The purpose of this study is to develop an instrument of student creativity element by exploring creativity constructs for the formation of TVET student creativity instrument. The absence of creativity research affects Institutions of Higher Learning (HEIs) in improving the employability of graduates and preparing students for the workplace in an ever-changing industry.This study uses a qualitative approach through interviews as a case study method. The qualitative data analysis process was based on 3 stages of data processing by Miles and Huberman (1994) and NVIVO 12 Plus software was used to analyze the interview transcripts to form themes and subthemes. The qualitative data analysis identified eight elements related to the relevant elements of creativity, namely: intelligence, knowledge, thinking style, personality, motivation, environment, generic/soft skills, and mind mechanisms. Of the 8 constructs that emerged, they formed 24 dimensions. The implication of this study is to identify the elements needed to enhance the creativity of TVET students from the experts' point of view. Further study is to use survey method to see the level of creativity of TVET students by using the instruments that have been produced.
The aim of this study is to identify the creativity elements for technical education and vocational training (TVET) students in Malaysia. The significance of this study is to meet the needs of the industry which require employees to be creative and to help TVET institutions increase the creativity of their graduates. This study utilize Library research approach to gather data from several sources such as journals and electronic media that will explore and identify the elements/construct in student creativity instrument. The study have identified six elements related to the creativity element, namely; intelligence, knowledge, thinking style, personality, motivation and environment.
Kreativiti ialah keupayaan untuk melihat sesuatu daripada perspektif baharu, serta keupayaan untuk melihat dan menyelesaikan masalah dengan cara yang berbeza. Karakter pula didefinisikan sebagai sifat atau ciri perwatakan yang membezakan seseorang daripada yang lain. Dengan menggunakan kaedah analisis kandungan dan kajian literatur, kajian pendahuluan ini ditulis berlandaskan kepada beberapa sumber seperti jurnal dan media elektronik yang akan meneroka dan mengenalpasti elemen-elemen yang dominan dalam pembinaan karakter pelajar (Scci-TVET). Kajian lanjutan akan dilaksanakan secara gabungan kualitatif dan kuantitatif atau lebih dikenali sebagai mixed-method dengan memilih jenis reka bentuk penerokaan bagi mendapatkan maklumat yang lebih jelas dan tepat. Dapatan kajian telah mengenal pasti enam elemen yang berkaitan karakter murid kreatif berdasarkan teori kreativiti Sternberg iaitu: kepintaran, pengetahuan, gaya berfikir, personaliti, motivasi dan persekitaran. Melalui instrumen karakter yang didasarkan pada teori-teori kreativiti yang telah dikemukakan diharapkan dapat meningkatkan kreativiti pelajar pada bidang TVET.
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