Elementary School Students’ Profile of Creativity in Art Learning
DOI:
https://doi.org/10.47750/pegegog.14.04.24Keywords:
Creativity, Art learning, Elementary SchoolAbstract
This study aims to analyze the creativity profile of elementary school students in art learning by implementing a qualitative research approach. This study is conducted at Sekolah Dasar Negeri 3 Pandasari (Public Elementary School of Pandasari 3), Kebumen, Indonesia. The research subject consists of 21 students. Test technique is used to collect data. Besides, construct and content validity are used to validate test instruments. Statistical descriptive analysis is used to analyze the data. The findings indicate that students' creativity has fulfilled the creative category. The detail is as follows: elaboration becomes the highest indicator (88.75%), followed by originality (87.5%), evaluation (84.5%), fluency (81%), and flexibility as the lowest indicator (80.25%). Thus, it can be concluded that students have achieved five indicators of creativity. The order is elaboration, originality, evaluation, fluency, and flexibility. These findings can be a reference for future researchers to carry out similar research by conducting learning procedures and testing these procedures to maximize creativity or find out their effect on student creativity.
Downloads
References
Acar, S., & Runco, M. A. (2014). Assessing Associative Distance Among Ideas Elicited by Tests of Divergent Thinking. Creativity Research Journal, 26(2), 229–238. https://doi.org/10.1080/10400419.2014.901095
Addis, D. R., Pan, L., Musicaro, R., & Schacter, D. L. (2016). Divergent thinking and constructing episodic simulations. Memory, 24(1), 89–97. https://doi.org/10.1080/09658211.2014.985591
Adnan, A., Beaty, R., Silvia, P., Spreng, R. N., & Turner, G. R. (2019). Creative aging: functional brain networks associated with divergent thinking in older and younger adults. Neurobiology of Aging, 75, 150–158. https://doi.org/10.1016/j.neurobiolaging.2018.11.004
An, D., Song, Y., & Carr, M. (2016). A comparison of two models of creativity: Divergent thinking and creative expert performance. Personality and Individual Differences, 90, 78–84. https://doi.org/10.1016/j.paid.2015.10.040
Antink-Meyer, A., & Lederman, N. G. (2015). Creative Cognition in Secondary Science: An exploration of divergent thinking in science among adolescents. International Journal of Science Education, 37(10), 1547–1563. https://doi.org/10.1080/09500693.2015.1043599
Apriliani, L. R., Suyitno, H., & Rochmad. (2016). Analyze of mathematical creative thinking ability based on math anxiety in creative problem solving model with SCAMPER technique. International Conference on Mathematics, Science, and Education, 131–141.
Arvyati, Ibrahim, M., & Irawan, A. (2015). Effectivity of peer tutoring learning to increase mathematical creative thinking ability of class XI IPA SMAN 3 Kendari 2014. International Journal of Education and Research, 3(1), 613–628. https://www.ijern.com/journal/2015/January- 2015/51.pdf
Badrudin, A., Suharno, & Winarno. (2021). Teacher Readiness towards the Latest Lesson Plan Policy in 2020. ICLIQE 2020: Proceedings of the 4th International Conference on Learning Innovation and Quality Education, 1–7. https://doi.org/10.1145/3452144.3453735
Baer, J., & Kaufman, J. C. (2008). Gender differences in creativity. Journal of Creative Behavior, 42(2), 5–35. https://doi.org/10.1002/j.2162-6057.2008.tb01289.x
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. https://doi.org/10.1016/j.childyouth.2020.105227
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. In (8th ed.) (pp. 245–249). Routledge.
Costa, S. da, Páez, D., Sánchez, F., Garaigordobil, M., & Gondim, S. (2015). Journal of Work and Organizational Psychology Personal Factors of Creativity : A Second Order Meta-Analysis. Journal of Work and Organizational Psychology, 31(3), 165–173. https://doi.org/10.1016/j.rpto.2015.06.002
Cremin, T., Flewitt, R., Swann, J., Faulkner, D., & Kucirkova, N. (2018). Storytelling and story-act- ing: Co-construction in action. Journal of Early Childhood Research, 16(1), 3–17. https://doi.org/https ://doi. org/10.1177/14767 18x17 75020 5
Creswell, J. W. (2013). Research design: Qualitative, quantitative and mixed methods (p. 273). Sage Publication.
Dere, Z. (2019). Investigating the Creativity of Children in Early Childhood Education Institutions. Universal Journal of Educational Research, 7(3), 652–658. https://doi.org/10.13189/ujer.2019.070302
Dhayanti, D., Johar, R., & Zubainur, C. M. (2018). Improving students’ critical and creative thinking through realistic mathematics education using geometer’s sketchpad. Journal of Research and Advances in Mathematic Education, 3(1), 25–35. https://doi.org/10.23917/jramathedu.v3i1.5618
Fauziah, M., Marmoah, S., Murwaningsih, T., & Saddhono, K. (2020). Profile of divergent thinking ability of elementary school student in thematic learning. Elementary Education Online, 19(2), 624–640. https://doi.org/10.17051/ilkonline.2020.693109
Fischer, C., Malycha, C. P., & Schafmann, E. (2019). The Influence of Intrinsic Motivation and Synergistic Extrinsic Motivators on Creativity and Innovation. Frontiers in Psychology, 10(February), 1–15. https://doi.org/10.3389/fpsyg.2019.00137
Gower, M. D., & Shanks, R. A. (2014). Research design-qualitative, quantitative, & mixed methods approaches. In 4th ed (p. 273). Sage Publication.
Hannigan, S., Grima-Farrell, C., & Wardman, N. (2019). Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing. Issues in Educational Research, 29(3), 756–773.
Hoseinifar, J., Mohammad, M., & Rasoul, S. (2011). An investigation of the relation between creativity and five factors of personality in students. Procedia - Social and Behavioral Sciences, 30, 2037–2041. https://doi.org/10.1016/j.sbspro.2011.10.394
Peraturan Menteri Pendidikan Nomor 22 Tahun 2016 Standar Proses Pendidikan Dasar dan Menengah, (2016).
Kususanto, P., & Chua, M. (2012). Students’ Self-Esteem at School: The Risk, the Challenge, and the Cure. Journal of Education and Learning (EduLearn), 6(1), 1–14. https://doi.org/10.11591/edulearn.v6i1.185
Nasrullah, S., & Khan, M. S. (2015). The impact of time management on the students’ academic achievements. Journal of Literature, Languages and Linguistics, 11, 66–72. https://doi.org/10.7176/JLLL
OECD. (2018). Program for international student assessment (PISA) Result from PISA 2018. https://www.oecd.org/pisa/publications/pisa-2018-results.htm
Piaw, C. Y. (2014). Effects of Gender and Thinking Style on Student’s Creative Thinking Ability. Procedia - Social and Behavioral Sciences, 116, 5135–5139. https://doi.org/10.1016/j.sbspro.2014.01.1087
Samašonok, K., & Leškienė, B. (2015). Creativity development : Theoretical and practical aspects. Journal of Creativity and Business Innovation, 1, 19–34. http://www.journalcbi.com/creativity-development.html
Sarwar, B., Zulfiqar, S., Aziz, S., & Ejaz Chandia, K. (2019). Usage of social media tools for collaborative learning: The effect on learning success with the moderating role of cyberbullying. Journal of Educational Computing Research, 57(1), 246–279.
Simamora, R. M. (2020a). The Challenges of Online Learning during the COVID-19 Pandemic : An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1(2), 86–103.
Simamora, R. M. (2020b). The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86–103.
Sitorus, J., & Masrayati. (2016). Students’ creative thinking process stages: implementation of realistic mathematics education. Thinking Skills and Creativity, 22, 111–120. https://doi.org/10.1016/j.tsc.2016.09.007
Stoltzfus, G., Nibbelink, B. L., Vredenburg, D., & Thyrum, E. (2011). Gender, gender role, and creativity. Social Behavior and Personality, 39(3), 425–432. https://doi.org/10.2224/sbp.2011.39.3.425
Unal, H., & Demir, I. (2009). Divergent thinking and mathematics achievement in Turkey: Findings from the programme for international student achievement (PISA-2003). Procedia - Social and Behavioral Sciences, 1(1), 1767–1770. https://doi.org/10.1016/j.sbspro.2009.01.313
Valente, R., & Berry, B. (2016). Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates. Brasiliana- Journal for Brazilian Studies, 5(1), 405–440. https://doi.org/10.25160/v5.i1/ga.3
Wu, J., & Albanese, D. L. (2013). Educational psychology: An international journal of experimental imagination and creativity: wellsprings and streams of education – the Taiwan experience. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(5), 561–581. https://doi.org/10.1080/01443410.2013.813689
Yin, R. K. (2011). Qualitative Research from Start to Finish. The Guilford Press.
Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through Differentiated Science Inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77–91. https://doi.org/10.12973/tused.10214a
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
