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Artículos de revistas sobre el tema "Creative ability"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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1

Yuldashaliyevna, Usmonova Oyistaxon, and Kudratxodjayeva Nargis Akbarovna. "Methods of Teaching Students to Create Creative Texts." American Journal of Philological Sciences 05, no. 04 (April 1, 2025): 81–84. https://doi.org/10.37547/ajps/volume05issue04-20.

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In this article, in accordance with the curriculum, in order to check and evaluate the student's knowledge in Uzbek language classes, as well as to improve the skills that lead to independent thinking, such as observation, the ability to connect events and situations, and the ability to draw logical conclusions from the statement. it is about making educational and creative statements, creating a text based on a picture, creatively changing the text related to the specialty, and performing various tasks related to working on the text.
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2

Jayanti, Ika Nur, and Denok Julianingsih. "KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OPEN ENDED DITINJAU DARI KEMAMPUAN MATEMATIKA." JUPIKA: JURNAL PENDIDIKAN MATEMATIKA 4, no. 2 (September 27, 2021): 121–31. http://dx.doi.org/10.37478/jupika.v4i2.1140.

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The research describes the students' creative thinking ability in solving open-ended questions based on mathematics ability. Indicators of the ability to think creatively used in this study are fluency, flexibility, and novelty. This research is qualitative descriptive research. The subjects in this study were eighth-grade students of Baitul Fattah Junior High School, Sambikerep, Surabaya, 2019/2020 school year. The instruments used were the mathematics ability test, creative thinking ability test, and interview. The sum of the subjects who do the mathematics ability test is 30 students, the researcher chooses six students for the creative thinking test. Of the six students, three students were select to be an interview. There are five levels of TKBK (Creative Thinking Ability Level), namely fourth level (very creative), third level (creative), second level (quite creatives), first-level (less creative), and level 0 (not creatives). Based on the results of the analysis and discussion, it can be concluded that subjects with high ability have TKBK at the third level, namely creative with the acquisition of a score of four. Subjects with moderate ability have TKBK at the fourth level, namely highly creative with the acquisition of a score of thirty-six. While subjects with low ability have TKBK at the first level, namely are less creative with the acquisition of a score of thirteen.
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3

Burch, Gerald F., Jana J. Burch, and John H. Batchelor. "Group Creative Problem Solving: The Role of Creative Personality, Process and Creative Ability." Quality Innovation Prosperity 23, no. 3 (November 30, 2019): 38. http://dx.doi.org/10.12776/qip.v23i3.1286.

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<p><strong>Purpose:</strong> Team creativity is an important factor in developing new ideas for organisations. In spite of years of creativity research, little is known about various team aspects and their affect on team creativity. This study looks at the incremental explanatory value that team creative personality and divergent thinking skill processes have on team creativity.</p><p><strong>Methodology/Approach:</strong> Individual personality, creative personality, and divergent thinking skills were collected from 349 students at a large public university in the southeast US. These students were then randomly assigned to 105 teams where they developed a novel product. Individual attributes were averaged to create team attributes that were used to determine correlations with the product creativity. Hierarchical regression was used to evaluate incremental explanatory values for each of the independent variables.</p><p><strong>Findings:</strong> Group creative personality adds approximately 36 percent more explanatory power than cognitive ability and traditional personality measures in predicting team creativity. Creative processes, like team divergent thinking ability, further increased the R<sup>2</sup> of our model from 0.54 to 0.65 demonstrating that team processes affect team creativity.</p><p><strong>Research Limitation/implication:</strong> The task used in this study was not as complex as problems being considered by organizations. However, the results are expected to be indicative of the process used for more complex problems. It is also difficult to assign causality since correlations were used to verify some of our hypothesis.</p><strong>Originality/Value of paper:</strong> This research expands the findings of team creativity by identifying factors that increase team creativity.
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4

Ibrahim, Ibrahim Alhussain Khalil, and Rully Charitas Indra Prahmana. "Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?" Journal on Mathematics Education 15, no. 1 (November 23, 2023): 253–76. http://dx.doi.org/10.22342/jme.v15i1.pp253-276.

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Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.
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5

Fatmawati, Baiq, Baiq Miftahul Jannah, and Maya Sasmita. "Students' Creative Thinking Ability Through Creative Problem Solving based Learning." Jurnal Penelitian Pendidikan IPA 8, no. 4 (October 31, 2022): 2384–88. http://dx.doi.org/10.29303/jppipa.v8i4.1846.

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Creative thinking is identified with the thinking process which includes fluency, flexibility, originality and elaboration. This creative thinking habit can be trained by applying a creative problem-solving model, namely learning creative problem solving, this model is one of constructivist learning. The research focus is applying creative problem solving-based learning to students' creative thinking. Participants are students of SMA Negeri 1 Masbagik for the 2019/2020 academic year class X Science. Quasi-experimental research design with post-test-only control design. Collecting data using a description test. Data analysis by t-test and using SPSS 25.0 program application for its calculations. The results of data analysis: 1) the experimental class obtained a significant average value on the indicators of creative thinking fluency (78.00), flexibility (77.00), originality (54.73), 2) fluency control class (60.18), flexibility (55.48), originality (50.18). The conclusion of this research is that creative problem-solving learning has an impact on students' creative thinking in all indicators with an increasing average value in the experimental class
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6

Stevenson, Claire, Matthijs Baas, and Han van der Maas. "A Minimal Theory of Creative Ability." Journal of Intelligence 9, no. 1 (February 16, 2021): 9. http://dx.doi.org/10.3390/jintelligence9010009.

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Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people’s potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA isn’t necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.
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7

Safaria, Sri Anandari, and Imaludin Agus. "The Exploration of Mathematical Creative Thinking Ability in Solving Geometry Problems from the Perspective of Mathematical Ability." JTMT: Journal Tadris Matematika 5, no. 1 (June 24, 2024): 38–48. http://dx.doi.org/10.47435/jtmt.v5i1.2320.

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Creative thinking abilities are developed through divergent thinking in mathematics learning. This research aims to explore junior high school students' mathematical creative thinking abilities in solving geometric problems, specifically in terms of their overall mathematical abilities. This study is a qualitative descriptive research project. The subjects were 27 eighth-grade students from a state middle school in Loghia District. Data were collected using tests and interviews. The findings indicate that junior high school students with high mathematical abilities demonstrated creative thinking in solving geometric problems. In contrast, students with moderate and low mathematical abilities showed less creative thinking, particularly when answering questions about surface area and volume. Specifically, there were 3 students identified as creative, 4 students as less creative, and 20 students as not creative. Overall, most junior high school students were not creative in their approach to solving geometric problems. They struggled to demonstrate indicators of creative mathematical thinking, such as fluency, flexibility, and novelty.
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8

孙, 洪春. "Strategies for Training Students’ Creative Ability." Advances in Education 08, no. 04 (2018): 377–83. http://dx.doi.org/10.12677/ae.2018.84057.

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9

Ahmar, Dewi Satria, Melati Masri Ramlawaty, and Ansari Saleh Ahmar. "Relationship Between Prior Knowledge and Creative Thinking Ability in Chemistry." Educational Process: International Journal 6, no. 3 (September 1, 2017): 18–25. http://dx.doi.org/10.22521/edupij.2017.63.2.

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10

Wasiran, Yulianto, and Andinasari. "Mathematics Instructional Package Based on Creative Problem Solving to Improve Adaptive Reasoning Ability and Creative Thinking Ability." Journal of Physics: Conference Series 1167 (February 2019): 012060. http://dx.doi.org/10.1088/1742-6596/1167/1/012060.

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11

Ninawati, Mimin. "THE ABILITY OF CREATIVE THINGKING IN MATHEMATICS." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 1 (July 4, 2019): 29–41. http://dx.doi.org/10.47971/mjpgmi.v2i1.64.

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In this artcle, i discuss about the ability of creative thinking in mathematics, including (1) what is meant by the ablity of creative thinking in mathematics, (2) why the ability to think creatively in mathematics is important and what is the reason, (3) how the ability of creative thinking in mathematics applied in the process of learning mathematics so that the ability of creative thinking in mathematics can be owned by students, (4) what mathematical material is suitable for generating students’ ability of creative thinking in mathematics. The method used in this article is discourse analysis, from some articles in various national and international journals. The discussion is presented in the form of description based on the data that is written in the articles. Based on the data presented in these articles, that to create and develop the ability of creative thinking in mathematics, teachers should be able to choose and apply appropriate models and media in the process of learning mathematics, learning process with discussion based model and problem solving.
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12

Yunadia, Munadiya, R. Ruslan, R. Rusli, and Hastuty Hastuty. "Students' Creative Thinking Ability in Solving Open-Ended Problems." ARRUS Journal of Social Sciences and Humanities 3, no. 2 (May 9, 2023): 141–49. http://dx.doi.org/10.35877/soshum1692.

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This study aims to describe the level of creative thinking ability in solving open-ended problems in class XII MAN Pangkep. This research is a qualitative descriptive research. The research subjects included all students of class XII MIA 5 MAN Pangkep in the 2021/2022 school year consisting of 33 students and 3 students representing each level became interview subjects. The selection of research subjects is based on the creative thinking ability test at each level of creative thinking ability. The data collection technique in this study was the administration of creative thinking ability tests and interviews. Analysis of creative thinking ability tests refers to three indicators of creative thinking ability, namely fluency, flexibility and novelty. The results of this study indicate that students of grade XII MAN Pangkep have three levels of creative thinking ability, namely (1) students with level 4 (very creative) fulfill all three aspects of creative thinking ability namely fluency, flexibility, and novelty which means students are able to solve open-ended problems with many answers, various ways/methods and show new solutions; (2) students with level 3 (creative) fulfill two aspects of creative thinking ability namely fluency and flexibility which means students are able to solve open-ended problems with many answers and various ways; and (3) students with level 1 (less creative) show aspects of fluency which means students are able to solve open-ended problems with many answers.
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13

Sitorus, Jonni, Nirwana Anas, and Ermaliana Waruhu. "Creative thinking ability and cognitive knowledge: Big Five personality." Research and Evaluation in Education 5, no. 2 (December 26, 2019): 85–94. http://dx.doi.org/10.21831/reid.v5i2.22848.

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This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is 'moderate or high'. The level of student’s creative thinking based on the big five personality is 'very creative, creative, quite creative or less creative'. The student’s cognitive knowledge based on the big five personality is drawing, designing, ascertaining, dividing, reasoning, analogy, imagining, utilizing, solving, understanding, determining, mentioning, and using trial and error.
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14

Wahyudi, Wahyudi, Stevanus Budi Waluya, Hardi Suyitno, and Isnarto Isnarto. "Schemata and creative thinking ability in cool-critical-creative-meaningful (3CM) learning." International Journal of Sustainability in Higher Education 22, no. 1 (October 6, 2020): 1–28. http://dx.doi.org/10.1108/ijshe-06-2019-0198.

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Purpose This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model. Design/methodology/approach This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis. Findings The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources. Originality/value 3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.
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15

Shahwan, Saed Jamil. "Wordsworth and the 18th Poetical Creative Ability." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 66. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.66.

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Wordsworth stands as a supreme poet in nature. He is a devotee and worshiper of nature. His affection for nature is more evident than any other poet who writes about nature. Wordsworth has an original and full-fledged philosophy about nature. In his poetics works, there are three notable aspects of nature that are identifiable. One of the facts is that Wordsworth believes that nature is a living person. He believes that nature has a divine spirit and it is available in all objects of nature. This divine spirit is known as mystical pantheism and illustrated in The Prelude. Wordsworth also believes that there is joy in the company of nature. Nature has healing attributes and heals hearts struck by sorrow. Wordsworth also emphasizes the influence of nature on morality. He depicts nature as a great teacher because of the great morals taught to man. He believed that there is consciousness between man and nature. In his writings, there is an inclination towards nature. There is no writing that does not have significance to nature. His writings warns the readers about the neglect of nature, but the people do not take her writings seriously. The writings foresee a harsh environment that makes the life of man difficult. Many years after his writing, people face numerous environmental challenges that make life very difficult.
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Kulkarni, Anand, Prayag Narula, David Rolnitzky, and Nathan Kontny. "Wish: Amplifying Creative Ability with Expert Crowds." Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 2 (September 5, 2014): 112–20. http://dx.doi.org/10.1609/hcomp.v2i1.13166.

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We present Wish, a system that uses expert members of an online crowd to amplify a user’s ability to carry out complex creative tasks. When presented with an incomplete or rough draft of creative content (for example, writing, programming, or art), Wish finds and recruits an expert to suggest a possible realization of the user’s vision. Wish contributes a new approach to crowdsourcing complex work. Rather than combining pools of unskilled workers to producing complex output, Wish uses the crowd to identify and recruit a pool of experts, then assigns a single high-quality expert to carry out the task. This approach retains the benefits of using a crowd — scalability, speed, correctness, and responsiveness — while simplifying the process of crowdsourcing complex work. We demonstrate Wish in the context of three prototype tools. Draft enables users to consult a crowd of authors for suggestions on writing. Hack lets developers convert pseudocode into working code by pulling results on demand from a crowd of programmers. Sketch lets individuals convert rough sketches into fully-refined art by consulting artists. We illustrate how novice creators can use Wish to amplify their ability, how expert designers can use Wish to explore design spaces and improve the speed of creation, and how new users can use Wish to gain feedback from experts.
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Kumari, Priya, Lata Pujar, and Shobha Naganur. "Creative Thinking Ability among High School Children." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 30–32. http://dx.doi.org/10.9790/0837-19143032.

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Hong, Eunsook, and Roberta M. Milgram. "Creative Thinking Ability: Domain Generality and Specificity." Creativity Research Journal 22, no. 3 (August 12, 2010): 272–87. http://dx.doi.org/10.1080/10400419.2010.503535.

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Patrick, Andrew S. "The role of ability in creative ‘incubation’." Personality and Individual Differences 7, no. 2 (January 1986): 169–74. http://dx.doi.org/10.1016/0191-8869(86)90052-8.

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Syafri, Herman. "Elementary school students' mathematical creative thinking ability." Indonesian Journal of Primary Education 7, no. 1 (May 24, 2023): 39–44. https://doi.org/10.17509/ijpe.v7i1.57727.

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Mathematical creative thinking is required to develop analytical, evaluative, problem-solving, and critical information connection abilities. Elementary school students will have a strong foundation for studying mathematics at a higher level and for facing daily challenges if they are encouraged to think creatively in mathematics. The present study aimed to determine the profile of elementary school student's ability to think creatively in mathematics. This study employed a quantitative descriptive survey with a sample size of 48 elementary school pupils aged 7 to 12. The instrument used was a 32-question test of mathematical creative thinking with a maximum score of 40 and three dimensions, namely fluency, variability, and novelty, with a 0.86 level of reliability. The results indicate that the average value of mathematical creative thinking in the "Fair" category is 71.61, with the lowest value being 67.5 and the highest value being 82.5. Regarding their ability to think creatively in mathematics, 92.80% of students fall into the "Fair" category, while 4.2% fall into the "Good" category. However, from the analysis results, the importance of mathematical creative thinking is still not included in the "Good" category. Consequently, there is a need for methods or media to enhance the ability of elementary school students to think creatively in mathematics or calculation.
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김혜숙. "Gender Difference in Creative Thinking Ability, Creative Disposition, Creative Product and Creative Self-efficacy of the Korean College Students." Korean Journal of Woman Psychology 16, no. 4 (December 2011): 595–611. http://dx.doi.org/10.18205/kpa.2011.16.4.010.

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von Stumm, Sophie, Audrey Chung, and Adrian Furnham. "Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 2 (May 2011): 107–14. http://dx.doi.org/10.1037/a0020499.

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Yanto, Supri, Nasution Nasution, and Wisnu Wisnu. "Improve Creative Thinking Ability With Posing Problem Learning." Indonesian Journal of Social Studies 2, no. 1 (July 26, 2019): 44. http://dx.doi.org/10.26740/ijss.v2n1.p44-50.

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The purpose of this study is to describe the students' creative thinking skills in social studies learning using the Problem Posing model. The subjects in this study were 28 eighth grade students of SMP Negeri 1 Tulangan academic year 2019. Researchers used primary data and data collection techniques, namely tests. Tests were carried out before and after learning. The results showed that the test results of independent sample t-test posttest creative thinking abilities of learners shows that there are differences in the ability of creative thinking between the experimental class and class control after being given treatment. Based on the analysis of the t-test, it was concluded that the problem posing learning model influenced students' creative thinking abilities. This research is useful for teachers, that is, they can develop teacher insights to be more innovative and creative in creating fun learning activities in the classroom and increasing students' knowledge competencies and creative thinking abilities. The problem posing learning model is implemented into the class because it can improve the ability of creative thinking and understanding in addressing problems and conflicts that occur in society and is expected to optimize the ability to think creatively.
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Nasrianti, Asra, Suradi Tahmir, and Hamzah Upu. "Students’ Creative Thinking Ability in Solving Mathematical Problems." International Journal of Scientific Research and Management (IJSRM) 12, no. 02 (February 22, 2024): 3206–8. http://dx.doi.org/10.18535/ijsrm/v12i02.el05.

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This research aims to determine the description of students' creative thinking abilities in solving mathematical problems in learning Trigonometry. The research design is descriptive qualitative. The research subjects were Class X high school students. Data collection instruments included Creative Thinking Ability TESTs and interviews. The data analysis technique used is time triangulation. This research explores students' creative thinking abilities in solving mathematical problems. The results show that the ability to think creatively Students' mathematics is described based on a review of the answers to the mathematical creative thinking ability test which consists of 4 aspects, namely fluency, flexibility, novelty and detail. Based on the average results of students' answers in solving questions regarding mathematical creative thinking abilities, there were 5 questions, which had different averages, although none of their creative thinking abilities reached the very high category. This shows that students are less able to solve problems with mathematical creative thinking skills. The ability to think creatively at the high strata is at high criteria with an average of 28.6. The highest score achieved by students was 32 and the lowest score was 23.
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Temirov, Sirojiddin Shoymardon o'g'li. "CREATIVE THINKING SKILLS." GOLDEN BRAIN 1, no. 22 (August 15, 2023): 21–28. https://doi.org/10.5281/zenodo.8252167.

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<em>The main goal of this research article was to provide more information about creativity skills, which are among the most in-demand life and career skills in the twenty-first century, similar to creative thinking, problem-solving, or critical thinking ability, which is that the critically preliminary ability of global citizens in diverse societies.</em>
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Setyaningsih, Nining, and Mila Novita Kustiana. "Analysis of Students' Creative Thinking Ability in Solving HOTS Problems Viewed from Numeration Ability." Mosharafa: Jurnal Pendidikan Matematika 12, no. 2 (April 30, 2023): 351–62. http://dx.doi.org/10.31980/mosharafa.v12i2.2620.

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Salah satu tujuan pembelajaran matematika untuk memecahkan masalah matematika dengan lebih dari satu penyelesaian. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dengan kemampuan berhitung tinggi, sedang, dan rendah dalam menyelesaikan soal SPLDV. Subyek penelitian ini adalah siswa kelas VIII.7 SMP Negeri 3 Surakarta yang berjumlah 32 siswa. Pendekatan penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes berhitung, tes berpikir kreatif matematis, dan pedoman wawancara. Indikator kemampuan berpikir kreatif matematis yang diukur meliputi kelancaran, keluwesan, orisinalitas, dan elaborasi. Teknik analisis data yang digunakan dalam penelitian ini menggunakan tiga cara untuk menganalisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berhitung siswa dengan kategori tinggi memiliki kemampuan berpikir kreatif yang baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Kemampuan berhitung siswa dengan kategori sedang memiliki kemampuan berpikir kreatif yang relatif baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, dan elaborasi tetapi belum memenuhi aspek orisinalitas. Kemampuan berhitung siswa dengan kategori rendah memiliki kemampuan berpikir kreatif yang kurang baik. Siswa belum memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Dapat disimpulkan bahwa kemampuan berhitung menentukan kemampuan berpikir kreatif matematis siswa. One of the goals in learning mathematics to solve mathematical problems with more than one solution. This research aims to describe the mathematical creative thinking ability of students with high, medium, and low numeracy skills in solving SPLDV problems. The subject of this study were 32 students of grade VIII.7 at SMP Negeri 3 Surakarta. The approach to this study is a qualitative description. The instruments used in this research were a numeracy test, a mathematical creative thinking test, and an interview guideline. Mathematical creative thinking ability indicators measured include fluency, flexibility, originality, and elaboration. The data analysis technique used in this study uses three ways to analyze data, namely data reduction, data presentation, and conclusion drawing. The results showed that the numeracy ability of students with high categories has good creative thinking skills. Students can meet the aspects of fluency, flexibility, originality, and elaboration. The numeracy ability of students with medium categories has a relatively good creative thinking ability. Students can meet the aspects of fluency, flexibility, and elaboration but have not fulfilled the originality aspect. The numeracy ability of students with low categories has poor creative thinking skills. Students have not met the aspects of fluency, flexibility, originality, and elaboration. It can be concluded that numeracy skills determine students' mathematical creative thinking ability.
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Setyaningsih, Nining, and Mila Novita Kustiana. "Analysis of Students' Creative Thinking Ability in Solving HOTS Problems Viewed from Numeration Ability." Mosharafa: Jurnal Pendidikan Matematika 12, no. 2 (April 30, 2023): 351–62. http://dx.doi.org/10.31980/mosharafa.v12i2.789.

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Salah satu tujuan pembelajaran matematika untuk memecahkan masalah matematika dengan lebih dari satu penyelesaian. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dengan kemampuan berhitung tinggi, sedang, dan rendah dalam menyelesaikan soal SPLDV. Subyek penelitian ini adalah siswa kelas VIII.7 SMP Negeri 3 Surakarta yang berjumlah 32 siswa. Pendekatan penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes berhitung, tes berpikir kreatif matematis, dan pedoman wawancara. Indikator kemampuan berpikir kreatif matematis yang diukur meliputi kelancaran, keluwesan, orisinalitas, dan elaborasi. Teknik analisis data yang digunakan dalam penelitian ini menggunakan tiga cara untuk menganalisis data, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berhitung siswa dengan kategori tinggi memiliki kemampuan berpikir kreatif yang baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Kemampuan berhitung siswa dengan kategori sedang memiliki kemampuan berpikir kreatif yang relatif baik. Siswa dapat memenuhi aspek kelancaran, keluwesan, dan elaborasi tetapi belum memenuhi aspek orisinalitas. Kemampuan berhitung siswa dengan kategori rendah memiliki kemampuan berpikir kreatif yang kurang baik. Siswa belum memenuhi aspek kelancaran, keluwesan, orisinalitas, dan elaborasi. Dapat disimpulkan bahwa kemampuan berhitung menentukan kemampuan berpikir kreatif matematis siswa. One of the goals in learning mathematics to solve mathematical problems with more than one solution. This research aims to describe the mathematical creative thinking ability of students with high, medium, and low numeracy skills in solving SPLDV problems. The subject of this study were 32 students of grade VIII.7 at SMP Negeri 3 Surakarta. The approach to this study is a qualitative description. The instruments used in this research were a numeracy test, a mathematical creative thinking test, and an interview guideline. Mathematical creative thinking ability indicators measured include fluency, flexibility, originality, and elaboration. The data analysis technique used in this study uses three ways to analyze data, namely data reduction, data presentation, and conclusion drawing. The results showed that the numeracy ability of students with high categories has good creative thinking skills. Students can meet the aspects of fluency, flexibility, originality, and elaboration. The numeracy ability of students with medium categories has a relatively good creative thinking ability. Students can meet the aspects of fluency, flexibility, and elaboration but have not fulfilled the originality aspect. The numeracy ability of students with low categories has poor creative thinking skills. Students have not met the aspects of fluency, flexibility, originality, and elaboration. It can be concluded that numeracy skills determine students' mathematical creative thinking ability.
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Tsatsou-Nikolouli, Sofia. "CREATIVE INTELLIGENCE AND CREATIVE WRITING." Journal Plus Education 34, no. 2 (December 20, 2023): 26–42. http://dx.doi.org/10.24250/jpe/2/2023/stn/.

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Creative intelligence is the ability to find solutions to small or large problems and requires a kind of abstract thinking in unusual ways at an individual or group level. Through it, the individual acquires new skills and knowledge, devises solutions to problems and increases his or her imagination. Creative intelligence can be expressed and enhanced through creative writing, i.e. through writing novels, short stories, poems and other textual genres. Writers, using language, seek the most appropriate words to express their thoughts and describe all the images in their mind, while experimenting with forms and structures in order to find innovative ways to reach their readers.
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Yin, Yuan, and Peter Childs. "RELATIONS BETWEEN COGNITIVE ABILITY AND CREATIVE DESIGN QUALITY." Proceedings of the Design Society 3 (June 19, 2023): 3055–64. http://dx.doi.org/10.1017/pds.2023.306.

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AbstractThe study aims to identify the relations between creative design quality and content of the memorising precedents, association, and combination of information processes in a design context. 71 participants were recruited to finish a creative design task. Think aloud and interview were conducted during and after the creative design task to understand the content of the memorising precedents, association, and combination of information processes. The 71 creative designs were then assessed by five experts in creative design. The results from this study revealed that participants who generated high-creativity design tend to memorize various topic-related precedents, associate items based on topic-related information, and combine topic-related information with products. Participants who generated low-creativity design tend to memorize characteristics of a specific space of the design topic, associate items based on specific topic-related information, and add the topic-related pattern to a product.
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Xu, Yi, Xiaotian Ma, Tan Derong, Cong Guo, Dong Guo, and Jinju Shao. "Research on Classification Method of Undergraduates’ Creative Ability for Classified Teaching." Higher Education Studies 9, no. 4 (September 2, 2019): 21. http://dx.doi.org/10.5539/hes.v9n4p21.

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In this paper, a quantitative system of undergraduates&amp;#39; creative ability is proposed through analyzing characteristics of Amabile creative theory, and the objectivity and feasibility of CAT, TTCT and AMS in creative ability quantification. The academic test scores, TTCT scores and AMS scores are used as the quantitative index of professional skills, innovation skills and task motivation in the quantitative system of undergraduates&amp;rsquo; creative ability. Classification method of undergraduates&amp;rsquo; creative ability using distance based K-medoids clustering method is proposed based on the quantitative system to improve the pertinence of creative ability cultivation. The feasibility and effectiveness of proposed classification method are verified by instance verification and effect analysis.
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Kaxarova, G. S. "Pedagogical Bases of Forming Aesthetic Taste and Creative Ability in Children Through Folk Songs." Current Research Journal of Pedagogics 6, no. 2 (February 1, 2025): 38–41. https://doi.org/10.37547/pedagogics-crjp-06-02-08.

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The article analyzes the pedagogical aspects of the formation of aesthetic taste and creative abilities in children through folk songs. Folk songs, reflecting folk culture and traditions, contribute to the development of children's musical hearing, emotional perception and creative thinking. The importance and methods ofusing folk songs in the formation of appreciation of beauty, respect for national values and creative abilities in children are revealed. The possibilities of developing children's musical taste through them are also highlighted.
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ALKaab, Sahar Naeem Sabhan. "Improving Students’ Creative Writing Ability Through SCAMPER Technique." Theory and Practice in Language Studies 14, no. 5 (May 29, 2024): 1576–81. http://dx.doi.org/10.17507/tpls.1405.31.

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The acquisition of writing is considered one of the most fundamental targets of EFL learners. It is widely accepted that teaching and learning techniques are recognised as crucial factors contributing to learners’ development of language skills. The SCAMPER is an effective technique for promoting learners’ creative writing skills. The increasing number of learners of English as a foreign language has led to a number of intervention studies that have attempted to investigate the effect of the SCAMPER technique on the students’ creative writing. A small number of studies have focused on the SCAMPER’s influence on the EFL Iraqi university students’ creative writing. Hence, the main aim of this study is to examine the impact of SCAMPER intervention on improving EFL Iraqi university students’ creative writing. This study was a quantitative study which adopted the quasi-experimental design. Forty students were recruited. A pre-post writing test and a questionnaire were used to collect the data. This study showed that there is a statistically significant difference between the student’s performance in favour of the post test. The students also showed a positive attitude toward using SCAMPER technique to develop their creative writing. Furthermore, there were no statistically significant differences between the two sexes in their creative writing performance in both pre and posttests.
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Ratcliffe, Jason. "Sharpening your storytelling ability." Journal of Aesthetic Nursing 11, no. 5 (June 2, 2022): 228–30. http://dx.doi.org/10.12968/joan.2022.11.5.228.

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Kelana, Jajang Bayu. "THE EFFECT OF THE LEARNING MEDIA AND THE ABILITY TO THINK CREATIVE OF TO THE ABILITY TO SCIENCE LITERACY STUDENT OF ELEMENTARY SCHOOL." PrimaryEdu - Journal of Primary Education 2, no. 2 (September 30, 2018): 79. http://dx.doi.org/10.22460/pej.v2i2.1008.

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This study aims to determine the effect of the learning media and the ability to think creative of to the ability to science literacy student of elementary school. The study was conducted at the grade V SDN Manangga and SDN Tenjonagara Kabupaten Sumedang. Research design using experiment method with treatment by level 2 x 2. Data analysis is the two way anava. The results of this study indicate that (1) There were differences in the ability to science literacy of student of study by using ICT media with education aids. (2) There was an interactional of the learning media and the ability to think creative of the ability to science literacy student of elementary school. (3) The ability to science literacy student who have high the ability to high think creative by using ICT media more high compare who have the ability to high think creative by using education aids.(4) The ability to science literacy student who have low the ability to low think creative by using ICT media more low compare who have the ability to low think creative by using education aids
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Sharafjanovna, Quchqarova Nargiza. "SPECIFIC ASPECTS OF CREATIVE ABILITY DEVELOPMENT IN STUDENTS BASED ON COOPERATIVE EDUCATION." International Journal of Pedagogics 3, no. 10 (October 1, 2023): 101–8. http://dx.doi.org/10.37547/ijp/volume03issue10-19.

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Cooperation between colleges and universities (cooperative education) is important in ensuring the continuing education of young people. They need to be as less stressed as possible when moving from one learning environment to another. Only then will their passion for knowledge not diminish, their level of education will not decrease, and their efficiency will increase. Based on this, we are talking about the formation of creative abilities in students on the basis of cooperative education.
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Yanty Putri Nasution, Eline, Putri Yulia, Reri Seprina Anggraini, Rahmi Putri, and Maila Sari. "Correlation between mathematical creative thinking ability and mathematical creative thinking disposition in geometry." Journal of Physics: Conference Series 1778, no. 1 (February 1, 2021): 012001. http://dx.doi.org/10.1088/1742-6596/1778/1/012001.

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N, Nuraida. "The Effect of Creative Teaching Technique to Creative Problem-Solving Ability in Students." TARBIYA: Journal of Education in Muslim Society 4, no. 1 (September 7, 2017): 53–62. http://dx.doi.org/10.15408/tjems.v4i1.5907.

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Abstract The focus of this study is increasing creative problem-solving study through creativity training programs for teacher trainee Tarbiya and Teaching Science. Results of previews research in relation to structured programs for fostering creative thinking and problem-solving abilities include the Productive Thinking Program (Covington, Crutchfield, Davies, &amp; Olton, 1972, the Purdue Thinking Skill Program (de Bono, 1973, 1976, 1983). These studies investigated differences in student primary, elementary and high school creative thinking while this study investigates the creative teaching problem-solving in adult learner the PGMI (Teaching Trainee for Elementary), The experiment was conducted in firsts semester of the school year 2015/2016 0f 2 September, 25 –December 2015. ( The main objective of this study to answer the question whether teaching creative increase the ability of the trainer teacher to respond to the varied challenges on their elementary student in a creative manner. The creative training program consisted of class discussion and also active stimulation creative problem-solving. The Participant of this research is PGMI students age 19-20. Classes manipulate by teaching creative or student discussion. The result showed that experimental class increases creative problem solving then discussion class. The recommendation for teacher use teaching creative in the class room. Abstrak Fokus pada penelitian ini adalah pembelajaran untuk meningkatkan pemecahan masalah secara kreatif melalui program pelatihan kreativitas untuk bidang ilmu Tarbiyah dan Keguruan. Hasil penelitian pratinjau dalam kaitannya dengan program yang terstruktur untuk meningkatkan pemikiran kreatif dan kemampuan memecahkan masalah, diantaranya yaitu Program Berpikir Produktif (Covington, Crutchfield, Davies, &amp; Olton, 1972, Program Keterampilan Berpikir Purdue (deBono, 1973, 1976, 1983). Penelitian tersebut telah menginvestigasi perbedaan pemikiran kreatif pada siswa SD, SMP dan SMA sedangkan penelitian ini menyelidiki pengajaran pemecahan masalah pengajaran kreatif pada pelajar dewasa yaitu untuk PGMI (Pendidikan Guru Madrasah Ibtidaiyah). Percobaan ini dilakukan pada semester pertama tahun ajaran 2015/2016, 2 September- 25 Desember 2015. Tujuan utama penelitian ini yaitu untuk menjawab pertanyaan apakah pengajaran kreatif dapat meningkatkan kemampuan guru pelatih untuk merespon terhadap tantangan yang variatif pada siswa SD mereka secara kreatif. Program pelatihan kreatif terdiri dari diskusi kelas dan juga stimulasi aktif yang kreatif dalam pemecahan masalah. Peserta penelitian ini adalah siswa PGMI usia 19-20 tahun. Kelas dimanipulasi dengan pengajaran kreatif atau diskusi siswa. Hasilnya menunjukkan bahwa ada peningkatan pada kelas eksperimen dalam pemecahan masalah secara kreatif dibanding kelas diskusi.Direkomendasikan agar guru menggunakan pengajaran kreatif di ruang kelas. How to Cite : Nuraida. (2017). The Effect of Creative Teaching Technique to Creative Problem-Solving Ability in Students. TARBIYA: Journal of Education in Muslim Society, 4(1), 53-62. doi:10.15408/tjems.v4i1.5907. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5907
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NISHIURA, KAZUKI. "Present Status in Creative Education and Development of Ability of Creative Problem Solving :." Annual Report of Educational Psychology in Japan 50 (2011): 199–207. http://dx.doi.org/10.5926/arepj.50.199.

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Utari, Sindyeva Widya Hari, Dwijanto Dwijanto, and Nuriana Rachmani Dewi. "Improving Mathematical Creative Thinking Ability In Creative Problem Solving Model With Scaffolding Strategy." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (February 21, 2023): 137–52. http://dx.doi.org/10.31943/mathline.v8i1.363.

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The mathematical creativity of students in Indonesia is low. Students only imitate what the teacher does; if students are faced with a problem, they find it difficult to solve it. This study aims to determine the increase in students' mathematical creative thinking skills taught using the Creative Problem Solving model with a scaffolding strategy. The method used is pre-experimental, with one class serving as the experimental class for public junior high school 1 Batumarta VI students. The instrument in this study was a description of the test questions with the material on flat sides. The results of the study showed that there was a statistical increase in students' mathematical creative thinking abilities with the Creative Problem Solving model, which obtained an N-Gain value of 0,612 From this average value, 10 students were obtained in the high category and 16 students in the medium category and 3 students in low category
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Kim, Seong Hui, Mi Young Kim, and Kyoung Eun Kim. "Preschoolers’ Language Ability, Cognitive Ability, and Peer Relationships by Creative Thinking Group." Korean Journal of Child Studies 37, no. 3 (June 30, 2016): 135–46. http://dx.doi.org/10.5723/kjcs.2016.37.3.135.

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Beaty, Roger E., Yoed N. Kenett, Alexander P. Christensen, Monica D. Rosenberg, Mathias Benedek, Qunlin Chen, Andreas Fink, et al. "Robust prediction of individual creative ability from brain functional connectivity." Proceedings of the National Academy of Sciences 115, no. 5 (January 16, 2018): 1087–92. http://dx.doi.org/10.1073/pnas.1713532115.

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People’s ability to think creatively is a primary means of technological and cultural progress, yet the neural architecture of the highly creative brain remains largely undefined. Here, we employed a recently developed method in functional brain imaging analysis—connectome-based predictive modeling—to identify a brain network associated with high-creative ability, using functional magnetic resonance imaging (fMRI) data acquired from 163 participants engaged in a classic divergent thinking task. At the behavioral level, we found a strong correlation between creative thinking ability and self-reported creative behavior and accomplishment in the arts and sciences (r = 0.54). At the neural level, we found a pattern of functional brain connectivity related to high-creative thinking ability consisting of frontal and parietal regions within default, salience, and executive brain systems. In a leave-one-out cross-validation analysis, we show that this neural model can reliably predict the creative quality of ideas generated by novel participants within the sample. Furthermore, in a series of external validation analyses using data from two independent task fMRI samples and a large task-free resting-state fMRI sample, we demonstrate robust prediction of individual creative thinking ability from the same pattern of brain connectivity. The findings thus reveal a whole-brain network associated with high-creative ability comprised of cortical hubs within default, salience, and executive systems—intrinsic functional networks that tend to work in opposition—suggesting that highly creative people are characterized by the ability to simultaneously engage these large-scale brain networks.
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42

Gunawan, Gunawan, Fellya Mailanufi, Jaka Wijaya Kusuma, Chumaedi Sugihandardji, and Erni Widiyastuti. "DESCRIPTION OF STUDENTS' DESIGN THINKING ABILITY BASED ON LEVEL OF CREATIVITY." International Journal of Multidisciplinary Research and Literature 2, no. 6 (November 6, 2023): 786–95. http://dx.doi.org/10.53067/ijomral.v2i6.167.

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Design thinking can help students think outside the box and develop creativity. This study aims to describe students' design thinking skills based on the level of creativity in class X Merdeka 8 SMA Negeri 1 Purwokerto. The subjects involved in this study were 36 students. The type of research used is qualitative descriptive. The data collection techniques used are written tests, interviews, and documentation. Based on the results of the creativity level test, students are grouped into five levels, namely very creative, creative, quite creative, less creative and not creative. Each level of creativity is chosen by one student using purposive sampling techniques. The results of this study show that students with a very creative and creative level are able to meet the five indicators of design thinking, namely emphatize, define, ideate, prototype, and test. Students with a creative level are able to meet 4 indicators, namely emphatize, define, ideate and prototype. While students with non-creative levels are only able to meet the indicators of emphatize, define, and ideate
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43

Zulkarnaen, Zulkarnaen, Suhirman Suhirman, Samsun Hidayat, Saiful Prayogi, Fitria Sarnita, Widia Widia, Fathurrahmaniah Fathurrahmaniah, Azra Fauzi, Lisda Ramdhani, and Ni Nyoman Sri Putu Verawati. "Effect of Problem Based Learning Model on Students' Creative Thinking Ability." Jurnal Penelitian Pendidikan IPA 8, no. 1 (January 25, 2022): 379–82. http://dx.doi.org/10.29303/jppipa.v8i1.1307.

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This study aimed to explore the effect of the PBL model on students' creative thinking ability. A quasi-experimental study with 70 samples divided into experimental group and control group was carried out in this study. Data on students' creative thinking ability were collected using 8 items of essay test instruments that accommodate the creative thinking ability indicators. Descriptive analysis using the n-gain equation and statistical analysis using the ANOVA test were carried out to determine the improvement and effect of the treatment implemented on students' creative thinking ability. The results showed that the students’ creative thinking ability in the experimental group (n-gain: 0.72) was significantly different (p&lt;0.05) in comparison with the control group (n-gain: 0.14). Based on the results of the study, it can be concluded that the PBL model has a significant effect on students' creative thinking ability
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Mulia, Tri Cahya, and Wardani Rahayu. "Creative Thinking in Mathematics." Prima: Jurnal Pendidikan Matematika 7, no. 2 (July 25, 2023): 213. http://dx.doi.org/10.31000/prima.v7i2.8528.

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Creative thinking is important in increasing the formation and discovery of learning ideas in the 21st century. The 21st century is closely related to the era of the industrial revolution 4.0 which requires humans to have the ability to think more creatively and be able to accept rapid technological developments. Through education and learning, the ability to think creatively can be improved for the better. The ability to think creatively which is one of the cognitive abilities in learning activities needs to be developed. When the ability to think creatively develops, it will give birth to ideas, find interrelated relationships, create and carry out imaginations, and have many perspectives on things. Students who have high creative thinking skills tend to feel challenged and interested in solving various problems in learning. Interest in solving this problem also causes curiosity. A student with mathematical creative thinking has the ability to be able to solve problems he encounters in new or unusual ways. The tendency of mathematics teachers to dominate learning results in low student activity so that they do not provide opportunities to be directly involved in scientific activities. These conditions have an impact on students' limited opportunities to think creatively in finding new information or ideas from the learning process, it is necessary to increase creative thinking in learning which can be done in various ways.
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Setiawan, Hikmal, and Nelly Fitriani. "Analysis of Mathematical Creative Thinking Ability on Junior High School Students in Bandung." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 6, no. 2 (June 5, 2023): 84–92. http://dx.doi.org/10.22460/jiml.v6i2.15257.

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This research is motivated by the importance of quadrilateral material in mathematics lessons, especially for students as an educational subject in everyday life, while the aim is to analyze students’ mathematical creative thinking abilities in solving quadrilateral problems. This research is a qualitative descriptive study. The population in this study were all seventh-grade junior high school students in the city of Bandung whose sample was randomly selected at Paulus Middle School as many as 32 people. Students can be classified based on their creative thinking abilities based on (1) the Ability creative thinking of students with the high category is fulfilling 3 indicators of creative thinking namely fluency, flexibility, and novelty, so students with the high category is said to be creative. (2) Students' ability to think creatively with the medium category is fulfilling 2 indicators of creative thinking, namely fluency and flexibility, so students in the medium category are said to be not creative. (3) The creative thinking ability of students in the low category is fulfilling 1 indicators of creative thinking are fluency and students in the moderate category said students who are not creative. Data is obtained by testing creative thinking test questions as many as 4 questions that contain indicators. The results showed that there were 2 people with high ability, 4 people with moderate ability, and 26 people with low ability with various errors including conceptual errors, principal errors, and data operation errors. Based on this, it can be concluded that the creative thinking skills of junior high school students are still relatively low.
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Nurazizah Ramadhini, Abdurrahman, Reni Wahyuni, and Suripah. "BEHAVIORAL ANALYSIS OF STUDENTS' CREATIVE THINKING ABILITY IN LEARNING MATHEMATICS." Mathematics Research and Education Journal 7, no. 2 (November 2, 2023): 36–47. http://dx.doi.org/10.25299/mrej.2023.vol7(2).14173.

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The purpose of this research is to explain the ability of students' creative thinking in learning mathematics in regards to their behavior in class VIII. This is a descriptive qualitative research. Written tests and questionnaire procedures were utilized to gather data. A number of data analysis methods have been employed in this research: (1) data collecting; (2) data reduction; (3) data presentation; and (4) conclusion drawing. This study concentrated on four elements: (1) fluency; (2) flexibility; (3) originality; and (4) elaboration. According to the findings of this research, the creative thinking ability of grade VIII students is included as part of the creative category with an average percentage of 63.75%. While the attitude of grade VIII pupils is regarded as good, with an average percentage of 73.10%. In the creative thinking ability as good, students with a positive attitude have a creative thinking rate of 63.19%. Overall, students with very good and good attitudes have creative thinking ability.
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Leuwol, Ferdinand Salomo, Lindawati Lindawati, Mokhammad Wahyudin, Robby Tanod Mamusung, and Budi Mardikawati. "Improving Students' Creative Thinking Ability Through Independent Learning and Intellectual Intelligence." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 2553–61. http://dx.doi.org/10.33487/edumaspul.v7i2.6710.

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This research is motivated by the low ability of students' creative thinking. The purpose of this study was to examine and analyze the Improvement of Students' Creative Thinking Ability Through Independent Learning and Intellectual Intelligence. This research uses a quantitative approach with a survey method. The sampling technique used purposive sampling of 100 students. The instruments used are tests and questionnaires. The data analysis technique used is the classical assumption, correlation analysis, and multiple linear regression analysis including hypothesis testing T test, F test and R2 test. The results of this study indicate: 1) Learning Independence has a positive and significant effect on Students' Creative Thinking Ability, 2) Intellectual Intelligence has a positive and significant effect on Student Creative Thinking Ability, and 3) Learning Independence and Intellectual Intelligence have a positive and significant effect on Student Creative Thinking Ability. The findings of this study indicate the importance of learning independence and intellectual intelligence in improving students' creative thinking skills.
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Shi, Xiaoming, and Liwei Qiu. "Exploration and Practice of Cultivating Multidimensional Design Innovation Ability." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 285–92. http://dx.doi.org/10.54691/fhss.v2i11.2911.

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With the development of society and the improvement of people's living standards, consumers ' demand for cultural and creative products shows a trend of diversification and individualization, and people are becoming more and more picky about the aesthetics of cultural and creative products. Cultural and creative products should not only carry the use function and aesthetic function of the product, but also contain rich connotations of culture and art. Due to the lack of systematic theoretical and practical support, most product designers design a product based on their own experience and inspiration. Such a product is difficult to accurately and efficiently meet consumers' consumption needs . How to let design students use innovative methods to learn design is an important part of educational cultural and creative design methods. Based on the method of innovative design, it analyzes the excellent work , and strives to provide a certain basis and reference for the design education of cultural and creative products .
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Desmayanasari, D., D. Hardianti, I. U. Machromah, T. Rohaeti, and A. Arsisari. "Mathematical creative thinking ability and problem centered learning." Journal of Physics: Conference Series 1720 (January 2021): 012004. http://dx.doi.org/10.1088/1742-6596/1720/1/012004.

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Larasati, Mustika. "EMPOWERING STUDENT’S CREATIVE WRITING ABILITY BY USING CANVA." Journal of English Education Program (JEEP) 9, no. 2 (August 21, 2022): 101. http://dx.doi.org/10.25157/(jeep).v9i2.8548.

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The present study was aimed to investigate how teacher teaches creative writing by using Canva and what are student‟s perception on the use of Canva as media in learning writing. The present study used qualitative design with the type of case study. The data were obtained through several sources such as observation which was conducted once to observe how teacher used Canva as media in teaching creative writing. The two others were questionnaire and interview that were employed to collect data about student‟s perception on the use of Canva as media. Eighteen students from 8th grade and one English teacher participated in this study. The observation data and interview were transcribed, coded, interpreted. Meanwhile, the questionnaire data was analyzed using Likert Scale measurement. The findings revealed that, to implement Canva in teaching writing, the teacher used constructivism.Moreover, from interview and questioner about student‟s perception showed that the use of Canva as teaching media could make them more motivated in learning and also enrich their knowledge in using media. Based on the findings,the writer suggested that teacher should use media, especially Canva in their teaching activity, to motivate their students and enrich their knowledge on using various digital media.Keywords: Canva; Creative Writing; Teaching with ICT
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