Investigating Divergent Thinking in Creativity Exercises Through Alternative Uses Tests

2014 ◽  
Author(s):  
Anthony Nix ◽  
Ryan Arlitt ◽  
Sebastian Immel ◽  
Mark Lemke ◽  
Rob Stone
Keyword(s):  
Divergent Thinking ◽  
Thinking Skills ◽  
Daily Basis ◽  
Classroom Teaching ◽  
Simple Design ◽  
Creative Potential ◽  
Weekly Basis ◽  
Design Task ◽  
Thinking Ability ◽  
New Item

Creativity is a valuable skill for today’s workplace and one that universities should be emphasizing in the classroom. Teaching creativity usually involves the completion of “creative exercises” that help an individual understand how to think outside the box. Often individuals that are considered creative “practice” creativity on a daily basis, either through their own will or through their occupation, which increases their creative potential. Creativity is shown to be divided into multiple aspects, one of which is divergent thinking. This study examines participants’ divergent thinking skills over nine weeks as they perform a simple design task each week. The participants are split into two groups as they perform an alternative uses test on a weekly basis. Each week a new item is presented and the results are collected and entered in a database. The number of entries per card is analyzed to determine if the participants have increased their divergent thinking ability throughout the nine weeks.

scholarly journals Pengaruh Kemampuan Berpikir Divergen dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Jumardi Rauf ◽  
Siti Nur Humaira Halim ◽  
Randy Saputra Mahmud
Keyword(s):  
Standard Deviation ◽  
Divergent Thinking ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Average Score ◽  
Self Reliance ◽  
Ex Post ◽  
Thinking Ability ◽  
Ex Post Facto

The aim of this study to know the influence of divergent thinking ability and self reliance learning towards students learning results. This is an ex-post facto research, the samples was 102 students from ninth class SMPN 24 Makassar. The instruments was divergent thinking skills test, koesioner self reliance learning, and test of student’s mathematical learning results. The results of a descriptive analysis showed that the ability to think divergent students in middle category with average score 55.91, standard deviation 10.623 of the 100 ideal score with percentage 42.42%. The self reliance of learning students in the high category with average score 60.03, standard deviation 6.528 of the 80 ideal score with percentage 74.2%. The results of students learning in the good categorized with average score 80.77, standard deviation 6.416 of the 100 ideal score with percentage 53%. The result of inferential analysis shows that the divergent thinking ability positively and significantly affects the learning results of 0.183. Self reliance learning also positively and significantly affect the learning results of 0.101. The results of inferential show that divergent thinking ability and self reliance learning simultaneously influence the results of mathematics learning students with regression equation Y=70,119+0,009X1+0,181X2. AbstrakTujuan dari penelitian ini yaitu untuk mengetahui ada tidaknya pengaruh kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian ex-post facto, dengan mengambil sampel dari siswa kelas IX SMPN 24 Makassar sebanyak 102 orang. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir divergen, kuesioner kemandirian belajar dan tes hasil belajar matematika. Hasil analisis statistik deskriptif menunjukan bahwa kemampuan berpikir divergen siswa dikategorikan sedang dengan skor rata-rata 55,91 dan standar deviasi 10,623 dari skor ideal 100 dengan persentase 42,42%. Kemandirian belajar siswa berada pada kategori tinggi dengan rata-rata 60,03 dan standar deviasi 6,528 dari skor ideal 80 dengan persentase 74,2%. Sedangkan hasil belajar siswa dikategorikan baik dengan skor rata-rata 80,77 dan standar deviasi 6,416 dari skor ideal 100 dengan persentase 53%. Hasil analisis inferensial menunjukkan bahwa terdapat pengaruh positif dan signifikan antara kemampuan berpikir divergen terhadap hasil belajar matematika sebesar 0,183, terdapat pengaruh positif dan signifikan antara kemandirian belajar terhadap hasil belajar matematika sebesar 0,101, serta terdapat pengaruh positif dan signifikan secara simultan antara kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika persamaan regresi Y = 70,119 + 0,009X1 + 0,181X2 

scholarly journals THE EFFECT OF EMOTIONAL INTELLIGENCE ON DIVERGENT THINKING ABILITY IN SOLVING MATHEMATICAL STATISTICS PROBLEMS

2020 ◽  
Vol 1 (1) ◽  
pp. 56-65
Author(s):  
Edwin Aldrin ◽  
Jackson Pasini Mairing ◽  
Ardo Subagjo
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Junior High School ◽  
Divergent Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Thinking Ability ◽  
Eighth Grade Students ◽  
Mathematical Problems

The purpose of this study was to determine the effect of emotional intelligence on divergent thinking skills in solving statistical mathematical problems in eighth grade students of Junior High School 9 of Palangka Raya. The subjects in this study were 120 grade eighth students of Junior High School 9 of Palangka Raya.  The instrument is a questionnaire of emotional intelligence consisting of 31 statements used to measure the level of emotional intelligence of students, and 4 divergent mathematical problems to measure students' divergent thinking skills. The results of the classification of emotional intelligence levels of students are 17 students with high levels of emotional intelligence and 113 students with moderate levels of emotional intelligence. Research results show that the average divergent thinking ability in solving mathematical problems of students with high emotional intelligence levels is 52.64 while the divergent thinking ability in solving mathematical problems of students with moderate emotional intelligence levels is 49.56. The results of data analysis showed that there was no real effect of emotional intelligence on divergent thinking skills in solving mathematical problems in statistical material in grade eighth students of  Junior High School 9 of Palangka Raya.

scholarly journals Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa melalui Model Pembelajaran Missouri Mathematics Project (MMP)

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Novi Marliani
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Models ◽  
Mathematical Learning ◽  
Thinking Ability ◽  
Mathematical Problems ◽  
Creative Thinking Ability ◽  
Selection Of

<p>This research study in the form of literature and aims to look atcreative thinking <br />skills of students through learning mathematical model of Missouri Mathematics <br />Project(MMP). In studying mathematics, think are of central importance. athrequires that every student has the ability to understand the formula, calculate, analyze, categorize objects, making props, create mathematical models, and others. These activities not only require regular thinking activities (convergent), but it takes the ability to think high (divergent). In fact many schools with the ability to thinkis still fairly low. Creative thinking skills can be defined mathematically as theability to solve mathematical problems with more than ones ettlement and students thinks mooth, supple, elaborating, and have originality in the answer. Creative thinking can be beneficial to train mathematical divergent thinking skills in mathematics. There fore, it is necessary to realize the selection of appropriate learning models and effective. One of mathematical learning model that can be used to train and improve students' ability to think creatively is mathematical learning model Missouri Mathematics Project (MMP). <br /> <br />Keywords : mathematical creative thinking ability, learning models missouri <br />mathematics project (MMP).</p>

Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

2009 ◽  
Vol 25 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Heinz Holling
Keyword(s):  
Measurement Invariance ◽  
Divergent Thinking ◽  
Factor Model ◽  
Age Groups ◽  
Thinking Skills ◽  
Specific Model ◽  
Confirmatory Factor Analyses ◽  
Domain Specific ◽  
Gender And Age ◽  
Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

Exploration of Creative Thinking Skills of Students in Physics Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 151
Author(s):  
Muhammad Asriadi ◽  
Edi Istiyono
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
School Students ◽  
Cross Sectional ◽  
Physics Learning ◽  
Thinking Ability ◽  
Qualitative Descriptive ◽  
Creative Thinking Ability

This study aims to determine the ability of creative thinking high school students in physics learning, know the form of assessment of creative thinking abilities. The study was conducted at SMAN 6 Yogyakrata. This type of research is a survey with a cross-sectional method that is a survey conducted once and at a time. The subjects were the principals, teachers of physics from SMAN 6 Yogyakrata and 30 grade XI students. observations, interviews, and questionnaires were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The results showed that the creative thinking ability of class XI MIA 1 students at SMAN 6 Yogyakarta can be said to be in the average and quite good category, although there are some students whose level of creative thinking ability is low. In addition, the form of assessment used by physics teachers has not been effective and accurate enough in assessing students 'creative thinking abilities. So it is recommended to use The Torrance Tests of Creative Thinking (TTCT) in physics learning because it has been proven to be accurate in assessing students' creative thinking abilities.

Hepatitis C an Ayurvedic approach - A Case Study

2017 ◽  
Vol 2 (4) ◽  
Author(s):  
Vidyadhar Balikai ◽  
Prashanth A. S. ◽  
S. G. Chavan
Keyword(s):  
Hepatitis C ◽  
Clinical Features ◽  
Daily Basis ◽  
Diagnostic Tools ◽  
Weekly Basis ◽  
General Weakness ◽  
Loss Of Appetite

The effect of Gandharva Haritaki, Sudarshana Vati, Arogyavardhini Vati along with Punarnavadi Kashaya were studied clinically on a case of Hepatits - C by modern diagnostic tools with USG Abdomen and Hematological investigations. The review of the patient was done on daily basis in IPD and weekly basis after discharge, the clinical features like loss of appetite, heaviness of abdomen and general weakness were completely subsided during the 2nd month of treatment.

scholarly journals The Analysis of Critical Thinking Skill of Version P21 in Solving the Problems of Two Dimensional Arithmetic Derived from the Implementation of Guided Discovery Learning

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Afif Alfa Robi ◽  
Hobri . ◽  
Dafik .
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Two Dimensional ◽  
Guided Discovery ◽  
High Category ◽  
Thinking Ability ◽  
Level 3 ◽  
Level 2 ◽  
Very High

This study aims to analyze the critical thinking skills of P21 students in solving Arithmetic Two Dimensional problems through the application of Guided Discovery Learning. GDL is a learning process that occurs when students are not presented  with material in final form but learners are expected to organize their own material with guidance from educators if needed. Implementation of GDL in learning process is expected to improve students' thinking ability, especially critical thinking ability version P21. According to P21, in the 21st century, every individual is required to have 4C's skills in order to compete globally and one of 4C's skills is critical thinking. By having these skills, learners are expected to achieve success in life and work. The subjects of this study are discrete mathematics class students, as many as 64 students. Research steps are by providing initial knowledge of Two Dimensional Arithmetic materials through GDL method and Student Worksheet (LKM) then at the end of student learning work on Test Mastery of Teaching Materials (TPBA). The test results are then analyzed using the P21 critical thinking indicator that is reasoned effectively, using a system of thinking, making judgments and decisions. From the analysis result of Teaching Material Mastery Test obtained data about critical thinking level of students, in class A there are 25 students being in very high category (level 4), 10 students are in high category (level 3) and 9 students are in medium category (level 2). While in class C there are 22 students being in very high category (level 4), 4 students are in high category (level 3) and 4 students are in medium category (level 2). The study also produced a two dimensional arithmetic monograph. From the results of this study can be concluded that the application of GDL has a positive effect in developing students' critical thinking skills in solving two-dimensional arithmetic problems.

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