriptive reasearch. The subject of this research was 9 students from the ninth grade of MTs DDI Ujung Lero consisting of 4 students had visual learning style, 3 students had auditorial learning style, and 2 students had kinesthetic learning style. The researcher used purposive sampling and snowball method to select the subject. In collecting data, the researcher used grouping test in learning style, problem solving test of divergent mathematics, and interview. To techniques of data analysis in this research were as follows: (1) reducing data, (2) present of data in narrative text, (3) to conclude the level of students’ creativity at each learning style. The validity of data used time triangulation. Based on the research result, there are two findings as follows: main findings and other findings. The main findings shows that (1) the students with visual and auditorial learning styles can eligible to indicators of creativity, fluently and flexibility, so that those students have the third level of creativity (creative) in solving divergent mathematical problem, (2) while, the students with kinesthetic learning style can eligible to indicators of creativity, namely fluently. So that those students have the first level of creativity (less creative) in solving divergent mathematical problem. Then, the other findings data shows that (1) there are two students with visual learning style are identified having the second level (quite creative) and the forth level (very creative) of creativity in solving divergent mathematical problem, (2) while there is one student with auditorial learning style is identified not creative (level 0). Based on the findings, it can be concluded that the students’ learning styles affect to students’ creativity, so that the teacher should know and understand students’ learning style in order to determine the best method of learning process. It is because each learning style affects to students’ different responses in getting the information.
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Bacong, Hartono, and Subaer S. "Profil Kreativitas Mahasiswa Berdasarkan Gaya Berpikirnya dalam Memecahkan Masalah Fisika di Universitas Negeri Makassar." INDONESIAN JOURNAL OF APPLIED PHYSICS 5, no. 01 (2015): 1. http://dx.doi.org/10.13057/ijap.v5i01.250.
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A research that aims to determine the profile of student’s creative who have a concrete sequential thinking styles, sequential abstract, concrete random, and abstract random in solving physics problems at the State University of Makassar. This study is a qualitative research. The sample was taken by using purposive random sampling technique. The data obtained were analyzed using Miles and Hubermann model. The results describe creativity of student thinking style in solving physics problems. The conclusion shows that the concrete sequential of thinking’s style "less creative", abstract sequential "quite creative", random concrete "less creative" and abstract random "creative" in solving physics problems at the State University of Makassar
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Wahusna, Zulfa, Sripatmi, Junaidi, and Nani Kurniati. "Kemampuan Berpikir Kreatif dalam Memecahkan Masalah Teorema Pythagoras Ditinjau dari Gaya Belajar Siswa Kelas VIII SMPN 1 Taliwang Tahun Pelajaran 2021/2022." Griya Journal of Mathematics Education and Application 2, no. 4 (2022): 1002–21. http://dx.doi.org/10.29303/griya.v2i4.247.
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This study aims to describe students' creative thinking skills in solving problems Pythagorean Theorem in terms of the learning style of class VIII students of SMPN 1 Taliwang, with the type of the research used is descriptive research. The research instrument used is a questionnaire, creative thinking skills test and interviews. The sampling that used in this study is purposive sampling technique so that the samples were students of class VIII-5 and VIII-7 SMPN 1 Taliwang in the academic year 2021/2022 which consists of 59 students who were then given learning style questionnaire obtained two students with visual learning styles, two students with auditory learning styles and two students with kinesthetic learning styles who were then given a creative thinking ability test and Interview. The results showed that subjects with visual learning styles had the ability to creative thinking which is in the category of creative enough, by meeting the indicators of fluency and flexibility with percentage respectively 100% and 50% but have not been able to meet the indicators of novelty with percentage 8%. Subjects with auditory learning style have the ability to think creative who are in the category of quite creative, by meeting the indicators of fleksibility dan fluency with percentage respectively 75% and 79% but have not been able to meet the indicators of novelty with percentage 4%. Subjects with kinesthetic learning styles have the ability to think creatively in the less creative category, by meeting the fluency indicator with a percentage of 100%, and not yet able to meet the flexibility indicator with a percentage of 0%, and the novelty indicator with percentage of 12.5%.
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Ningsih, Egha Fitriyah. "PROFIL BERPIKIR KREATIF SISWA SMP KELAS VIII DALAM MENYELESAIKAN MASALAH SEGIEMPAT DITINJAU DARI GAYA BELAJAR." KadikmA 12, no. 1 (2021): 34. http://dx.doi.org/10.19184/kdma.v12i1.22884.
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The purpose of this study was to describe the creative thinking profile of grade VIII junior high school students in terms of learning styles in solving quadrilateral problems. This research is a descriptive study using a qualitative approach. The subjects of this research were students VIII A at SMPN 1 Genteng, namely two students from each different type of learning style. Collecting data using questionnaires, test methods, and interview methods. Students' creative thinking is categorized into four indicators, namely fluency, flexibility, originality, and elaboration. The results showed that students in visual learning styles could fulfill all indicators of creative thinking, namely fluency, flexibility, originality, and elaboration. Auditory learning style students can fulfill three indicators of creative thinking, namely fluency, originality, and elaboration.
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Firda Nasya'ul Khakimah and Illah Winiati Triyana. "PROFILE OF STUDENTS' CREATIVE THINKING ABILITY ON FLAT BUILDING MATERIAL BASED ON LEARNING STYLE." EMTEKA: Jurnal Pendidikan Matematika 6, no. 1 (2025): 68–82. https://doi.org/10.24127/emteka.v6i1.8157.
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ABSTRACT This research is descriptive using a qualitative approach, which aims to describe students' creative thinking skills on flat geometry material reviewed based on learning styles. The subjects of the study were three students of class VIII MTs Sunan Dalem Gumeno, the selection of subjects was based on filling out a learning style questionnaire. Data collection methods in this study were written tests, questionnaires, and interviews. Data analysis in this study was data reduction, presenting data, and drawing conclusions. Based on the results of the study, information was obtained (i) students based on indicators of fluency, flexibility, novelty with a visual learning style showed a creative category producing four different and correct answers (ii) students based on indicators of fluency, flexibility, novelty based on auditory learning style showed a fairly creative category producing three different and correct answers (iii) students based on indicators of fluency, flexibility, novelty based on kinesthetic learning style showed a less creative category producing two answers.
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Asbar, Asbar, Kasdir Kasdir, and Elihami Elihami. "Blended of Learning Styles through creative and critical thinking." Edumaspul: Jurnal Pendidikan 4, no. 2 (2020): 46–50. http://dx.doi.org/10.33487/edumaspul.v4i2.690.
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Learning style through creative and critical thinking is one of the soft skill attributes expected of learning style in science education. The learning style of the concept of learning style is formed from birth. Some concepts are formed at pre-school age as prejudice. Simple experiments implemented into games and games have an important role in the formation of science concepts. This study presents the results of research into the development of educational methods that are appropriate to the age development of children. Design-based research that has been used. Student learning styles in terms of the learning environment show that the majority prefers to study in a quiet environment; bright rooms; with cold temperatures; sit on a chair or soft pillow. Despite the fact that in terms of psychological preferences, the majority are investigative to learn sequentially and reflectively.
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Hidayah, Nur, Gunarhadi, and Karsono. "Elementary School Students' Learning Styles: Perspective of Creative Thinking Skills." Jurnal Ilmiah Sekolah Dasar 8, no. 2 (2024): 202–11. http://dx.doi.org/10.23887/jisd.v8i2.68385.
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Learning styles can help students enhance their creative thinking abilities. However, the teacher did not modify the learning style during the learning process, therefore students’ creative thinking abilities did not meet expectations. This study aims to analyze elementary school children's learning styles from the standpoint of creative thinking skills. This is a descriptive quantitative research approach using a survey study design. The sample for this research was fourth-grade elementary school students. The tools used to collect data included tests, questionnaires, and observations. Descriptive statistics were used to analyze the data. According to the findings of this study, children with a visual learning style have high levels of creative thinking. As a result, this study reveals that every kid may develop creative thinking abilities ideally with learning that can adjust to individuals' learning styles. The findings of this study may help to improve students' creative thinking skills and serve as one of the answers for teachers in selecting learning models or approaches based on students' learning styles. Future studies should evaluate the efficacy of strategies or models for improving pupils' creative talents. Aside from that, it is feasible to create media, models, and textbooks to help primary school children strengthen their creative thinking skills.
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Musdi, Edwin, Abdur Rahman As'ari, Yulyanti Harisman, Hamdani Syaputra, and Kelly Angelly Hevardani. "Student’s creative thinking based on study level, learning style, gender, and combination of the three." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1591. http://dx.doi.org/10.11591/ijere.v13i3.27936.
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All students from every level of education should have excellent and adequate creative thinking, but in Indonesia students’ creative thinking is still low. There are a lot of factors that affect creative thinking, such as learning styles. This study aimed to investigate the comparison of students’ creative thinking based on study level and learning styles, gender, and the combination of the three to determine which factor or type of students needs to be improved. This research uses a statistics descriptive method. The participants of this study were 38 senior high school students, 35 students of the teacher professional program (PPG), 24 undergraduate students (S1), and 12 master program students (S2). The instrument used in this study is a learning styles Learning style test to determine the student’s learning styles and creative thinking questions to classify the students. The results of this study are i) Students’ level of study does not determine their creativity level; ii) Based on gender, female is more creative than a man; iii) Based on the learning style, visual students is the best, followed by kinesthetic and auditory in order; and iv) Merdeka curriculum of Indonesia, nowadays, is essential to make the best learning process to improve students’ creative thinking.
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Musdi, Edwin, Abdur Rahman As'ari, Yulyanti Harisman, Hamdani Syaputra, and Kelly Angelly Hevardani. "Student's creative thinking based on study level, learning style, gender, and combination of the three." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1591–601. https://doi.org/10.11591/ijere.v13i3.27936.
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All students from every level of education should have excellent and adequate creative thinking, but in Indonesia students’ creative thinking is still low. There are a lot of factors that affect creative thinking, such as learning styles. This study aimed to investigate the comparison of students’ creative thinking based on study level and learning styles, gender, and the combination of the three to determine which factor or type of students needs to be improved. This research uses a statistics descriptive method. The participants of this study were 38 senior high school students, 35 students of the teacher professional program (PPG), 24 undergraduate students (S1), and 12 master program students (S2). The instrument used in this study is a learning styles Learning style test to determine the student’s learning styles and creative thinking questions to classify the students. The results of this study are i) Students’ level of study does not determine their creativity level; ii) Based on gender, female is more creative than a man; iii) Based on the learning style, visual students is the best, followed by kinesthetic and auditory in order; and iv) Merdeka curriculum of Indonesia, nowadays, is essential to make the best learning process to improve students’ creative thinking.
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Murtaza, M. A. "Railway managers—creative styles." Proceedings of the Institution of Mechanical Engineers, Part F: Journal of Rail and Rapid Transit 211, no. 1 (1997): 63–66. http://dx.doi.org/10.1243/0954409971530905.
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This paper deals with the analysis of an individual's style based on Kirton's adaption and innovation inventory (KAI) score. The KAI score identifies an individual's style, i.e adaptive or innovative. Analysis includes various constituents of a group e.g. managers, ministerial staff, technical supervisors, artisans, men and women. Group estimates of individuals and the individual's scores are indicative of a positive relationship and the KAI score can be used to identify an individual's style so as to form a team for a specific task or project.
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Dupri, Adang Suherman, Dian Budiana, and Tite Juliantine. "The influence of thinking styles and gender on students' creative thinking abilities in physical education." Edu Sportivo: Indonesian Journal of Physical Education 5, no. 2 (2024): 198–206. http://dx.doi.org/10.25299/esijope.2024.vol5(2).16781.
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Background: Modern developments require Generation Z to be able to face future challenges that cannot be predicted. Research Objectives: The purpose of this study is to investigate how thinking styles and gender can develop creative thinking skills in students when learning physical education and also to investigate the interaction between thinking style and gender on creative thinking skills. Methods: This study used a non-experimental design. Thinking style is measured by learning and thinking style tests (SOLAT), and creative thinking skills are measured by the Torrance Test of Creative Thinking (TTCT), which consists of four indicators: fluency, flexibility, originality, and elaboration. The sampling technique in this study was cluster random sampling. The random process is carried out in two stages: the first is random selection by randomly selecting, and the second is the second is random assignment. The sample for this research was 68, consisting of 33 men and 35 women. Meanwhile, the analysis was done by looking at n-gain and continuing with the ANOVA test. Findings/Results: The results of this study indicate that thinking styles and gender significantly impact students' creative thinking ability, and there is also an interaction between thinking styles and types that significantly affects students' creative thinking ability. The analysis of the data obtained found a significant relationship between gender and students' creative thinking skills in physical education. Conclusion: Male students have better creative thinking skills than female students because they tend to use the right brain to develop their thinking skills. In developing creative thinking skills, grouping based on gender is necessary. Future research needs to be conducted by considering the right learning model for developing creative thinking skills during physical education learning.
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Ferdiani, Rosita Dwi. "Honey and Mumford: Application of interactive e-LKPD to improve students' creative thinking abilities." PYTHAGORAS: JURNAL PROGRAM STUDI PENDIDIKAN MATEMATIKA 13, no. 1 (2024): 20–30. http://dx.doi.org/10.33373/pyth.v13i1.6116.
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This research aims to analyze mathematical problem-solving abilities regarding Honey and Mumford's learning style using Interactive E-LKPD on Flat-Side Space Building material. The learning style used in this research is the Honey and Mumford learning style, which consists of four types: reflector, pragmatic, theorist, and activist. This research is descriptive research using a qualitative approach with interviews and experiment-based research. To determine students' learning styles, researchers administered a learning style questionnaire classified by Honey and Mumford. The subjects of this research were 30 students in class VII A of SMPN 1 Purwosari, Pasuruan. Based on the research results, it is known that subjects with a reflector learning style need help understanding the steps for solving question number 1. Subjects with a pragmatic learning style need help understanding the steps for solving question number 1 and do not work on question number 2. Theoretical learning style subjects can understand the problem of solving questions. Number 1, but there are still errors; I still need to work on question number 2; the subject has an activist learning style and needs help understanding the steps for solving question 1. Thus, there is a need for research to determine problem-solving abilities on different topics and learning media according to students' learning styles.
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Guo, Zhen. "Sanmao's Literary Creation Style." International Journal of Languages, Literature and Linguistics 8, no. 4 (2022): 274–83. http://dx.doi.org/10.18178/ijlll.2022.8.4.362.
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Sanmao was formerly known as Chen Ping, a contemporary Taiwanese female writer and traveler. Sanmao is one of the few contemporary prose writers. Although many scholars believe that her works have some novel elements, a kind of work is accepted by readers with what kind of style, it has a substantial impact on what kind of style, so Sanmao is placed into the ranks of prose writers. For Sanmao, writing constitutes her unique life form. Sanmao's literary creation style has a very high literary research value, which is closely related to her innate personality, as well as her understanding of life itself and her unique literary interpretation skills. To be precise, Sanmao does not have the serious creative mission of a pure literary writer, nor will it deliberately pursue the social effectiveness of her works. For her, innovation is neither the great cause of the country, nor the masterpiece of the past dynasties. This article explores Sanmao's literary creation style through the three writing characteristics of writing freely, “depending on benevolence, swim in art” and integration of “Inovel” creation skills.
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Octaviana, Dina, and Ary Woro Kurniasih. "Mathematical creative thinking skills of eight grade in terms of learning styles on learning model Means-Ends Analysis (MEA)." Unnes Journal of Mathematics Education 9, no. 1 (2020): 74–82. http://dx.doi.org/10.15294/ujme.v9i1.38104.
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This study aims to test whether learning with the Means-Ends Analysis (MEA) model achieves learning completeness and knows the description of the ability to think creative with the MEA model in terms of student leraning styles. Research is a research mixed methods model of concurrent triangulation. The population of this research is students of class VIII one of Junior High School in Pekalongan in the academic year 2018/2019, a sample of students of class VIII-F. Research subjects were students of class VIII-F selected with purposive sampling technique, selected 4 students from the type of visual and auditory learning styles, and 3 students from the type of kinesthetic learning style. Quantitative data were analyzed using the one-party average test and the one-party proportion test. Whereas qualitative data were analyzed using the Miles adnd Huberman model, namely making verbal data transcripts, data reduction, data analysis, and making conclusions. The result showed that: (1) learning with the MEA model achieved mastery learning; and (2) description of creative thinking abilities of students with models of MEA in terms of students learning styles that students with visual learning style meet three indicators of creative thinking that fluency fluency, originality, and elaboration; students with learning styles of auditory almost all meet the four indicators of creative thinking that fluency, flexibility, originality, and elaboration; students with kinesthetic learning style meets the four indicators of creative thinking that fluency, flexibility, originality, and elaboration.
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Cintamulya, Imas, Lilik Mawartiningsih, and Warli* Warli*. "Optimizing the Creativity of Reflective and Impulsive Students through Writing Articles Based on Information Literacy." European Journal of Educational Research 12, no. 4 (2023): 1667–81. http://dx.doi.org/10.12973/eu-jer.12.4.1667.
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<p style="text-align: justify;">Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).</p>
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Griffith, Jennifer A., Carter Gibson, Kelsey Medeiros, Alexandra MacDougall, Jay Hardy, and Michael D. Mumford. "Are You Thinking What I’m Thinking?: The Influence of Leader Style, Distance, and Leader–Follower Mental Model Congruence on Creative Performance." Journal of Leadership & Organizational Studies 25, no. 2 (2018): 153–70. http://dx.doi.org/10.1177/1548051817750537.
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Leaders have been classified as having charismatic, ideological, or pragmatic (CIP) leadership styles, each characterized by distinct patterns in cognition and interaction. Although each CIP style has been shown to facilitate certain aspects of the creative process for followers, questions remain regarding the impact of leadership style on overall follower creative performance. One factor likely to influence this relationship is leader distance, composed of the physical distance, perceived social distance, and perceived task interaction among leaders and followers. Past research has also emphasized the role of leaders’ mental models as they relate to follower performance. Less understood, however, is how the mental models of followers may affect this process. Using the CIP model of leadership, this study explores leader distance and leader–follower mental model congruence on follower creative performance. Results indicated that while leadership style does not directly influence follower creativity, it interacts with leader distance to shape creative outcomes. Results further indicated that while general mental model congruence is not predictive, alignment on specific mental model dimensions contributes to enhanced creative performance among followers. Implications and future research directions are discussed.
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Dwi, Rosita, Manuharawati* Manuharawati*, and Siti Khabibah. "Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem." European Journal of Educational Research 11, no. 1 (2022): 117–26. http://dx.doi.org/10.12973/eu-jer.11.1.117.
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<p style="text-align: justify;">This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.</p>
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Amanah, Nabilla Nur, and Siti Inganah. "Analysis of Student's Mathematical Creative Thinking Ability in Solving Open-Ended Problems in Terms of Cognitive Style." MATHEMA: JURNAL PENDIDIKAN MATEMATIKA 7, no. 1 (2025): 1. https://doi.org/10.33365/jm.v7i1.3176.
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The standards of education in the 21st century can think creatively. The ability to think creatively is an important aspect that must be developed and trained through problem-solving, one of which is open-ended. This study aimed to analyze students' creative thinking skills in solving open-ended problems in terms of their cognitive style. This descriptive qualitative study was conducted at SMP Muhammadiyah 1, Sumberpucung. The instruments used in this study were the GEFT to classify students with FI and FD cognitive styles, an essay test to measure students' mathematical creative thinking abilities, and an interview guide. The subjects of this study were students with FI and FD cognitive styles. Based on the GEFT test, it was found that out of 28 grade VIII students of SMP Muhammadiyah 1 Sumberpucung, 39.28% had the FI cognitive style, and 60.71% had the FD cognitive style. Four subjects with different cognitive styles were selected for interviews, and the results obtained were I1, I2, D1, and D2 at level 3 of the ability to think creatively, namely, creative. The four subjects met the indicators of fluency and flexibility but still lacked the originality indicator.
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Zhao, Xinyue. "Postmodern Expression of Gaudí's Architecture and Its Inspiration to Contemporary Design." Philosophy and Social Science 2, no. 1 (2025): 50–54. https://doi.org/10.62381/p253108.
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Antoni Gaudí, a renowned Spanish genius architect, is hailed as the "Architect of God". The imaginative and unrestrained elements in his architecture represent his unique design style, which integrates Art Nouveau, Moorish style, naturalism, Gothic style, Baroque, and other styles. This article aims to summarize the postmodern expressions in his works by sorting out the styles and works of Gaudí's different creative stages, and also provides some new suggestions and inspirations for innovative designs in contemporary design.
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Andronnikova, Olga Olegovna. "Relationship of creativity in the activities of a teacher with the efficiency of learning activities of students." Journal of Pedagogical Innovations, no. 2 (July 30, 2021): 41–49. http://dx.doi.org/10.15293/1812-9463.2102.04.
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The importance of creativity in education is now widely recognized as an essential skill of the 21st century. This article examines the relationship of teachers ‘creativity with the style of pedagogical communication and the effectiveness of students’ learning activities. The study involved 28 teachers (including 6 men and 22 women aged 32-60 years) and 78 students, whose classes were taught by these teachers. Research methods: method of determining personal creativity E. E. Tunic; method for determining social creativity (level of creative potential) E. E. Tunic; test questionnaire “Style of pedagogical activity” А. М. Markova and A. Ya. Nikonova, analysis of documents documenting the success of their educational activities, elements of pedagogical monitoring. It was revealed that the parameters that determine the creative characteristics of the personality of teachers and their individual teaching styles are in a significant relationship. The expressiveness of the emotional-improvisational and emotional-methodological styles of teaching contributes to the manifestation of the teacher’s creative abilities, and the orientation towards the reasoning-methodological style, on the contrary, prevents the realization of these qualities. Students in whom the majority of teachers demonstrate a creative approach in pedagogical activity show higher educational results and involvement in the educational process.
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Kassymzhanova, A. A., and K. O. Akhan. "Compound factors of students’ cognitive information processing." Eurasian Journal of Current Research in Psychology and Pedagogy, no. 4 (January 16, 2024): 7–16. http://dx.doi.org/10.46914/2959-3999-2023-1-4-7-16.
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The article presents the results of an empirical study of the intellectual and creative abilities and cognitive-activity style of students through factor analysis. First of all, we made a review of scientific works relating to intellectual and creative abilities, cognitive style, cognitive-activity style, and general learning styles. During the study, the following psychodiagnostic methods were remotely conducted to determine the intellectual and creative abilities and cognitive-activity style of 80 students of Almaty universities aged 18–22 years: “Structure of Intelligence” by R. Amthauer, “Diagnostics of Personal Creativity” by E.E. Tunic, Torrance Creativity Test and L. Rebecca’s “Identification of Cognitive Activity Style”. Factor analysis (Varimax rotation) in the SPSS program was used to determine the dimensions at the intersection of these variables. As a result, a total of 29 scales were collected into the following 8 component scales and received the following names: “cognitive-activity style”, “systemic thinking”, “intuitive ingenuity”, “persistence”, “verbal intelligence and combinatorial thinking”, “innovation”, “concentration of attention”, “systematic imagination”. These scale components were described according to their structure. The results of the study can be used by researchers in the field of educational psychology, school teachers, and university professors to determine the characteristics of students receiving and processing cognitive information.
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Wang, Da, Jiaqi Li, Zhen Ge, and Ji Han. "A COMPUTATIONAL APPROACH TO GENERATE DESIGN WITH SPECIFIC STYLE." Proceedings of the Design Society 1 (July 27, 2021): 21–30. http://dx.doi.org/10.1017/pds.2021.3.
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AbstractCreativity is crucial in design. In recent years, growing computational methods are applied to improve the creativity of design. This paper aims to explore an approach to generate creative design images with specific feature or design style. A Generative Adversarial Network model is applied in the approach to learn the specific design style. The target products will be projected into the latent space of model to transfer their styles and generate images. The generated images combine the features of the specific design style and the features of the target product. In the experiment, the approach using the generated images to inspire the human designer to generate the creative design in according styles. According to the primary verification by participants, the generated images can bring novelty and surprise to participants, which gain the positive impact on human creativity.
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Astuti Astuti, Syahfitriani Br Ginting, Paustina Ngali Mahuze, et al. "Kemampuan Berpikir Kreatif Matematika pada Siswa Bergaya Belajar Visual." Simpati 2, no. 1 (2023): 08–15. http://dx.doi.org/10.59024/simpati.v2i1.500.
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Creative thinking skills emphasize ways of thinking so that students are able to face problems in the future. One of the subjects that can develop creative thinking skills is mathematics. Each student has their own way of learning mathematics, such as looking at diagrams. The ability to obtain information relying on the sense of sight is known as the visual learning style. The research aims to analyze thinking abilities in 3 categories, namely high, medium and low in visual learning style students. The research was conducted on 35 class IVA students with 3 research subjects representing each category of creative thinking ability. The results of the research show that students with a visual learning style with high creative thinking meet 3 of the 4 indicators, while students with a moderate creative thinking style, especially with a visual learning style, do not meet the indicators of creative thinking ability due to lack of accuracy in calculations, while students with a visual learning style with low creative ability do not meet all the thinking indicators. creative because they have not been able to take steps to solve it so the calculations are not correct.
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Aksoni, Fadhil, and Intan Ratnawati. "PENGARUH PERILAKU KERJA KREATIF SEBAGAI VARIABEL INTERVENING PADA HUBUNGAN ANTARA GAYA KEPEMIMPINAN TRANSFORMASIONAL DAN IKLIM KERJA DENGAN KINERJA GURU (STUDI PADA GURU SMA NEGERI DI KOTA SEMARANG)." JURNAL STUDI MANAJEMEN ORGANISASI 17, no. 1 (2022): 39–53. http://dx.doi.org/10.14710/jsmo.v17i1.39158.
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This study aims to analyze the effect of creative work behavior as an intervening variable on the relationship of transformational leadership styles and work climate with performance. This research consists of two independent variables, one dependent variable and one intervening variable. The independent variable in this research is transformational leadership style and work climate. The dependent variable in this study is employee performance. The intervening variable in this study is creative work behavior. The population in this study were all high school teachers in the city of Semarang. The sample uses simple random sampling, amounting to 112 respondents. Data collection techniques were carried out using a questionnaire. Analysis of research data using SEM (Structural Equation Modeling) analysis which is operated through the AMOS 24.0 program. The results of this study indicate that the transformational leadership style and work climate do not significantly influence employee performance. But creative work behavior has a significant positive effect on employee performance and transformational leadership style and work climate has a significant positive effect on creative work behavior.
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Shao, Yiyang. "Research on Copyright Protection of Creative Style in Artificial Intelligence Era." Advances in Economics, Management and Political Sciences 175, no. 1 (2025): 35–40. https://doi.org/10.54254/2754-1169/2025.21910.
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The rapid development of artificial intelligence (AI) technology has revolutionized creative production and challenged the traditional copyright protection framework in particular. This paper examines the legal implications of AI's ability to accurately mimic creative styles, focusing on the limitations of the creativity-expression dichotomy in addressing this emerging issue. By analyzing the current copyright law framework and its application to AI-generated works, this study reveals significant gaps in the protection of creative style in the age of AI. The study identifies two major challenges: the increasingly blurred line between creativity and expression, and the difficulty of applying the substantial similarity standard in style parody cases. To address these challenges, this paper suggests redefining creative style as a special form of expression worthy of copyright protection and experimenting with total concept and feel test approach in practice. These findings contribute to the theoretical development of copyright law and provide practical guidance for handling AI-related copyright disputes, while promoting balanced protection of creators' rights in the AI era.
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-, Astuti, Dewi Puji Rahayu, Syahfitriani Br Ginting, et al. "Kemampuan Berpikir Kreatif Matematis Sekolah Dasar Ditinjau Dari Gaya Belajar Auditorial." Jurnal Pendidikan Modern 9, no. 3 (2024): 124–30. http://dx.doi.org/10.37471/jpm.v9i3.967.
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The research intends to analyze the creative thinking abilities of students with an auditory learning style. The research method used is qualitative because it contains descriptions of creative thinking abilities in 3 categories, namely low, high and medium. The research included 35 students in class IV. Data was obtained from the results of tests on creative thinking abilities that had been prepared and non-tests in the form of learning style classification questionnaires. The results of the research show that students with an auditory learning style who have low thinking abilities almost meet flexibility; fluency and detail possessed by students with creative abilities while auditory learning style; then students with high creative abilities have an auditory learning style that meets flexibility and almost meets fluency.
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Dawson. "Rhetorical Poetics: Between Creative Writing and Deconstruction." Style 52, no. 1-2 (2018): 66. http://dx.doi.org/10.5325/style.52.1-2.0066.
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Gupta, Bindu. "Organisational culture and creative behaviour: moderating role of creative style preference." International Journal of Innovation and Learning 10, no. 4 (2011): 429. http://dx.doi.org/10.1504/ijil.2011.043100.
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Gomboeva, Margarita, and Yuliya Ivanova. "Animalistic style in creative practices of contemporary artists and creative industries." SHS Web of Conferences 164 (2023): 00067. http://dx.doi.org/10.1051/shsconf/202316400067.
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The beginning of the 21st century is marked by the global demand for innovative (creative) industries, based on unique authorship, experience and personal talent. Cultural industries are systematically transformed into the main factor of the socio-economic transformation on the basis of updating the industrial culture of production, creation and cultivation of artistic geniuses. The new challenges of the global art development transform the infrastructure of intellectual and creative entrepreneurship, production and export of artistic works. This article explores the author's style formation on the basis of the creative interpretation of Old Turkic (Scythian, Central Asian) menagerie, widely represented in the artistic heritage of the region. The incorporation of the animalistic style of ancient civilizations in the creative practices of contemporary artists is accompanied by a deep philosophical, artistic, technical and technological reworking of the traditional code of the artistic culture. The article conceptualizes three types of the artistic continuity: the craftsmen type that reproduces the Mongolian craftsmen canon; the cultural institutions that convert the craft heritage into the contemporary creative industries and the rare type of craftsmen-artists who synthesize both approaches, rethinking the canon, traditional techniques and technology of working with traditional materials. All three types are represented by different systems of styling, the core of which is the animalistic style. Contemporary artisans Zhigzhit Bayaskhalanov and Dashi Namdakov create unique artistic images and metaphors, use innovative ways of shaping, and apply illogical, provocative and asymmetrical compositional solutions, transforming regional artistic traditions into leading global trends. The success of this experience is caused by socio-cultural, institutional factors (education, ethnicity, social origin from the rural handicrafts circle), ethno-cultural backgrounds (craft heritage, the presence of the family art collaboration). The empirical basis of the research consisted of 6 in-depth interviews and dozens of case studies from the participant observation.
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Hamid, Amrin, Hamzah Upu, and Jafaruddin Jafaruddin. "Mathematical Creative Thinking Process Analysis Based On Student Learning Style." International Journal of Education, Vocational and Social Science 4, no. 01 (2025): 340–71. https://doi.org/10.63922/ijevss.v4i01.1595.
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The creative thinking process of students needs to be developed to generate new ideas when solving mathematical problems. One of the causes of students' difficulties in developing a creative thinking process is different learning styles because differences can affect the student's understanding. This study aims to describe the creative thinking process of students in solving mathematical problems based on learning styles. The subjects of this study are 3 students of MTsN 1 Makassar, each representing one subject: visual, auditory, and kinesthetic learning styles. The study results showed that at the preparation stage, subjects with visual, auditory, and kinesthetic learning styles could carry out the creative thinking process well, as shown by expressing essential ideas from the questions. At the incubation stage, subjects with visual, auditory, and kinesthetic learning styles can develop ideas for solving problems by writing step by step. In the illumination stage, the subject's visual, auditory, and kinesthetic learning styles allow them to express their ideas verbally well. At the verification stage, the visual learning style has not been verified compared to other alternative solutions; auditory and kinesthetic always re-check the answers, re-verify the work results, and compare with other alternative solutions. Thus, auditory and kinesthetic subjects can produce creative thinking processes in solving mathematical problems based on indicators developed by Wallas. In contrast, visual subjects cannot produce creative thinking processes in solving mathematical problems based on indicators developed by Wallas.
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Dyukin, Sergey G. "THE LIFE STYLE IN ROCK-CULTURE." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 42 (2021): 92–99. http://dx.doi.org/10.17223/22220836/42/8.
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The concept of Life style is Important category of modern cultural antropology. Among many styles of modern Russian culture we can highlight the life style that is characteristic of rock-culture. Methodology of the research is founded on the participant observation and participant narrative inreview. As a result of the research we can name features of this life style. The structure elements of the rock-life style are the degree of unity of style, attitude to deviations, appearance, border between private and public spheres, free time, kind and focus of communications, the main values. The main feature of rock-life style is its unstructured and inseparability from other styles, tolerance towards. One from specific expression of the rock-life style is tendency to deviant practices. The chief among them is drinking. Subjects of rock-culture often make only declarations of such position, but not everybody realise it in practice. Rock-musicians associate drinking with the transition from one role to another. Tendency to deviations entails relativism in appearance. Appearance symbols become irrelevant. Democracy remains the only requirement for appearance. The relativism in external forms of expression entails enternal ambivalence. Disregard for borders between public and private spheres or work amd free time is formed. The main instrument of this process is radical creative attitude to reality. The creation becomes ethical imperative of rock-culture. This fact entails constructive content of free time and the rejection from dysfunctional practices and dysfunctional communications. Ultimatly, disregard for external symbols, ante-fashion strategies, filling free time with creative activity, versatile communications, permanent carnival of everyday life, routinization of holiday, deviant practices, radical creative attitude to reality form concept that is dominant of the life style in the rock-culture. This is the value of freedom with its derived practices. We talk about different dimensions of freedom. This is freedom of expression, freedom of creativity, freedom from dysfunctional conditions and srereotypes in ethics and morals. Besides it, we can talk about individualization. This feature is the method transformation of the system of social stratification. Rock-musicians and representatives of their circle are boycotting «normal» system of social relations. They create their own society where the main criterias of social stetus become creative potential and charisma.
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Buryak, Marina K. "Creative Work of Novgorod Original Singers as a Reference for Modern Folk-Singing Education." Musical Art and Education 8, no. 3 (2020): 159–74. http://dx.doi.org/10.31862/2309-1428-2020-8-3-159-174.
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The article presents the theoretical grounding of the folk-singing technologies of Novgorod original singers (authentic performers) as fundamental to the developed author’s methods: intonational-formulaic, vocal-phonatory, polyphonic-specific, local-style. The identified features of authentic intonation-formulaic education and the study resulted singing fund of children’s song folklore became “key” and end-to-end mechanisms in the author’s method of forming and developing skills of sustainable singing intonation with each participant in the educational process aimed at preserving and further developing the traditions of Novgorod folk-song creation. Based on the study of the general-style singing specifics, vocal-phonation and polyphonic texture of ensemble singing of Novgorod authentic singers developed local-style singing classification, which, according to the terminology of the author of the article, Novgorod folk-singing styles are: old Slavic, Old Russian, part singing, as well as four mixed folk-singing styles. The differentiating mechanism of classification is the potential of the applied types of folk vocal phonation, polyphony in the ensemble singing and the type of singing articulation. On this local-style foundation, the author formed a specific Novgorod mixed folk-singing style, combining locally-style folk-singing technologies of Novgorod authentic performers and the academic school of Russian folk singing. This style is used in the singing of teachers and students of the Novgorod Children’s Music School of Russian Folklore. The implementation of the technologies developed by the author in pedagogical practice helps children achieve a high level of singing training and become ethno performer, a future ethnophore and a bearer of Russian local / regional folk song traditions.
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Saida, Nailis, and Ismail Ismail. "PROSES BERPIKIR KREATIF PESERTA DIDIK DALAM MEMECAHKAN MASALAH SOAL PISA DITINJAU DARI GAYA BELAJAR GLOBAL-ANALITIK." MATHEdunesa 9, no. 1 (2020): 9–14. http://dx.doi.org/10.26740/mathedunesa.v9n1.p9-14.
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The process of creative thinking is a step that someone uses in produce new ideas and alternative ways/answers include the preparation, incubation, illumination and verification. The problem used is PISA problems with space and shape. Each individual has their own ways to absorbing information and solving a problem is learning style. Learning styles used are global and analytic learning style. The purpose of this research to describe students’ creative thinking processes in PISA roblem solving with global and analytic learning style. This research uses descriptive research with a qualitative approach. The research subjects were taken by two students each in global and analytic learning style in class X-IPA 1 of Senior High School 8 Kediri in the odd semester of the 2019/2020 school year. The result of this research showed that students’ creative thinking processess in PISA problem solving in PISA with global learning style can through preparation, incubation, illumination and verification. The student can do PISA problem in two different ways but the result are not coherent, do not write the basic formula and some write the final answer. In the incubation stage, student was saturation and difficulty on one of the ways which is found and the effect do silence for a moment. The next, student’ creative thinking processes in PISA problem solving with analytic learning style can also through preparation, incubation, illumination and verification. The student can do PISA problem in two different ways, the result are written coherently, step by step written clearly. In the incubation stage, student not have problem. Keywords:creative thinking process, PISA, learning style.
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Kovalenko, R. K., and N. A. Zvonareva. "A STUDY OF RELATIONSHIP BETWEEN INTUITION AND CREATIVITY." BULLETIN Series Psychology 80, no. 3 (2024): 20–29. http://dx.doi.org/10.51889/2959-5967.2024.80.3.002.
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Main problem. At the moment, in post-Jungian personality typologies (socionics and MBTI) there are a lot of conflicting hypotheses regarding the intuition / sensory scale.Purpose. Purpose of this article was to testing the content of the Intuition/Sensing scale of Jungian personality types and, namely, the relationship between the Intuition pole and Imagination and Foresight.Methods. For this purpose, we have performed a correlation analysis of typological scales and the scales of the creative thinking model by Williams and the thinking styles model by Epstein.Results and their significance. The results of the analysis demonstrate a statistically significant relationship between the Intuition pole and Imagination. Consequently, it manifests itself in the fact that Intuitive people are more creative than Sensing types people. The Intuition/Sensing scale did not show any correlation with thinking styles by Epstein. According to Epstein, Intuitive thinking style correlateswith the Ethics pole, and Rational thinking style —with the Logic pole. These conclusions are also supported by the relationship between Intuitive thinking style by Epstein and high levels of Emotional Intelligence as measured with the RMET questionnaire. Another important result of this study is the examination of relationship between level of Creativity and Intuitive or Rational thinking styles by Epstein. The results of analysis have shown that high levels of Creativity correlate with high values of both Intuitive and Rational thinking. This suggests that people with a highly developed thinking ability, regardless of its style, are more creative.
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Mahirun, Mahirun, Suryani Suryani, and Nur Baiti Nasution. "KEPEMIMPINAN TRANSFORMATIF SEBAGAI MODEL PENGEMBANGAN SUMBER DAYA MANUSIA YANG KREATIF." Pena Jurnal Ilmu Pengetahuan dan Teknologi 35, no. 2 (2021): 64. http://dx.doi.org/10.31941/jurnalpena.v35i2.1583.
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A leader is someone with certain softskill ability which can’t replaced by machine. Therefore, in this 4.0 revolution industries era a leader should keep their ability to solve every leadership problem and develop creative human resource. This study aims to develop a conseptual theory of transformational leadership as a basic framework to implement the development of creative human resources in organizations. A comprehensive analysis was used to explain some popular leadership styles, such as transformational leadership style, transactional leadership style, charismatic leadership styles and literature on innovation and creativity for the development of human resource empowerment models. Results revealed that the concept of transformative leadership for a creative human resource development model is a process of managing the creativity of human resources that prioritizes credibility by developing new ideas that are unique and unusual, have benefits by changing the nature, function or condition, also converting to achieve organizational goals.
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Yanto, Yanto, Mts Arief, Nugroho J. Setiadi, and Viany Utami Tjhin. "How does leadership style influence creative employee performance?" International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 3622–34. https://doi.org/10.53894/ijirss.v8i2.6066.
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The Indonesian dairy industry has minimal employee creativity. Many organizations do not pay attention to the fundamental capacity to encourage the creation of employee creative performance according to corporate strategy. The purpose of this study is to examine and analyze the influence of transformational leadership, creative self-efficacy, and organizational citizenship behavior on employee creative performance, with innovative work behavior and innovative climate as mediators in the dairy industry in Indonesia. This study involved 420 permanent employees in dairy industry companies. This study used primary data reinforced with confirmed secondary data. An interesting contribution of this study is the development of employee creative performance, proposing a model and conceptual framework for improving employee creative performance in the dairy industry. The results of the hypothesis test concluded that all relationships between variables were accepted, while the variables that were not accepted were: Transformational Leadership and organizational citizenship behavior, employee creative performance, and innovative climate, which did not moderate innovative work behavior to employees’ creative performance. The author offers a new model, the neo-configuration of an employee creative performance model. This model explains the role of innovative work behavior as a mediator of the factors that form employee creative performance and innovative climate as a moderator in dairy industry companies in Indonesia.
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Hrybenko, H. Ye. "ESSENTIAL CHARACTERISTICS OF CREATIVE STYLE TEACHER ACTIVITIES." Educational Dimension 4 (December 26, 2002): 94–103. http://dx.doi.org/10.31812/educdim.5077.
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Kossybay, A. K., and I. B. Gaivoronskaya. "Integral-creative thinking style as psychological phenomenon." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 575–87. http://dx.doi.org/10.32523/2616-6895-2024-147-2-575-587.
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In this article, the authors have made a theoretical review of such a psychological phenomenon as the style of thinking, or rather, the integral-creative style of thinking of students. Thinking style is how a person assimilates, processes and organizes information, as well as forms ideas and attitudes, solves problems, makes decisions and articulates self-expression. Everyone has their own way of thinking when teaching, problem solving, or even product development. The main purpose of the article was to analyze the very concept of "integral creative style of thinking", a brief summary of the history of the emergence and development of this phenomenon, the presentation of the concepts and views of famous psychologists who studied it. After analyzing the available research, various definitions of creativity, integrality in this area were considered, and the factors influencing the development of creativity were described. After exploring various types of thinking skills focused on discerning complex issues and phenomena, this article argues for the need to use a new modality of thinking, defined as integral thinking. Based on the holonic theory and the properties of holons and their interrelations of part and whole, the article proposes and characterizes integral thinking, a type of thinking that is holistic, but also has a scope and depth that goes beyond the traditional Aristotelian epistemological ways. Integral thinking combines in a single model the assets of premodern, modern and postmodern thought systems; and helps to go beyond the modern syncretism of many points of view. Integral thinking is a type of thinking that corresponds to the modern need to think integrally in science, culture, profession, and art or about the evolution of personal consciousness. It is also useful to apply it in various professional fields, especially when complex approaches are needed. Integral thinking can be used in holistic education and pedagogy. Relevance can help characterize the practice and agenda of integral education.