Creative Ideas for Actualizing Student Potential

Ranjan, Apara; Gabora, Liane

doi:10.1007/978-1-4614-5185-3_9

Cited by 9 publications

(12 citation statements)

References 23 publications

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“…Hasil penelitian Lee (2004) menunjukkan bahwa pembelajaran pada beberapa sistem pendidikan dipandang kurang dalam pengembangan pengajaran berbasis kreatif. Pendidik cenderung menghambat kreativitas dengan mengajak siswa untuk menghafal teori (Ranjan, A. & Gabora, 2012).…”

Section: Pendahuluanunclassified

Kemanjuran Strategi Mind-Mapping untuk Meningkatkan Keterampilan Berpikir Kreatif dalam Pengambilan Keputusan Karier Siswa

Hidayah

Ramli

Fauzan

2019

IJEC

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THE EFFECTIVENESS OF MIND-MAPPING STRATEGY TO IMPROVE CREATIVE THINKING SKILLS IN STUDENT CAREER DECISION MAKING. The disruptive era in industrial revolution 4.0 is vital for students. In this era, students need creative thinking skills, especially in making career decisions. The Mind Mapping strategy is the right choice to train students' creative thinking skills. This creative thinking skills training is intended for students of Malang State High School Laboratory, class XII MIPA, IPS, IBB, and ICP. The expected goal is to increase the creative thinking skills of Malang State University High School Laboratory students in their career decision making. Based on the results of the study showed that creative thinking skills in career decision making before and after being trained with mind-mapping strategies, there was a significant increase. The Wilcoxon test results were Z = 4,644 with a significance of 0,000. That is, there are significant differences in creative thinking skills in student career decision making before and after being trained with mind-mapping strategies.

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Section: Pendahuluanunclassified

Kemanjuran Strategi Mind-Mapping untuk Meningkatkan Keterampilan Berpikir Kreatif dalam Pengambilan Keputusan Karier Siswa

Hidayah

Ramli

Fauzan

2019

IJEC

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“…Then, when efforts are made to encourage creativity within an educational setting, neither teacher nor students often knows what the expectations are. However, despite the risks of encouraging creative classrooms, such an investment in education is critically important and potentially rewarding (Ranjan & Gabora, 2012). What is essential to the challenges of our future is of course innovative products and ideas, but also a world where the type of people inhabiting it have benefitted from the creative process.…”

Section: The Role Of Educationmentioning

confidence: 99%

“…Just as exploring the 'halo' of potentiality surrounding ideas and concepts can lead to new, unexpected perspectives and associations, the thoughts and ideas of a studentas he or she interacts with a teacher, particular lesson, or approach to teaching it-can potentially follow new, creative trajectories. Allowing the full-ranging exploration of a student's potentiality affords the possibility of new emergent outcomes that could not be predicted in a straightforward logical way from knowledge of the teacher, student, or lesson plan (Ranjan & Gabora, 2012).…”

Section: The Role Of Educationmentioning

confidence: 99%

“…To make the above suggestions more concrete, let us walk you through an example of a university classroom assignment (from Ranjan & Gabora, 2012)-aspects of which could be made to suit a younger group, as well. At the beginning of the term, students are asked to choose to complete a presentation, essay, or project, which is due at the end of the term.…”

Section: A Creative Assignment In Practicementioning

confidence: 99%

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Educational Implications of the ‘Self-Made Worldview’ Concept

Alexandra¹,

Gabora²

2019

Creativity Theory and Action in Education

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Immersion in a creative task can be an intimate experience. It can feel like a mystery: intangible, inexplicable, and beyond the reach of science. However, science is making exciting headway into understanding creativity. While the mind of a highly uncreative individual consists of a collection of items accumulated through direct experience and enculturation, the mind of a creative individual is self-organizing and self-mending; thus, experiences and items of cultural knowledge are thought through from different perspectives such that they cohere together into a loosely integrated whole. The reweaving of items in memory is elicited by perturbations: experiences that increase psychological entropy because they are inconsistent with one's web of understandings. The process of responding to one perturbation often leads to other perturbations, i.e., other inconsistencies in one's web of understandings. Creative thinking often requires the capacity to shift between divergent and convergent modes of thought in response to the everchanging demands of the creative task. Since uncreative individuals can reap the benefits of creativity by imitating creators, using their inventions, or purchasing their artworks, it is not necessary that everyone be creative. Agent based computer models of cultural evolution suggest that society functions best with a mixture of creative and uncreative individuals. The ideal ratio of creativity to imitation increases in times of change, such as we are experiencing now. Therefore it is important to educate the next generation in ways that foster creativity. The chapter concludes with suggestions for how educational systems can cultivate creativity.

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“…At another level, there is the need to recognize that the education system tends to discourage or dismiss creative efforts after a certain age. Guides to include creativity in educating preliterate and early literacy children are abundant (Gregerson et al., 2013; Ranja and Gabora, 2013). People may be traumatized by negative responses to their childhood drawings or have had little experience of being encouraged to develop this side of their character, as Kelley (2012) reflects, drawing empathy for his experiences.…”

Section: Aspects Of Creativitymentioning

confidence: 99%

Representing knowledge: Assessment of creativity in humanities

Zemits

2016

Arts and Humanities in Higher Education

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Traditionally, assessment for university students in the humanities has been in an essay format, but this has changed extensively in the last decade. Assessments now may entail auditory and visual presentations, films, mind-maps, and other modes of communication. These formats are outside the established conventions of humanities and may be considered as creative works. Exploring definitions and research in the field of assessment of creativity, highlighting ways to explicitly assess the creative aspects of student work. An obligatory first year common unit titled “Cultural intelligence and capability” is examined as a model of how creative assessment can be used to extend engagement with subject material. Implications of considering creative aspects, in an explicit way, are reviewed. The underpinning argument is that in the current learning settings, creativity should be seen as an intrinsic part of appraisal criteria in the humanities as much as in the arts.

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Creative Ideas for Actualizing Student Potential

Abstract: Human creativity is a multifaceted phenomenon with cognitive, attitudinal, intrapersonal

Cited by 9 publications

References 23 publications

Kemanjuran Strategi Mind-Mapping untuk Meningkatkan Keterampilan Berpikir Kreatif dalam Pengambilan Keputusan Karier Siswa

Kemanjuran Strategi Mind-Mapping untuk Meningkatkan Keterampilan Berpikir Kreatif dalam Pengambilan Keputusan Karier Siswa

Educational Implications of the ‘Self-Made Worldview’ Concept

Representing knowledge: Assessment of creativity in humanities

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