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Eni Defitriani, Eni. "PROFIL BERPIKIR KREATIF SISWA KELAS AKSELERASI DALAM MEMECAHKAN MASALAH MATEMATIKA TERBUKA." Jurnal Ilmiah Matematika dan Pendidikan Matematika 6, no. 2 (December 26, 2014): 65. http://dx.doi.org/10.20884/1.jmp.2014.6.2.2905.
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The background of the research is the needs of human resources that are able to think creatively in order to utilize and develop science and technology. One of the ways to overcome it is to optimize the improvement of students’ ability to think creatively in accelerated classes. Accelerated classes are accelerated learning program. Thus, the need of creative human resources can be immediately fulfilled. The aim of the research are to determine the students’ creativity and describe the process of students’ creative thinking in solving open mathematical problem. Creative thinking process is traced by referring to the stage of creative thinking by Wallas, namely preparation, incubation, illumination, and verification. This research is qualitative- descriptive. The research instruments used in the research were a problem-solving task sheet and in-depth interviews. The subjects in this research were students in accelerated classes in Jambi. Analysis of data used data analysis according to Miles and Huberman which consists of data reduction, exposure data and drawing conclusions. The results show that there are 8% of creative students from 25 students in accelerated class in solving open mathematical problems. Then 72% are less creative and 20% are not creative. In solving open mathematical problems, creative and less creative students pass through the four stages of creative thinking process by Wallas. Students who are not creative only pass through the three stages of creative thinking process which are preparation, incubation, and illumination.
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Sadler-Smith, Eugene. "Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?" Creativity Research Journal 27, no. 4 (October 2, 2015): 342–52. http://dx.doi.org/10.1080/10400419.2015.1087277.
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Rusdi, Rusdi. "Implementasi Teori Kreativitas Graham Wallas Dalam Sekolah Kepenulisan di Pesantren Mahasiswa Hasyim Asy’ari Cabeyan Yogyakarta." Muslim Heritage 2, no. 2 (January 1, 2018): 259. http://dx.doi.org/10.21154/muslimheritage.v2i2.1111.
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Abstract: Man is a creature who is blessed with creative potential in him. That potenty can provide benefits for human life that can be developed properly and maximally. This paper will discuss about human creativity and the ways that can be done to develop it. Many theories put forward by the figures about the notion of creativity and the process in stimulating and developing creativity itself. One of them is the theory of Graham Wallas which says that the process of creativity in human beings occurs through four stages that include the stage of preparation, incubation, illumination and verification. Through these four stages human beings are expected to develop their creative potential well. The four stages of this creativity process are applied in the writing school at Hasyim Asy'ari College Student Boarding School Cabeyan Yogyakarta.Abstrak: Manusia adalah makhluk yang dikaruniai potensi kreatif dalam dirinya. Potensi itu dapat memberikan manfaat bagi kehidupan manusia selama keberadaannya mampu dikembangkan dengan baik dan maksimal. Kajian ini akan membahas tentang kreativitas manusia dan cara-cara yang dapat dilakukan untuk mengembangkannya. Banyak teori yang dikemukakan oleh para tokoh tentang pengertian kreativitas dan proses dalam merangsang serta mengembangkan kreativitas itu sendiri. Salah satunya adalah teori Graham Wallas yang mengatakan bahwa proses kreativitas pada diri manusia terjadi melalui empat tahap yang meliputi tahap preparasi, inkubasi, iluminasi dan verifikasi. Melalui keempat tahap inilah manusia diharapkan dapat mengembangkan potensi kreativitasnya dengan baik. Keempat tahap proses kreativitas inilah yang diterapkan dalam sekolah kepenulisan di Pesantren Mahasiswa Hasyim Asy’ari Cabeyan Yogyakarta
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Mujib, Mujib. "Evaluasi Proses Berpikir Kreatif Berdasarkan Model Wallas Bagi Siswa SMP Dalam Menyelesaikan Masalah Matematika." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 1 (June 19, 2017): 1. http://dx.doi.org/10.24042/ajpm.v8i1.1083.
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It is difficult for junior high school teachers to position and nurture their students who are still in transition in creative thinking when solving math problems. This study evaluates students' creative thinking process based on Wallas model (2014). The four stages of the creative thinking process according to Wallas include the preparatory, incubation, illumination, and verification phases. The purpose of this study is to describe the creative thinking process of students based on their basic ability level in solving math problems. This research applies giving test of geometric crater thinking ability by looking at homogenous student in kemampuandan interview for deepening. Subjects of junior high school students who categorized on the ability of high, medium, and low after the ability test. Variable of this research is the existence of junior high school students in solving math problems. By using qualitative descriptive method, data is analyzed through classification stage, data representation, and conclusion. In order to complete the results of data groupings used interview techniques to perform data triangulation. The results showed 1) there were 23.33% of students not complete and only reached the preparation stage, called the low category category; 2) there are 60% of students reach the illumination stage even though to this stage students take a long time, called the middle category category; And 3) 16.67% of students have been completed until the verification stage, called the high category category. Based on the deepening of the triangulation of the interviews, the students are correct in that category. For students with low and medium capability categories still require assistance when experiencing barriers to their creative thinking process, while high ability category students need enrichment material
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Bogunović, Blanka. "Creative cognition in composing music." New Sound 53, no. 1 (2019): 89–117. http://dx.doi.org/10.5937/newso1901089b.
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In this paper we presented an overview of theoretical and empirical research in a domain of cognitive psychology of music, psychology of creativity and interdisciplinary studies concerning the creative cognitive processes in composing music, with an intention to bring them into connection and to raise questions about further research. We brought into focus the cognitive processes in composing music since the key role of cognitive mechanisms and processes, next to the emotional experience and imagery, was shown in our previous research. The wide scope of knowledge, within a time span of some 35 years, was introduced covering the following themes - generative models of creative cognition, metacognitive strategies in composing, the relation between creativity, knowledge and novelty, creativity in the social-economical context. We paid attention to the several crucial theoretical models, some of them developed on the basis of exploration of compositional practices, one of the first being John Sloboda's psychological Model of typical compositional resources and processes (1985), that gave a global overview of the relevant components of the composing behavior. Psychology of creativity gave several process models that can be applied in a field of composing music. One of them, developed by Wallas (1926) and adapted for music making by Lehmann, Sloboda and Woody (2002), is the well-known theory of the creative process stages. We considered as the most prominent the Creative cognition approach formulated by Smith, Ward and Finke (1997) and their Geneplore model (1992). The authors listed a wide range of processes that are crucial for creativity, nevertheless they are engaged in the generative or exploratory phase. In our paper, we discussed metacognitive strategies engaged in a process of composing while considering music creation as a self-regulated activity. Further on, the relation between immersion, knowledge, the production of heuristic ideas and the cognitive strategies of problem solving were brought into focus. It was pointed out that quality of the creative outcomes will be influenced by the extent of the person's long-term knowledge structures, drawn intentionally or intuitively during the process, and by the manner in which the elements of that knowledge are accessed and combined. The social and cultural factors were considered in a frame of several confluent models, first of all Csikszentmihalyi's systems theory of creativity (2004), focused less on the creative person but on involving multiple factors. Simonton took into account massive and impersonal influences from the Zetgeist or Ortgeist and grouped them into four categories: cultural factors, societal factors, economic and political factors (2004). Further on, models and concepts, new research methodologies and new technology, that were developed specifically in a domain of music creation, as well as their results, were presented.
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Setiawani, S., A. Fatahillah, Dafik, E. Oktavianingtyas, and D. Y. Wardani. "The students’ creative thinking process in solving mathematics problem based on wallas’ stages." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012052. http://dx.doi.org/10.1088/1755-1315/243/1/012052.
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Fitriana, Nurul, and Endah Rahaju. "PROSES BERPIKIR KREATIF SISWA SMP BERDASARKAN TAHAPAN WALLAS DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT – INTROVERT." MATHEdunesa 9, no. 1 (January 31, 2020): 1–8. http://dx.doi.org/10.26740/mathedunesa.v9n1.p1-8.
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The creative thinking process is a stage that passed through while thinking creative. The stages of creative thinking according to Wallas of preparation, incubation, illumination, and verification. Differences in creative thinking processes in solving mathematical problems also affect differences in student’s extrovert and introvert personality types. This study is purposed to describe the student’s creative thinking processes based on the stages of Wallas with extrovert and introvert personality types. This research is a qualitative descriptive which conducted in 8th grade SMP Negeri in Gresik 2018/2019. The subject of this research consist of one student with extrovert personality type and one student with introvert ersonality type. The other criteria of the subject are having an same gender, and great ability communication. The research instruments consist of personality type test, problem solving task, and interview guideline. The result showed that : 1) The creative thinking’s process of students with extrovert types, (a) In the preparation stage, student could read and understand the questions twice based on subject’s ability to explain back information using its own language. (b) In the incubation stage, student experienced a saturation point and could not find a solution. Then, student made physical movements for thinking about the solution. (c) In the illumination stage, student has found a solution to find the maximum benefit by looking at the already known comparisons of the problems. (d) In the verification stage, student has implemented its idea as specified at the illumination stage, but student did not re-examine the steps and the results. 2) The creative thinking’s process of students with introvert types, (a) In the preparation stage, student could read and understand the questions several times based on subject’s ability to explain back information using its own language. (b) In the incubation stage, student experienced a saturation point but still though the solution with playing the writing instrument. The student resolves the problem which will be seen at the illumination stage. (c) In the illumination stage, student found the main idea that lead to problem solving, namely seeking maximum profit by looking at the already known comparisons of the problems. (d) In the verification stage, student has implemented its idea as specified at the illumination stage, student also re-checked the steps and the results from the first stage. Keywords : Creative Thinking Process of Wallas, Solve Mathematical Problems, Extrovert and Introvert, Personality Type
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Listiyana Putri, Yohana Daning, Sutriyono ,, and Fika Widya Pratama. "ANALISIS PROSES BERPIKIR KREATIF SISWA DITINJAU DARI GAYA KOGNITIF BERDASARKAN TEORI WALLAS." Jurnal Karya Pendidikan Matematika 6, no. 1 (April 16, 2019): 71. http://dx.doi.org/10.26714/jkpm.6.1.2019.71-84.
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The purpose of this study is to know the process of creative thinking of students according to the theory of Wallas, and reviewed of the cognitive style of psychology. The type of this research is descriptive qualitative. The subject in this study amounted to 6 students from SMP Kristen 2 Salatiga, which consisted of 3 students with cognitive style Field Independent (FI), and 3 students with cognitive style Field Dependent (FD). The subject taking technique is a purposive sampling. Based on the results of analysis and discussion, the subject of FI can carry out all stages of the process of creative thinking according to Wallas's theory (preparation, incubation, illumination, verification) well, compared to the subject of FD.
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Ratnaningsih, N. "Mathematical creative thinking process of the students: an analysis of Wallas stages and personality types." Journal of Physics: Conference Series 1764, no. 1 (February 1, 2021): 012111. http://dx.doi.org/10.1088/1742-6596/1764/1/012111.
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Doyle, Charlotte L. "The Creative Process: Effort and Effortless Cognition." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 37–54. http://dx.doi.org/10.1891/1945-8959.15.1.37.
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Education at its best allows students to experience the fruitfulness and joy of the creative process. One complexity of applying research findings to education is that creative work unfolds in phases and the various phases engage distinctively different cognitive processes. Since Wallas first described four phases, psychologists have elaborated on them and pointed to additional phases and subphases. Some involve effortful conscious processes; others entail implicit cognition and/or effortless attention. The field has benefitted from research in related areas as well as from direct studies of conditions that enhance various phases of creative performance. This article reviews current knowledge on the phases and incorporates findings from related areas. The challenge for educators is to structure student work in ways which support the different phases—both deliberate phases such as preparation and evaluation and those which appear to emerge spontaneously such as insight and flow. The findings underscore of the value of specific classroom activities, activities which scaffold and/or invite the different phases of creative work. The cognitive processes engaged by the creative process also benefit from other activities which enhance executive function, elevate mood, and allow opportunities for flow.
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Pangestu, Nanda Sriretno, and Tri Nova Hasti Yunianta. "Proses Berpikir Kreatif Matematis Siswa Extrovert dan Introvert SMP Kelas VIII Berdasarkan Tahapan Wallas." Mosharafa: Jurnal Pendidikan Matematika 8, no. 2 (June 1, 2019): 215–26. http://dx.doi.org/10.31980/mosharafa.v8i2.472.
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AbstrakKemampuan berpikir kreatif penting bagi siswa dalam menyelesaikan masalah matematika dengan variasi cara. Mengenal kepribadian siswa juga berguna untuk memahami motivasi siswa. Tujuan penelitian kualitatif deskriptif ini mendeskripsikan proses berpikir kreatif siswa dengan tipe kepribadian extrovert dan introvert berdasarkan tahapan Wallas. Subjek penelitian yaitu 2 siswa introvert dan 2 siswa extrovert kelas VIII SMP Negeri 3 Salatiga berkemampuan matematika tinggi. Instrumen utama adalah peneliti. Instrumen bantu berupa soal tes, pedoman wawancara, dan dokumentasi. Hasil penelitian menunjukan pada tahap persiapan subjek extrovert lebih percaya diri bertanya kepada teman mengenai hal yang kurang dipahami, membaca soal dalam hati, sedangkan subjek extrovert selalu bertanya kepada peneliti dan membaca soal dengan bersuara. Pada tahap inkubasi subjek introvert tidak banyak melakukan aktifitas fisik hanya beristihat sejenak dengan merenung dan berdiam diri sedangkan subjek extrovert mununjukkan aktifitas fisik. Tahapan iluminasi subjek introvert dan exstrovert sama-sama mengembangkan ide dengan cara sebelumnya. Pada tahap verifikasi subjek introvert lebih teliti dibanding subjek extrovert namun sama-sama memiliki variasi cara. Secara umum siswa dengan tipe kepribadian extrovert dan introvert telah memenuhi seluruh tahap proses berpikir kreatif Wallas. Mathematical Creativity Thinking Process of Extrovert and Introvert Student at SMP Class VIII Based on Wallas Stages AbstractThe ability to think creatively is important for students in solving mathematical problems in various ways. Getting to know students' personalities is also useful for understanding student motivation. The purpose of this descriptive qualitative study describes the creative thinking process of students with extrovert and introverted personality types based on the stages of Wallas. The research subjects were 2 introverted students and 2 class VIII extroverted students of SMP Negeri 3 Salatiga with high mathematical abilities. The main instrument is the researchers. Auxiliary instruments in the form of test questions, interview guidelines, and documentation. The results of the study show that at the preparation stage the extrovert subject is more confident in asking friends about things that are less understood, reading questions in the heart, while extrovert subjects always ask the researcher and read the questions out loud. At the incubation stage, introverted subjects do not do much physical activity, only take a moment to reflect and remain silent while the subject of extroverts shows physical activity. The stages of illumination of an introvert and extrovert subjects are both developing ideas in a previous way. In the verification phase, the introverted subject is more thorough than the extrovert subject but both have various ways. In general, students with extrovert and introvert personality types have fulfilled all stages of Wallas's creative thinking process.
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Pyryt, Michael C. "The Three Faces of Creativity Revisited: Intimacy, Passion, and Commitment." Gifted Education International 9, no. 1 (January 1993): 22–23. http://dx.doi.org/10.1177/026142949300900105.
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The purpose of this paper is to use concepts from Sternberg's (1986) triangular theory of love to provide a framework for understanding creative achievement. The combination of intimacy, passion, and commitment are viewed as the major determinants of eminent achievement. These dimensions are discussed in terms of their explanatory value for understanding the creative process. Special attention is paid to Wallas' (1926) description of stages in the creative process. The implications of intimacy, passion, and commitment for developing creativity will also be addressed. The basic assumption of this paper is that the personological approach to creative achievement as exemplified by the research of Roe (1952), MacKinnon (1962,1965), Barron (1963,1969), Helson (1966), Welsh (1975), and Albert (1980a, 1980b, 1983) needs to be reemphasized. This position is clearly not a mainstream position, given the current research focus on creative thinking abilities (Treffinger, 1986). It is clearly recognized that other conceptualizations might have equivalent explanatory power. The ultimate success of the model will be determined by the extent to which it provides to be both conceptually compelling and empirically validated.
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Alimuddin, Fauziyyah, Tjang Daniel Chandra, and Rustanto Rahardi. "Kreativitas dan Proses Berpikir Kreatif Siswa Field Independent Dalam Pemecahan Masalah Matematika." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 11 (November 26, 2019): 1528. http://dx.doi.org/10.17977/jptpp.v4i11.13037.
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<p><strong>Abstract:</strong> This study aimed to describe field independentstudent’creative thinking process in problem solving mathematics. The participants of this study were the eighth grade students of MTs Negeri 1 Malang. Fluency, flexibility, and originality are there are three indicators indicating creativity. Preparation, incubation, illumination, and verification are four creative thinking process by Graham Wallas. Those two will be discussed brifely ini this study from field independent students.</p><strong>Abstrak:</strong><em> </em>Tujuan penelitian ini adalah untuk mendeskripsikan proses berpikir kreatif siswa <em>field independent</em> dalam pemecahan masalah matematika. Penelitian ini dilaksanakan di kelas VIIIM MTs Negeri 1 Malang. <em>Fluency,flexibility, </em>dan <em>originality </em>adalah tiga indikator yang menggambarkan kreativitas. Persiapan, inkubasi, iluminasi, dan verifikasi adalah empat tahapan proses berpikir kreatif yang dikembangkan Graham Wallas. Dua hal ini akan dibahas dalam penelitian dimana subjek penelitiannya merupakan siswa <em>field independent</em>.
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Ardhyantama, V., and S. Widodo. "Creativity Skill Proses in Project Based Learning: A Case Study of Distance Learning in Pacitan." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 152–58. http://dx.doi.org/10.47175/rielsj.v1i2.82.
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Learning creativity skill is important for students. Distance learning during the Covid-19 period is the best option for study. However, students' needs among cognitive, affective, psychomotor and various skills need to be well accommodated. This study aims to describe the process of creativity in project-based learning in distance learning. The research subjects were 10 elementary school education students grade 2nd. The learning project was carried out at home with online guidance and discussion due to the conditions of Covid-19 which made it impossible to gather. The learning project that is designed is to create a learning media for beginning reading for elementary school students. Wallas' creative process includes 5 stages: preparation, incubation, intimacy, illumination and verification. Distance learning projects are carried out in 7 stages, namely: (1) formulating learning outcomes, (2) understanding concepts, (3) skills training, (4) designing the project, (5) making the project proposal, (6) executing projects and (7) project report. The results showed that in distance project learning can still be done to train creativity with paying more in accessibility of communication and following the learning stage
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Khlystun, Olena. "Actor Imaging as Constituent Creative Transformation Process." Culturology Ideas, no. 14 (2'2018) (2018): 52–59. http://dx.doi.org/10.37627/2311-9489-14-2018-2.52-59.
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The article states that the actor’s mastering of the role is structurally divided into several stages, at each of which there is a certain accumulation of knowledge about the character of the play. The main theories of the structure of the creative process are illuminated in the theories of the three-act by P. Engelmayer, the three-stage model of A. Poincaré, and the four-stage model of creative thinking by G. Wallace, E. Getchinson. The imagination and creative activity of a person depend on the diversity of his previous experience, represented by the material from which the constructions of the presentation are created. It is noted that the most important feature of the imagination is its striving for embodiment. The actor designs the future physical embodiment of the character’s stage image. It is concluded that the imagination is constructed from the thoughts and visions of a person, simultaneously or alternately covering his mind. The actor profession is dominated by the emotional connection between the activity of the imagination and the act of reincarnation. The peculiarity of the actor’s imagination is the creative experience of the actor, and not his personal one. Imagination works in the preparatory analytical stage of the role as the accumulation of former emotional traces. In the process of implementing the role, these traces come to life, which leads to the act of reincarnation in the role.
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., Samudji. "The Hallidayan Stylistics and Creative Writing:Theoretical and Critical Study at the Level of Concepts." International Journal of Social Sciences and Humanities Invention 5, no. 12 (December 14, 2018): 5140–46. http://dx.doi.org/10.18535/ijsshi/v5i12.09.
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This article tries to argue that systemic functional linguistic (SFL) stylistics or Hallidayan‘s stilistics can be integrated directly with the creative writing process or vice versa, and can provide a broad insight into determining meaning choices. The determination of this choice of meaning can be done by considering the sources of meaning available in three levels, namely: (1) the level of context of culture and context of situation with its three components, i.e., field, mode, tenor; (2) the level of discourse semantics with its three components, namely ideational (logical & experiential), textual, and interpersonal; and (3) the level of lexicogrammar with its four components, i.e., transitivity & clause complexing, theme/rheme, and mood/residue.These three levels will be integrated with the first four stages in creative writing, namely: (1) conflict; (2) description; (3) characters; and (4) dialogue. This integration thus forms a combined configuration between functional stylistic aspects and the first four stages of creative writing. I’m confident that this configuration is important to know well for creative writing teachers, or students who pursue creative writing, or anyone who wants to improve his or her creative writing competence.
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Setyawan, Rahmat, Tatag Yuli Eko Siswono, and Wiryanto . "Designing Assesment Task of Student Creative Thinking Assisted by Google Form." International Journal of Innovative Science and Research Technology 5, no. 7 (July 28, 2020): 512–17. http://dx.doi.org/10.38124/ijisrt20jul507.
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This study aims to describe the process of developing and assessing the quality of mathematical creative thinking instruments for elementary school students assisted by Google Form. The method used is a 4-D model development research carried out through four stages, namely defining, designing, developing, and distributing. The subjects in this research were students of 6th grade Ketintang I /409 elementary school Surabaya, consisting of four classes (VI A, B, C, and D) of 115 students. Data collection is done through expert validation, teacher questionnaires, student response questionnaires, and assessment of students' creative thinking. The results of the research are the process of developing an instrument for evaluating the mathematical creative thinking of elementary school students assisted by Google Form carried out with a 4-D model consisting of 4 stages: the defining stage (initialfinal analysis, students, assignments, concepts, and formulation of learning objectives), the design stage (preparation of the evaluation grid and assessment criteria as well as the initial design of the assessment instruments), the development stage (expert validation and development trials), and the deployment stage. The quality of the product development of the development of an assessment instrument for mathematical creative thinking of elementary school students assisted by Google Form is valid with an average result of instrument format validation 85, content validation 100 and language validation 95. Very efficient (very practical) with an average efficiency result of 3.6 of maximal 4. Effective because the product produced can measure students' creative thinking abilities. Based on the analysis of creative thinking, the results of the assessment of creative thinking carried out can be used to measure the level of students' creative thinking abilities.
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Touriano, Derist. "INTERACTIVE TECHNOLOGY IN THE TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION." JOURNAL V-TECH (VISION TECHNOLOGY) 1, no. 2 (December 14, 2018): 31–36. http://dx.doi.org/10.35141/jvt.v1i2.94.
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An important aspect that requires great attention in each college is related to the lack of educational facilities and the low interest in student learning which risks the education process. Therefore the purpose of this study is to develop an interactive learning technology so that the lecturers are more creative in providing explanations of lecture material not to go monotonous and exciting. This research method is divided into four stages from ten stages of research and development to solve research problems. The final conclusion of this study is use interactive learning technology, especially SmartBoard, is easy to implement with low cost so that lectures and students can explore information more effectively and efficiently.
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Anggareni, Peni, and Akhmad Faisal Hidayat. "Identifikasi Tahapan Proses Berpikir Kreatif Siswa SMP dalam Aktivitas Pengajuan Masalah Matematika." Kreano, Jurnal Matematika Kreatif-Inovatif 10, no. 2 (December 1, 2019): 132–40. http://dx.doi.org/10.15294/kreano.v10i2.18818.
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Berpikir kreatif merupakan salah satu aspek penting dalam matematika. Penelitian ini bertujuan untuk mengidentifikasi tahapan proses berpikir kreatif siswa SMP dalam aktivitas pengajuan masalah matematika. Tahapan tersebut didasarkan pada hasil Tugas Pengajuan Masalah Matematika (TPMM) dan wawancara. Penelitian ini dilakukan di salah satu SMP Negeri di Kota Jambi. Subjek penelitian ini adalah 2 siswa SMP Kelas IX dengan kriteria kreatif, dengan alat pengumpul data berupa TPMM dan pedoman wawancara. Analisis data TPMM dilakukan dengan menganalisis soal yang dapat diselesaikan, kemudian dilihat berdasarkan indikator berpikir kreatif yaitu kelancaran (fluency), keluwesan (flexibility) dan kebaruan (novelty). Wawancara dilakukan berdasarkan 4 tahap proses berpikir kreatif yaitu persiapan, inkubasi, iluminasi, dan verifikasi. Hasil penelitian menunjukkan bahwa siswa kreatif melewati empat tahap proses berpikir kreatif, yaitu persiapan, inkubasi, iluminasi, dan verifikasi. Pada tahap persiapan siswa berusaha mendapatkan wawasan dalam menghadapi masalah yang diberikan; tahap inkubasi siswa mencari ide; tahap iluminasi siswa memunculkan ide; dan tahap verifikasi siswa menguji ide yang dihasilkan.Creative thinking is one of the important aspects in mathematics. This study aims to identify the stages of the creative thinking process of junior high school students in the activity of submitting mathematical problems. These stages are based on the results of the Task for Submission of Mathematical Problems (TPMM) and interviews. This research was conducted at one of the Public Middle Schools in Jambi City. The subject of this study were 2 junior high school students of Class IX with creative criteria, with data collection tools in the form of TPMM and interview guidelines. TPMM data analysis is done by analyzing the questions that can be solved, then seen based on creative thinking indicators, namely fluency, flexibility and novelty. Interviews were conducted based on 4 stages of the creative thinking process, namely preparation, incubation, illumination, and verification. The results showed that creative students passed the four stages of the creative thinking process, namely preparation, incubation, illumination, and verification. In the preparation stage students try to gain insight in dealing with problems given; incubation stage students look for ideas; the student's illumination stage raises ideas; and the verification stage students test the idea produced.
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Wu, Xiaobo, Guannan Xu, Rufei Ma, and Jian Du. "The Evolutionary Process of Secondary Innovation in the Context of Globalization." Industry and Higher Education 22, no. 5 (October 2008): 289–96. http://dx.doi.org/10.5367/000000008786102053.
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This paper examines the evolutionary process of secondary innovation in a typical Chinese equipment manufacturing firm in the context of globalization and elaborates how to achieve latecomer's advantage from imitation to innovation. Four stages are identified in the process of international manufacturing: the equipment import stage, the production cooperation stage, the R&D cooperation stage and the global operation stage. Technological innovation evolves as follows: from duplicative imitation to creative imitation, and then from exploitative innovation to explorative innovation. Through the evolutionary process, a firm can take advantage of globalization to accumulate knowledge and improve its capabilities, which enable it to upgrade in the global manufacturing network.
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Westberg, Karen L., and Jann H. Leppien. "Student Independent Investigations for Authentic Learning." Gifted Child Today 41, no. 1 (November 20, 2017): 13–18. http://dx.doi.org/10.1177/1076217517735354.
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Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focusing, product focusing, and audience focusing. Progression through these stages leads to real-life learning experiences with lasting effects for students.
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Morari, Natalia. "DEVELOPING STUDENTS’ CREATIVITY THROUGH RESEARCH." Journal of Social Sciences 4, no. 3 (September 2021): 46–54. http://dx.doi.org/10.52326/jss.utm.2021.4(3).05.
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This paper analyzes the concept of creativity as a component part of the research activity, both having a universal character, applicable in all spheres of human activity. The creative process is carried out in 4 stages (preparation, incubation, lighting and evaluation), on the realization of which depends if the solution for the researched problem will be found. In the learning process, the student manifests himself at the level of productive creativity (one of the four types of creativity), which involves a process of creating useful things based on the skills and abilities acquired, although these things can be achieved at a low level of originality. The research conducted by students refers to new knowledge, experiences, life lessons, obtained independently, being argued theoretically (with the help of scientific studies) and practically (in the laboratory called "literary work"). Within the research activity, the 3 dimensions of the creative personality are developed: imagination, judgment, taste.
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Timoshenko, N. V. "Cognitive Activity and Creativity of Junior Schoolchildren with the High Intellectual Abilities in the Different Educational Environment." Psychological-Educational Studies 11, no. 1 (2019): 70–84. http://dx.doi.org/10.17759/psyedu.2019110106.
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The social situation of personality development is the starting point for all dynamic changes. The analysis of the literature of authors who worked before, and continue working on the subject, has been carried out. The range of questions raised by them that have points of intersection with this study was outlined. The article analyzes the preliminary results of the formative experiment, which is taking place over the course of two years at Art-Zebra creative studio of the Moscow Zoo Training Center. Changes in the creative works of twenty children from four to ten years old reflected in the individual sheets, giving an idea of how the means of expression of images of animals and birds created by children grew up. The article contains three individual characteristics-one of the most vivid examples of the unique way of forming creative features in each child in the social environment of the sculpture classes. Particular attention is paid to the experience that runs like a red thread through all stages of children's creative activity. Preliminary results showed that initially the children owned no more than two means of expression. During the experiment, most children mastered four to five means of expression, adding two more in the process of growth. It is argued that the mastery of creative strategies as means for the transformation of the psyche is the key to unlocking the creative potential of each child.
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Chen, Ming-Huei, and Min Tseng. "Creative entrepreneurs' artistic creativity and entrepreneurial alertness: the guanxi network perspective." International Journal of Entrepreneurial Behavior & Research 27, no. 4 (February 9, 2021): 1082–102. http://dx.doi.org/10.1108/ijebr-05-2020-0306.
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PurposeThe dichotomy of views on “arts for arts sake” and “art must meet commerce” elicits the clash about how creative entrepreneurs encounter the dilemma of fulfilling personal satisfaction and chasing entrepreneurial aspiration along the entrepreneurial process. It is argued whether or not creative entrepreneurs can integrate artistic creativity and entrepreneurial alertness to disentangle the conflict and tension between art and commerce in the guanxi embedded culture context. The complex guanxi ties of creative entrepreneurs identified as bonding ties with families, bridging ties with friends and social ties with colleagues are presumed to activate personal and social values.Design/methodology/approachThe research design consists of two stages: face-to-face interviews and empirical survey. A total of four successful local creative entrepreneurs in craft arts were interviewed and asked questions related to their source of creative inspiration, market alertness and value creation. Findings derived from interviews enrich the questionnaire development of the empirical survey. The survey was conducted to realize the social phenomenon of creative entrepreneurs' guanxi, cognitive process and satisfaction with Taiwan's creative industry context. In total, 318 creative entrepreneurs’ responses were collected and analyzed by using structural equation modeling (SEM).FindingsResults suggest that guanxi networks lead to the acquisition of various social resources that are conducive to alertness in entrepreneurial opportunities and stimulate artistic creativity, which in turn gratify creative entrepreneurs' senses of entrepreneurial satisfaction with life, work and social contribution, as well as achieve higher entrepreneurial aspiration, perceived as social recognition and meaning of work.Practical implicationsResults of this study enrich the understanding of creative entrepreneurs and their awareness of balancing opportunity alerting and artistic creativity while starting creative businesses. Diverseness and closeness of guanxi networks can fill the gap between art and market and further pave the way to winning aspiration.Originality/valueThis paper advances the existing literature on creative entrepreneurship by adopting guanxi network theory to explore entrepreneurs' cognitive process in the linkage of artistic creativity and entrepreneurial alertness and their mediating effects on perceived entrepreneurial satisfaction and aspiration.
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BERGİL, Ayfer SU, Ayşegül ERÇEVİK, and Gamze ERDEM. "ELABORATING TEACHING ENGLISH TO YOUNG LEARNERS COURSES WITH CREATIVE DRAMA: ALTERNATIVES FOR PROSPECTIVE TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 30, 2020): 232–45. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.498.
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The aim of this study is to teach creative drama techniques to Amasya University English Language Teaching Department students in the scope of Young Learners courses, enrich students’ vision to perform different activities in practicum practices and observe its contributions to the course process. Four stages of creative drama, namely warm-up/relaxation activities, games, improvisation and evaluation were included in this research and supported as a project by the Scientific Research Commission of Amasya University. In this research the scale of attitudes towards creative drama, consisting of 50 items was adapted and used as a highlighting part of ‘‘Teaching English to Young Learners’’ course. As a method, namely qualitative research referring to both descriptive and phenomenological researches was used in the study. Moreover, to support the results of qualitative ones, the quantitative statistics of One-Sample Kolmogorov-Smirnov Test, Wilcoxon Signed Rank Test for Paired Samples were applied to the collected data. Related to the obtained results, it was clearly seen that the teaching English to young learners courses should be enriched with creative drama activities in the process of teacher training and the prospective teachers need to be fostered using this kind of practices during their faculty education.
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Kerr, Cheryl, and Cathryn Lloyd. "Pedagogical learnings for management education: Developing creativity and innovation." Journal of Management & Organization 14, no. 5 (November 2008): 486–503. http://dx.doi.org/10.1017/s1833367200002996.
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AbstractThis paper argues that management education needs to consider a trend in learning design which advances creative learning through an alliance with art-based pedagogical processes. A shift is required from skills training to facilitating transformational learning through experiences that expand human potential, facilitated by artistic processes.This creative learning focus stems from a qualitative and quantitative analysis of an arts-based intervention for management development, called Management Jazz, conducted over three years at a large Australian University.The paper reviews some of the salient literature in the field, including an ‘Artful Learning Wave Trajectory’ Model. The Model considers four stages of the learning process: capacity, artful event, increased capability, and application/action to produce product. Methodology for the field-based research analysis of the intervention outcomes is presented. Three illustrative examples of arts-based learning are provided from the Management Jazz program. Finally, research findings indicate that artful learning opportunities enhance capacity for awareness of creativity in one's self and in others, leading, through a transformative process, to enhanced leaders and managers. The authors conclude that arts-based management education can enhance creative capacity and develop managers and leaders for the 21st century business environment.
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Kerr, Cheryl, and Cathryn Lloyd. "Pedagogical learnings for management education: Developing creativity and innovation." Journal of Management & Organization 14, no. 5 (November 2008): 486–503. http://dx.doi.org/10.5172/jmo.837.14.5.486.
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AbstractThis paper argues that management education needs to consider a trend in learning design which advances creative learning through an alliance with art-based pedagogical processes. A shift is required from skills training to facilitating transformational learning through experiences that expand human potential, facilitated by artistic processes.This creative learning focus stems from a qualitative and quantitative analysis of an arts-based intervention for management development, called Management Jazz, conducted over three years at a large Australian University.The paper reviews some of the salient literature in the field, including an ‘Artful Learning Wave Trajectory’ Model. The Model considers four stages of the learning process: capacity, artful event, increased capability, and application/action to produce product. Methodology for the field-based research analysis of the intervention outcomes is presented. Three illustrative examples of arts-based learning are provided from the Management Jazz program. Finally, research findings indicate that artful learning opportunities enhance capacity for awareness of creativity in one's self and in others, leading, through a transformative process, to enhanced leaders and managers. The authors conclude that arts-based management education can enhance creative capacity and develop managers and leaders for the 21st century business environment.
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Kokhan, Tymofii. "Mythic Plots: the Experience of the Movie Interpretation." Culturology Ideas, no. 14 (2'2018) (2018): 44–51. http://dx.doi.org/10.37627/2311-9489-14-2018-2.44-51.
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The article states that the actor’s mastering of the role is structurally divided into several stages, at each of which there is a certain accumulation of knowledge about the character of the play. The main theories of the structure of the creative process are illuminated in the theories of the three-act by P. Engelmayer, the three-stage model of A. Poincaré, and the four-stage model of creative thinking by G. Wallace, E. Getchinson. The imagination and creative activity of a person depend on the diversity of his previous experience, represented by the material from which the constructions of the presentation are created. It is noted that the most important feature of the imagination is its striving for embodiment. The actor designs the future physical embodiment of the character’s stage image. It is concluded that the imagination is constructed from the thoughts and visions of a person, simultaneously or alternately covering his mind. The actor profession is dominated by the emotional connection between the activity of the imagination and the act of reincarnation. The peculiarity of the actor’s imagination is the creative experience of the actor, and not his personal one. Imagination works in the preparatory analytical stage of the role as the accumulation of former emotional traces. In the process of implementing the role, these traces come to life, which leads to the act of reincarnation in the role.
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Burkett, Susan L., Sushma Kotru, John C. Lusth, Debra McCallum, and Sarah Dunlap. "Introducing Creativity In A Design Laboratory For A Freshman Level Electrical And Computer Engineering Course." American Journal of Engineering Education (AJEE) 5, no. 1 (May 29, 2014): 11–26. http://dx.doi.org/10.19030/ajee.v5i1.8608.
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In the electrical and computer engineering (ECE) curriculum at The University of Alabama, freshmen are introduced to fundamental electrical concepts and units, DC circuit analysis techniques, operational amplifiers, circuit simulation, design, and professional ethics. The two credit course has both lecture and laboratory components that address these topics. The laboratory has been used, in this project, to provide students an experience in design. In one of the laboratory assignments, students work in teams to design and build products giving attention to both function and aesthetics. Creativity is an important attribute for engineers practicing their profession in a global society. The creative process was exercised in the design lab by progressively engaging students through various stages including: brainstorming, formation of a construction plan, producing schematic representations, and implementing their design. In a two- year period, four laboratory exercises were developed to provide design experiences in our introductory ECE course. Assessment results show that the majority of students enjoy several aspects of the laboratory on design and creativity. At the same time, they consider this lab to be one of the most difficult ones due to its open-ended nature. Students who experienced the creative lab were somewhat more likely to state they would continue in their major. Overall, the project team concluded that the creative lab was valuable and did raise awareness of the creative process.
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Clauhs, Matthew. "Beginning Band without a Stand: Fostering Creative Musicianship in Early Instrumental Programs." Music Educators Journal 104, no. 4 (June 2018): 39–47. http://dx.doi.org/10.1177/0027432118768383.
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Approaches to teaching music notation and instrumental technique have been standardized and codified in the United States with great success in beginning instrumental programs. While these skills are important, we do a disservice to students if we do not equally develop comprehensive musicianship and creative thinking at a young age. Creating music is one of the four “Artistic Processes” that guide our instruction in the new National Core Arts Standards framework. It is also a process that many instrumental music teachers struggle to implement, especially in early stages of instruction when note-reading and technique seem to be the highest priority. Drawing on examples from an elementary school band program that shifted away from music notation in the rehearsal room and group lesson space, I examine how instrumental music teachers can move students beyond the music stand into a deeper and more creative understanding of the elements of music.
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Komar, Yuriy, Rostyslav Dubas, and Alexey Ivanov. "Conceptual model of complete creative management formation of complete human health." Problems of Innovation and Investment Development, no. 21 (December 27, 2019): 86–96. http://dx.doi.org/10.33813/2224-1213.21.2019.10.
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The purpose of the study is to substantiate and develop a Conceptual model of full-fledged creative management of the formation of complete human health. The authors summarized the theoretical generalization of the category «full human health» (FHH) showed that its essence is a complete system of universal human five-element subsystems of different nature, consisting of five levels, ten species and fifty elements of human health intended for use in any public environment. Methodology. The theoretical and methodological basis of the study is the attributive (triple) scientific approach, the method of modeling systems of complete creative management, the method of structural-linguistic quantification in a complex combination with the fundamental principles of human health: fullness, well-being and hierarchy. The aforementioned theoretical and methodological base of the research made it possible to create, in the format of the Fundamental Model of Full-fledged Creative Management of the Life of Ukrainian Society, a Conceptual Model of Full-fledged Creative Management of the Formation of FHH, to characterize its phases, stages of management, to show the role of the subject of management – the person in the formation of FHH and to draw appropriate scientific conclusions. The scientific novelty of the obtained results lies in the creation of the Conceptual model of complete creative management of FHH as a universal full-fledged model of creative management in the composition of four horizontal phases and ten vertical stages of control, in which the set of five-element common human systems of different hierarchical level and nature on five levels, ten species and fifty elements of the process of forming a FHH for its use in any society nomu environment. Conclusions. The unique properties of the conceptual model of full-fledged creative management characterize it as a modern all-human, full-fledged system of creative management of higher-level hierarchical puzzle. This necessitates the widespread use of the Conceptual Model in the basic spheres of human activity for the full management of his health in the conditions of any social environment, in particular Ukrainian society.
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Nielsen, Anne R., Matthias Heil, Morten Andersen, and Morten Brøns. "Bifurcation theory for vortices with application to boundary layer eruption." Journal of Fluid Mechanics 865 (February 27, 2019): 831–49. http://dx.doi.org/10.1017/jfm.2019.97.
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We develop a bifurcation theory describing the conditions under which vortices are created or destroyed in a two-dimensional incompressible flow. We define vortices using the $Q$-criterion and analyse the vortex structure by considering the evolution of the zero contours of $Q$. The theory identifies topological changes of the vortex structure and classifies these as four possible types of bifurcations, two occurring away from boundaries, and two occurring near no-slip walls. Our theory provides a description of all possible codimension-one bifurcations where time is treated as the bifurcation parameter. To illustrate our results, we consider the early stages of boundary layer eruption at moderate Reynolds numbers in the range from $Re=750$ to $Re=2250$. By analysing numerical simulations of the phenomenon, we show how to describe the eruption process as sequences of the four possible bifurcations of codimension one. Our simulations show that there is a single codimension-two point within our parameter range. This codimension-two point arises at $Re=1817$ via the coalescence of two codimension-one bifurcations which are associated with the creation and subsequent destruction of one of the vortices that erupt from the boundary layer. We present a theoretical description of this process and explain how the occurrence of this phenomenon separates the parameter space into two regions with distinct evolution of the topology of the vortices.
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Kotov, Yegor, and Vitaly Chulkov. "The basic cycle of reorganization of construction." E3S Web of Conferences 97 (2019): 01018. http://dx.doi.org/10.1051/e3sconf/20199701018.
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Reorganization is one of the fundamental processes of development of modern society. The infographic model of the reorganization cycle, also known as the “development wheel”, allows us to divide development of this process into four stages: settlement, disorganization, reorganization and co-organization. These stages have been researched on by numerous Russian and foreign researchers. In the sphere of construction, the most interesting is the restructuring, which has a special relevance at the present stage of development of the Russian Federation and requires creative approaches, models and methods of scientific research of vision of this important branch of economy. In this article, the model of reorganization process is structured with use of the theory of multipoint logic and the practice of infographic modeling, possible impacts and interactions leading to well-defined and formalized results are considered. Models of loading the interactions of individual components of the model of reorganization by control actions and the results obtained therewith have been developed.
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Karpov, A. O. "Universities in the Knowledge Society: The Problem of Creativity Institutionalization." Russian Journal of Philosophical Sciences 62, no. 2 (May 12, 2019): 77–95. http://dx.doi.org/10.30727/0235-1188-2019-62-2-77-95.
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The problem of creativity institutionalization at the university entails an identification and building a model of interrelated socio-epistemic structures (both internal and external), functionally ensuring creative activities of a heterogeneous subject of cognition in line with the university’s academic missions (educational, research, socio-economic). The paper gives a socio-philosophical analysis of transformation of the creative-type cognitive relationship (attitude) in the process of University 3.0 historical development. The author classifies the approaches to the definition of creative spaces and outlines the main provisions of the author’s concept of creativity institutionalization in a modern university. It is shown that the creative function of a modern university develops under the influence of public expectations, economic conditions and new technologies that call for effective educational environments, innovative learning methods, new forms of literacy. The author distinguishes four historical stages in the University 2.0, which differ in types of creative activity of a subject of cognition with respect to learning and research: education as the comprehension of truth, conjunction of research and teaching, conjunction of research and learning, learning through scientific researches. It is shown that University 3.0 takes its origin at the end of the 20th century as a result of commercialization of scientific researches, where scientific- and socialentrepreneurial creativities are added to various types of educational and scientific-research creativity. The paper presents the approaches to conceptualization of creative spaces at the University: environment model, model of cognitive processes, complex “environment as a mode of cognition” model. The concept of generativity is a core element of the author’s model of creative space, which is applied as a social-epistemological characteristic to the processes of learning and the environment of cognition. The creative space is deemed as a cognitive-generative system that interconnects creative-type cognitive processes with the cognitively active environment.
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Федорова, А., A. Fedorova, А. Быстрова, and A. Bystrova. "Video Project as a Method of Teaching a Foreign Language in the Department of Linguistics." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 3 (September 24, 2019): 68–74. http://dx.doi.org/10.12737/article_5d8880a0b9cfc6.93661851.
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The article is devoted to project-based learning as a method of forming communicative competence in a foreign language in the department of Linguistics. The pedagogical approach to the student-film making process which allows learners to elicit and develop their explanatory, pragmatic and creative potentials is analysed. This method aims at independent and mutual student research, critical evaluation of information sources and further information transfer to new contexts and ideas. The main benefits of implementing the project method in the contemporary teaching process are considered. The study focuses on the main requirements and rubric of student films. The article shows four stages of filmmaking, the role and functions of a teacher at each stage. It is concluded that during the video production process the role of a teacher is a facilitator who contributes to turning students into active, keen graduates who are able to analyse themselves. The results of a survey conducted among students on the video project are analysed.
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Liu, Shu-Hui, Chih-Hung Wang, Chi-Ping Deng, Foo Bee Keh, Yi-Jen Lu, and Ya-Chi Tsai. "Action Research Using a Chinese Career Model Based on the Wisdom of Classic of Changes and its Applications." Journal of Pacific Rim Psychology 8, no. 2 (December 2014): 83–94. http://dx.doi.org/10.1017/prp.2014.11.
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To challenge the Taiwan Ministry of Education's (TMOE) dominant enforcement of a person-environment fit model, the Chinese Career Research Center incorporated yin-yang alternation principles from the Classic of Changes (I Ching, Yi Jing or 易經) to develop the model of career development touching the sky yet grounded (TSG) and corresponding practice guidelines, a career website (CCN), and four career service projects. Using Lewin's (1946) cyclical-spiral process of action research, CCN and TSG service projects were promoted to complement the TMOE's fit model, and feedback was utilised to revise our TSG model and its applications. Yin-yang alternation principles and the four stages of chien (the creative) from the Classic of Changes were applied to develop social action strategies. Social change was indicated by counsellors’ and students’ changes in their career views, as well as the TMOE's direct financial support for TSG service projects. This progress is encouraging for whoever is interested in developing culture-inclusive indigenous psychology with practical outcomes.
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Zhestkova, Natalya Aleksandrovna. "Organization of Project Work of Elementary Schoolchildren in Familiarization With Traditional Festive Treats in Popular Culture." Development of education, no. 3 (9) (September 24, 2020): 93–96. http://dx.doi.org/10.31483/r-86040.
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The author of the article pays special attention to the project method that has great potential for the formation of a certain system of intellectual skills and practical skills in schoolchildren, which contribute to the mastery of the activity component of the education content. It is outlined that the use of the project method in working with elementary schoolchildren implies four stages: organizational and preparatory, technological, generalizing, reflexive. It is also emphasized that the specificity of the implementation of each stage, due to the age characteristics of the schoolchildren, involves leadership in the joint search for the problem and the choice of ways to solve it; ensuring that every child is included in the planning and performance criteria for product development, consistent implementation and adequate evaluation; organization of reflexive work on understanding the process and results of individual and group productive and creative activities at organizational, preparatory, technological and generalizing stages; management of the project product design and evaluation processes. Methods. On the example of the creative project “Traditional festive treats in popular culture”, practical recommendations for organizing the project work of elementary schoolchildren as a mental prediction of what will then be created in the form of a project product, independent planning and time-fixed achievement of the goal are presented. Results. It was concluded that in elementary school age, project activities are a way of pedagogically organized development of the surrounding reality by the child, therefore its success is largely determined by the level of methodological preparation of the teacher.
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Hlynska, A. Y., L. O. Korchevska, and O. V. Kokorieva. "The Types and Risks of Communicative Relations of Staff in the Formation of the Innovative Environment of Tourism Enterprise." Business Inform 7, no. 522 (2021): 70–75. http://dx.doi.org/10.32983/2222-4459-2021-7-70-75.
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The article is aimed at analyzing the role of communicative relations and their types in the formation of an innovative environment of a tourism enterprise, to identify risks that may arise as a result of their existence. The impossibility of generating innovative approaches without creating an appropriate communicative space based on the relevant psychological principles is determined. The staff should learn to respectfully listen to the ideas of other participants, convince in the prospects of their own ideas, cooperate in solving emerging problems, use a creative approach and readiness to experiment in any issues. The article pays much attention to possible communicative instruments that can be used at different stages of the innovation process, which in complex implementation create an innovative communication network and space. For each stage, probable risks are allocated that can create obstacles to achieve the goal. Based on existing research, four models of communicative relations were allocated depending on the size of the tourism enterprise and the role of management in innovative processes. They are: 1) «Support Center», which originates in the general office of the tourism network or in a specific department of a large travel corporation. 2) «Creative team» is a team in which communications are carried out on the principle of matrix organizational structure. 3) «Core of innovative changes» is the format of creating a separate R&D department responsible for finding new ideas and creative formats for the provision of services, with separate funding and own organizing structure. 4) «Tourism startup» is a small enterprise, the business model of which is a creative approach for the market.
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Sergeevna, Budovich Lidia. "Innovative Products Commercialization and Social Aspects." International Journal of Criminology and Sociology 10 (December 31, 2020): 326–31. http://dx.doi.org/10.6000/1929-4409.2021.10.40.
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Ideation, research, and technological innovation are valuable when they lead to wealth creation. Commercialization is a way to tie science to economics and create wealth from innovation. Success in technology development and commercialization requires a combination of several factors, including creative thinking, appropriate technical knowledge, entrepreneurial thinking and spirit, and financial resources. But it is rare for a single person to have all of these characteristics. Therefore, the best way to successfully commercialize technology is to create a team of four different personalities with the above characteristics: These four personalities are inventor/innovator, investor, technology, and entrepreneur. This article examines the definitions and concepts of commercialization and points to social and economic factors in the commercialization process - from ideation to the development of success and growth. Then proposed the formation of an innovation team as one of the strategies for commercialization success and expresses the characteristics of the innovation team and its members and their role in different stages of commercialization. Finally, to achieve more and better achievements in the field of commercialization, suggestions are presented according to the existing conditions.
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Alekseeva, Svitlana. "INDIVIDUAL EDUCATIONAL TRAJECTORY OF STUDENTS IN THE PROFILE SENIOR SCHOOL OF ART AND AESTHETIC FIELD OF TRAINING." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 10–14. http://dx.doi.org/10.36550/2415-7988-2021-1-195-10-14.
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The formula of the New Ukrainian School consists of nine key components, one of which is a personality-oriented model of education based on the child-centered ideas. This implies the maximum approximation of education and upbringing of a particular child to his essence, abilities and life plans, providing moral and psychological comfort, refusal to focus the educational process on the «average» student. Therefore, today in pedagogy the problem of individual educational trajectory of youth is actively discussed, which makes it possible to create conditions for the harmonious development of the individual, to meet his educational needs. In general, the concept of individualization of the educational trajectory of students is associated with the process of identifying and developing their abilities, the realization of their own educational goals that meet the needs, opportunities, motivation, interests of modern youth. The purpose of the article is to reveal the features of the formation of the individual educational trajectory of the student in the profile senior school of artistic and aesthetic field of training. Artistic and aesthetic field of specialized training is connected with the core of creative industries (literature, music, fine arts, cinema, television, radio, video and computer games, advertising, architecture, design, fashion, etc.), so it is important to personalize educational path of gifted students with a focus on unleashing their creative potential. The formation of individual educational trajectories of students of the artistic and aesthetic field of specialized education begins with the definition of their life plans, hopes for the future and consists of four stages. The first stage is the study of needs, interests, requests, personal characteristics of students. The second stage is associated with the creation of an individual educational program, which involves the definition of long-term goals; conceptual strategies and approaches to creative development, indicators of their achievements, as well as the selection of content and forms of training. Within the third stage there is a correction of pedagogical influences, creation of a positive pedagogical environment around students, elimination of organizational shortcomings, psychological and pedagogical support of senior students’ creative development is carried out. The fourth stage is related to pedagogical monitoring, which is carried out in order to ensure the quality of this process.
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Aminoto, Tugiyo, and Rahma Dani. "Pengembangan Model Diskusi Berbasis Whatsapp Untuk Meningkatkan Pemahaman Konsep Pada Mata Kuliah Fisika Statistik." EduFisika 3, no. 01 (June 30, 2018): 24–30. http://dx.doi.org/10.22437/edufisika.v3i01.5804.
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The limited time and low participation of students in discussion activities in the classroom causes the optimal process of lecturing, especially in the subjects of statistical physics. On the other hand, the rapid development of information technology and social media and the occurrence of a paradigm shift in learning to be an active creative education bring challenges and solutions. The number of lecturers and students who use social media Whatsapp, media that allows sharing of information online, easy, fast and cheap, is an alternative solution for the not optimal learning process in the classroom so far. So it is necessary to do research that produces a social media-based technology integration model for discussion activities outside the classroom. This type of research takes the form of research and development. The process of developing learning media with online discussion using whatsapp refers to the Four-D development model which includes 4 stages: Define, design, development, and Dissemination. The results generated are whatsapp-based online discussion models that can be used as a reference for educators who will utilize whatsapp social media in learning both in school and college.
Keywords: information technology, Whatsapp, online discussion, integration model
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Herryprilosadoso, Basnendar. "Pengembangan Potensi Masyarakat Melalui Industri Kreatif Sebagai Rintisan Desa Wisata di Desa Kundisari, Kedu, Temanggung." Abdi Seni 10, no. 1 (April 28, 2020): 1–12. http://dx.doi.org/10.33153/abdiseni.v10i1.3031.
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AbstrakDesa Kundisari merupakan salah satu daerah yang berada di Kecamatan Kedu, Kabupaten Temanggung Proinsi Jawa Tengah yang memiliki beragam potensi di bidang kesenian yang terdiri dari 4 (empat) potensi, yaitu kesenian kuda lumping, gerabah, seni musik dangdut, sholawatan dan rebana. Selain potensi seninya dengan permukaan wilayahnya dengan dataran tinggi sangat berpotensial dijadikan destinasi pariwisata. Prioritas permasalahan yang ada, yaitu : 1) Metode pendampingan dalam pengembangan dan pengelolaan seni kerajinan berbasis bambu dan batik eco print sebagai cinderamata (souvenir); 2) Metode pendampingan dalam pengembangan dan pengelolaan manajemen sumber daya manusia untuk menyusun rintisan desa wisata kreatif; dan 3) Metode pendampingan dalam pengembangan untuk perancangan Environment Graphic Design. Tahapan dan proses pengabdian kepada masyarakat tematik ini terdiri dari 3 (tiga) tahapan besar, yaitu : Tahapan Identifikasi Masalah (Envisioning Phase), Tahapan Perencanaan (Planning Phase), dan Tahapan Desain/Rancangan (Developing Phase) dengan melalui teknis pelatihan, pendampingan, dan workshop bagi warga masyarakat Desa Kundisari.Sinergitas pihak kampus dan akademisi dalam mendukung program pelatihan kepada masyarakat dalam rangka pengembangan potensi desa di bidang industri kreatif sangat diperlukan, khususnya pelatihan teknologi tepat guna yang nantinya bisa langsung diterapkan oleh warga masyarakat desa.Kata kunci: Potensi Desa, Pelatihan Kerajinan, Industri Kreatif, Desa Wisata Kundisari. AbstractKundisari Village is one of the areas in Kedu, Temanggung , Central Java Province which has a variety of potentials in the arts consisting of 4 (four) potentials, namely kuda lumping , pottery, dangdut music art, sholawatan and tambourine. In addition to its artistic potential with the surface of its territory with a plateau is very potential to be a tourism destination.Priority problems that exist, namely: 1) Methods of assistance in the development and management of bamboo and batik- based handicraft arts as souvenirs (souvenirs); 2) Assistance methods in the development and management of human resource management to develop creative tourism village pilot projects; and 3) Assistance methods in development for designing Environmental Graphic Design. The stages and process of dedication to this thematic community consists of 3 (three) major stages, namely: the Phase of Identification Problems (Envisioning Phase), the Planning Phase (Planning Phase), and the Design / Design Stages through the technical training, mentoring, and workshops for residents of the Kundisari. Synergy between the campus and academics in supporting training programs for the community in the context of developing village potential in the field of creative industries is very much needed, especially training in appropriate technology which can later be directly applied by villagers.Keywords: Village Potential, Handicraft Training, Creative Industries, Kundisari Tourism Village
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Silva Júnior, Eugênio Monteiro da, and Moisés Lima Dutra. "A roadmap toward the automatic composition of systematic literature reviews." Iberoamerican Journal of Science Measurement and Communication 1, no. 2 (July 27, 2021): 1–22. http://dx.doi.org/10.47909/ijsmc.52.
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Objective. This paper presents an overview of existing artificial intelligence tools to produce systematic literature reviews. Furthermore, we propose a general framework resulting from combining these techniques to highlight the challenges and possibilities currently existing in this research area. Design/Methodology/Approach. We undertook a scoping review on the systematic literature review steps to automate them via computational techniques. Results/Discussion. The process of creating a literature review is both creative and technical. The technical part of this process is liable to automation. Based on the literature, we chose to divide this technical part into four steps: searching, screening, extraction, and synthesis. For each one of these steps, we presented practical artificial intelligence techniques to carry them out. In addition, we presented the obstacles encountered in the application of each technique. Conclusion. We proposed a framework for automatically creating systematic literature reviews by combining and placing existing techniques in stages where they possess the greatest potential to be useful. Despite still lacking practical assessment in different areas of knowledge, this proposal indicates ways with the potential to reduce the time-consuming and repetitive work embedded in the systematic literature review process. Originality/Value. The paper presents the current possibilities for automating systematic literature reviews and how they can work together to reduce researchers’ operational workload.
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Safitri, Dewi Yuliana, Parlan Parlan, and Agus Rahmat. "Pelaksanaan Konsep Kecerdasan Jamak Pada learning centers Di PAUD Dellia Creative School Kota Bengkulu." Journal Of Lifelong Learning 3, no. 1 (July 13, 2020): 64–71. http://dx.doi.org/10.33369/joll.3.1.64-71.
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This study aims to describe: (1)the Implementation of multiple intelligences concept in learning center at education for early age Dellia creative school and; (2) Supporting factors and the inhibiting implementation of multiple intelligences concept at learning center in education for early age Dellia creative school. The Implementation concept of multiple intelligences in the learning center defined as a process of applying innovative methods of learning in early childhood using centers based on the plural intelligence of children in early age. This research is descriptive research with qualitative approach. The subjects of this study were the managers/principals and also the educators of dellia education for early age creative school. The data were collected using observation method, interview, and documentation. The Researcher are the main instruments in conducting this research assisted by observation guides, interview guides, and documentation guidelines. The Techniques used in data analysis are data reduction, data display, and taking the conclusion. The Triangulation done to explain the validity of the data using source of triangulation.The results of the research indicate that: 1) the Implementation consept of multiple intelligences at learning center in education for early age Dellia creative school is done in three stages: (a) planning includes making RKH (daily lesson plan) and RKM (weekly lesson plan), but the planning itself is not written in RKH (daily lesson plan), the kinds of multiple intelligence development; (B) the implementation includes four footholds: first is footholds of the main environmental, second is the pre-game experience, third is the current playing ground and the last is foothold of the after-play experience. The Plural intelligence developement can be identified from the type of offered play by the educator; (C) the assessment is performed by observation, checklists, anecdotes and assignments packed in middle of semester and the ends of semester reports. 2) the supporting factors of the implementation center approched based on multiple intelligence is: (a) the instruments and the materials are adjusted to the level of child development achievement; (B)a good cooperation between the educators, employees and parents of education for early age Dellia creative schools, while the inhibiting factors are: (a) the changing of learners mood; (b) the lack of teaching personnel.Keywords: multiple intelegences, center, learning
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Laia, Bestari. "Improving the Students’ Ability in Speaking by Using Debate Technique at the Tenth Grade of SMK Negeri 1 Aramo." Scope : Journal of English Language Teaching 4, no. 1 (January 30, 2020): 1. http://dx.doi.org/10.30998/scope.v4i01.4408.
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<p>This research is done at SMK Negeri 1 Aramo. The subject of this research is the tenth grade which consists of 16 students, 8 girls and 8 boys. While the objects of this research are the implementation of Debate Technique, and the students’ ability in speaking. It is conducted by using Classroom Action Research (<em>CAR</em>) that consists of four stages in each cycle. They are planning, action, observation, and reflection. The data will be analyzed in qualitative data and quantitative data.</p><p>The result of the data analysis in the first cycle is not satisfied. That’s why, the researcher continues to the second cycle. In the second cycle, the students get improvement in speaking. One student (6%) in the less level, 4 students (25%) in adequate level, 11 students (69%) in good level. The average of the students’ score is 65. Then, the result of field notes in the first meeting, the percentage of the students who are active is 75%, creative is 69%, and cooperative is 63%. While, in the second meeting, the percentage of the students who are active is 94%, creative is 94%, and cooperative is 100%. The average of the students’ score in the second cycle gets improvement and reaches the Minimum Competence Criterion (<em>MCC</em>) target fixed at the tenth grade of SMK Negeri 1 Aramo. Then, the researcher does not continue the research to the next cycle.</p>From the result of this research, the researcher concludes that Debate Technique is an active and creative learning process in teaching speaking, working in a group and also sharing knowledge and ideas to others.
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Afnan, Afnan, M. Ikhsan, and M. Duskri. "KEMAMPUAN BERPIKIR KREATIF DAN KEMANDIRIAN BELAJAR MELALUI PENERAPAN MODEL PEMBELAJARAN TREFFINGER." Numeracy 7, no. 1 (April 30, 2020): 123–36. http://dx.doi.org/10.46244/numeracy.v7i1.1037.
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Creative thinking is one kind of thinking (thinking) that directs getting insight (insight) recently, a new approach, a new perspective, or a new way of resolving problems. In addition to creative thinking ability factor, factor of independence is also very important in developing the students ' ability. Independence study is an effort being made to do the learning process independently on the basis urge myself to understand a problem at hand. One of the efforts to cultivate creative thinking ability and independence student learning is done through the application of the learning model Treffinger. The purpose of this study was to describe the ability of the creative thinking and independence of learning through the application of the learning model Treffinger. This research uses qualitative descriptive method. The subject of this study, namely six grade VII-5 MTsN Tungkop Aceh Besar. Research instrument is the interview conducted researchers based on a test of the ability of creative thinking. An examination of the validity data is done by triangulation of the time. Data analysis is conducted through several stages of data reduction, i.e., the presentation of data, and the withdrawal conclusion. The research results obtained that; (1) the ability of the creative thinking of students through the learning progression treffinger's model. The results obtained from the selected students to six, four students are able to measure indicators of creative thinking. (2) Independence of learning of students in solving problems through learning model Treffinger, has fully met the criteria students almost entirely standalone learning.
Abstrak
Berpikir kreatif merupakan salah satu jenis berpikir (thinking) yang mengarahkan diperolehnya wawasan (insight) baru, pendekatan baru, perspektif baru, atau cara baru dalam menyelesaikan masalah. Disamping faktor kemampuan berpikir kreatif, faktor kemandirian juga sangat penting dalam mengembangkan kemampuan siswa. Kemandirian belajar merupakan suatu usaha yang dilakukan untuk melakukan proses pembelajaran secara mandiri atas dasar dorongan diri sendiri untuk memahami suatu permasalahan yang dihadapi. Salah satu upaya untuk menumbuhkan kemampuan berpikir kreatif dan kemandirian belajar siswa dilakukan melalui penerapan model pembelajaran Treffinger. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kreatif dan kemandirian belajar melalui penerapan model pembelajaran Treffinger. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek penelitian ini yaitu enam siswa kelas VII-5 MTsN Tungkop Aceh Besar. Instrumen penelitian adalah wawancara yang dilakukan peneliti berdasarkan tes kemampuan berpikir kreatif. Pemeriksaan validitas data dilakukan dengan triangulasi waktu. Analisis data dilakukan melalui beberapa tahap yakni, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian diperoleh bahwa; (1) kemampuan berpikir kreatif siswa melalui model pembelajaran treffinger mengalami perkembangan. Hasil yang diperoleh dari ke enam siswa yang dipilih, empat siswa mampu mengukur indikator berpikir kreatif. (2) Kemandirian belajar siswa dalam menyelesaikan masalah melalui model pembelajaran Treffinger, secara kesuluruhan hampir seluruhnya siswa memenuhi kriteria kemandirian belajar.
Kata Kunci : Treffinger, Kemampuan Berpikir Kreatif, Kemandirian Belajar
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Suryani, Novi Ade, and Mimpira Haryono. "Improvement of the Logical Intelligence Through Media Kolak (Collage Numbers) Based on Local Wisdom on Early Childhood." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 2 (December 8, 2018): 253. http://dx.doi.org/10.31004/obsesi.v2i2.90.
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This study aims to improve logical intelligence through media kolak (collage numbers) based on local wisdom in early childhood in PAUD Mawar Al Barokah, Padang Serai Village, Kampung Melayu District, Bengkulu City. The procedure for carrying out this research was carried out using two cycles. Each cycle consists of four stages, namely planning, acting, observing, and reflecting. Each cycle also consists of two meetings, where each meeting has three assessments 1). Know the shape of objects, 2). Know the concept of numbers, and 3). Calculate the number of objects. The results showed an increase that the end of the second cycle was higher than the end of the first cycle in the category of Very Good Developing Children (BSB), namely at the stage of recognizing the shape of objects by 84%, knowing the concept of numbers by 64%, and at the stage of calculating the number of objects of 72 %. In addition, from the learning process it seems fun by using natural materials that are easily available, students become more active, enthusiastic, and creative. Thus, learning through media kolak (collage numbers) based on local wisdom can be used by teachers to improve logic intelligence in early childhood.
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Prasetyo, Muhammad Anggung Manumanoso, Bashori Bashori, and Masriani Masriani. "Model Capacity Building Pada Pesantren Perbatasan Binaan Dinas Pendidikan Dayah Provinsi Aceh." INFERENSI: Jurnal Penelitian Sosial Keagamaan 14, no. 1 (June 2, 2020): 71–96. http://dx.doi.org/10.18326/infsl3.v14i1.71-96.
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The era of globalization demands education institution to be adaptive, creative, and innovative, including Islamic boarding schools as the institutions of Islamic education which become the national cultural heritage. One of the innovative programs is capacity building as a series of strategies aimed at increasing efficiency, effectiveness, and responsiveness of performance. This study was directed to explore capacity building implementation at Darul Amin Islamic modern boarding school Southeast Aceh. A qualitative research approach with a case study as the research strategy was implemented. The results of the study showed that capacity building focused on three dimensions, namely (1) human resource development; (2) organizational strengthening, and (3) institutional reform. The principle of Darul Amin capacity building contained the elements of participation, repetition, relevance, transfer, and feedback. In the process of capacity building, there were four stages, namely (1) pre-formal stage (pilot education organization); (2) formal stage (potential education organization); (3) transitional stage (national standard education organization); and (4) autonomous stage (international standard education organization). Towards the existence of the institution, Darul Amin also made various efforts at various levels, namely the system level, organizational level, and individual level.
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Daningtyas, Zahna Karisma, Retno Tri Wulandari, and Nihayati Nihayati. "Analisis Nilai-Nilai Pendidikan Karakter pada Ekstrakurikuler Seni Tari Tradisional di SDN Sawojajar 3 Malang." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 1, no. 1 (July 20, 2021): 43–53. http://dx.doi.org/10.17977/um065v1i12021p43-53.
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Abstract: This study aims to (1) describe the process of extracurricular activities of traditional dance at Sawojajar 3 Malang Elementary School (2) to describe the values of character education contained in the traditional dance extracurricular activities at Sawojajar 3 Malang Elementary School. This research uses a qualitative approach with a descriptive type. Researcher as the main research instrument with research data source, namely the process of extracurricular activities of traditional dance. Collecting data using observation, interview, and documentation techniques. The results showed the values of character education in extracurricular traditional dance at Sawojajar 3 Malang Elementary School namely the process of extracurricular activities of traditional dance at Sawojajar 3 Malang Elementary School through 4 learning stages and 4 traditional dance materials. The four learning stages are pre- extracurricular activities for traditional dance, early extracurricular activities for traditional dance, core extracurricular activities for traditional dance, and final extracurricular activities for traditional dance. In the process of dance extracurricular activities through these 4 stages inserting habituation and giving examples of direct action. Religious character values, nationalist character values, community service character values, integrity character values, independent character values with creative sub- values have not been seen in extracurricular activities of traditional dance.
Abstrak: Penelitian ini bertujuan untuk (1) mendeskripsikan proses kegiatan ekstrakurikuler seni tari tradisional di SDN Sawojajar 3 Malang (2) mendeskripsikan nilai-nilai pendidikan karakter yang terdapat pada ekstrakurikuler seni tari tradisional di SDN Sawojajar 3 Malang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Peneliti sebagai instrumen penelitian utama dengan sumber data penelitian yaitu proses kegiatan ekstrakurikuler seni tari tradisional. Pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai-nilai pendidikan karakter pada ekstrakurikuler seni tari tradisional di SDN Sawojajar 3 Malang yaitu proses kegiatan ekstrakurikuler seni tari tradisional di SDN Sawojajar 3 Malang melalui 4 tahap pembelajaran dan 4 Materi tari tradisional. Empat tahapan pembelajaran yaitu kegiatan pra-ekstrakurikuler seni tari tradisional, kegiatan awal ekstrakurikuler seni tari tradisional, kegiatan inti ekstrakurikuler seni tari tradisional, dan kegiatan akhir ekstrakurikuler seni tari tradisional. Dalam proses kegiatan ekstrakurikuler seni tari melalui 4 tahapan tersebut menyisipkan pembiasaan dan pemberian contoh tindakan langsung. Nilai karakter religius, nilai karakter nasionalis, nilai karakter gotong royong, nilai karakter integritas, nilai karakter mandiri dengan sub- nilai kreatif belum terlihat pada kegiatan ekstrakurikuler seni tari tradisional.
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Uslu, Ali, and Nilüfer Atman Uslu. "Improving Primary School Students’ Creative Writing and Social-Emotional Learning Skills through Collaborative Digital Storytelling." Acta Educationis Generalis 11, no. 2 (August 1, 2021): 1–18. http://dx.doi.org/10.2478/atd-2021-0009.
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Abstract Introduction: It is stated that digital storytelling (DST) involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving (Robin, 2006). In this process, it is seen that recent studies have started to focus on collaborative digital storytelling (CDST) to support students (Liu, Huang, & Xu, 2018; Nishioka, 2016; Perez, Martinez, & Pineiro, 2016; Perez, Martinez, & Pineiro, 2018; Rubino, Barberis, & Malnati, 2018). Building a digital story as an artefact with a group and examining its effect on creative writing skills can help gain insight into the potential of the CDST. Also, it can be stated that CDST has the potential to provide a suitable environment for social-emotional learning skills. In this regard, this study aims to examine the effect of collaborative digital storytelling on the creative writing and social-emotional learning skills of elementary school fourth grade students. Methods: In the study, a quasi-experimental design, was used, with pre-test and post-test control groups. A process in which the experimental group was assigned a collaborative digital story, and the control group the task of preparing a visual presentation was designed. 60 students attending the fourth grade of a primary school participated in the study. The control group consisted of 30 students (14 females and 16 males), and the experimental group was also 30 students (15 female and 15 male students). The research was carried out in the 2017-2018 academic year and the implementation process lasted 11 weeks. Writing activities of the students were scored with the Creative Writing Rubric developed by Öztürk (2007). The Creative Writing Rubric is composed of eight sub-dimensions: (a) originality of ideas, (b) fluency of thoughts, (c) flexibility of thoughts, (d) word richness (selection), (e) sentence structure, (f) organisation (introduction to writing, development and outcome), (g) writing style, (h) compliance with grammar rules. The Social-emotional Learning Skills Scale developed by Kabakçı and Owen (2010) was used to measure social-emotional learning skills. There are 40 items on a 4-point Likert scale which consists of four factors: problem solving, communication, increasing self-value and coping with stress. In the study, paired samples t-test and single factor ANCOVA analysis were used and effect size (η2) and Cohen’s d were calculated. Results: According to the t-test results for dependent groups, an increase between pre-test and post-test scores was found significant for creative writing in both the experimental (t(29)=8.623; p=0,000) and the control group (t(29)=5.259; p=0,000).When the calculated effect size values are examined, it is seen that there is a large effect size for the experimental group (Cohen’s d=0.88) and a medium (Cohen’s d=0.54) for the control group (Cohen, 1988). For social-emotional learning skills, a statistically significant difference was found between pre-test and post-test scores in both experimental (t(29)=2.518; p=0.018) and control groups (t(29)= 3.934; p=0.000). The effect size is small for both in the experimental (Cohen’s d=0.42) and control groups (Cohen’s d=0.42) for social-emotional learning. When pre-test scores were kept constant, a single factor covariance analysis (ANCOVA) was conducted to examine whether the collaborative digital story preparation process had a significant effect on the post-test scores of the groups. According to the ANCOVA results, there was a significant difference between the creative writing post-test scores of the groups, F(1, 57)=7.09, p<0.05. In other words, the experimental process had an impact on creative writing. It is seen that the effect size value is calculated as η2=0.111. According to the ANCOVA results, there was no significant difference between the social-emotional learning skills post-test scores of the groups, F(1, 57)=0.137, p> 0.05. Discussion: When the experimental and control groups were compared, it was concluded that the experimental process had a moderate effect in favour of the experimental group on the creative writing skill. When the related literature is examined, studies-support these results. Schmoelz (2018) stated that the specific stages of digital storytelling are very important for providing co-creativity, especially the story production stage enables the co-creative flow experience. According to Daigle (2008), digital storytelling requires writing skills and creativity. It can be used effectively where DST is considered as a means of developing narrative knowledge (Garcia & Rossiter, 2010). When the social-emotional learning skills were examined, it was seen that there was an improvement in both the experimental group and the control group when the implementation process was completed. However, it was concluded that the experimental process did not have a significant effect on social-emotional learning skills. This may be because the students in both groups performed a collaborative study. Future studies may focus on an in-depth understanding of the process by conducting a qualitative study within the context of CDST and social-emotional learning skills. As a result of this study, it can be concluded that CDST improved students’ creative writing skills and can be used in language lessons. Conclusions: In the study, it was observed by the researchers that CDST was more advantageous in terms of time and application. Future research may focus on comparing individual and collaborative digital storytelling. Other research may examine the effect of CDST on the attitudes of students towards collaborative work. This study was designed with a quantitative method, and research can be conducted in the future using a qualitative or mixed method that addresses students’ experiences, difficulties, teachers and parents’ views in the process.