Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

Abstract

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for "teaching-learning activities" is less than medium.

Using the ADDIE Model to Teach Creativity in the Synthesis of Raw Materials

“…Considering our results, we agree with Mousavi et al (2017) that experiential learning is effective in enhancing the abilities of trainees and that the experimental practices followed by trainees are the path to innovation, because they include many practices that work to integrate previous experiences into new educational and creative situations. In addition, the results of the current study are also in agreement with those of Richardo et al (2023), that the use of the AM had a significant impact on the development of creativity skills among high school students in the field of mathematics, divergent thinking skills, and idea generation.…”

“…Activities connected to the development of new curricula are viewed as the primary drivers of educational growth, which might increase performance. As a result, educational specialists and teachers commonly use various research methods and dimensions to assess innovation indicators in art teaching and learning (Mousavi et al, 2017). The development of students' thinking skills, in particular, is increasingly valuable in the face of accelerating changes in science, knowledge, and information flows witnessed in the modern world, making this an urgent necessity and a priority in the philosophy of education (Alawi et al, 2018).…”

“…This confirms that creative skills are among the most required skills in the twenty-first century as a means to deal innovatively with analyzing ideas and solving problems, and it highlights the need to use different techniques and practices to develop these skills. Mousavi et al (2017) stressed that it is necessary to review methodological workshops that are compatible with specific innovation indicators in teaching and learning activities, and to develop theoretical frameworks for teaching arts by integrating innovation in all curricula. Al-Ababneh (2020) confirmed that the process of creativity is linked to personality traits and, therefore, that creativity can be viewed in various ways as a mental ability, as practicality, and as human behavior, and that experience in any activity is an essential element for producing new ideas.…”

Self-innovation guru dalam meningkatkan prestasi siswa pada masa pandemi COVID-19

“…Pernyataan tersebut juga disampaikan oleh (Woolliscroft, 2020) bahwa "innovation present an opportunity for educators to leverage technology to develop courseware that incorporates empirically derived insights into how adults learn". Hal senada juga disampaikan oleh (Mousavi, Nili, Nasr, & Jr, 2017) Oleh karena itu pentingnya dalam memanfaatkan teknologi untuk dapat membuat materi ajar lebih menarik dan tidak monoton. Siswa belajar di rumah juga menerima materi dengan sangat dinanti, termotivasi dalam belajar, dan senang mengikuti proses pembelajaran.…”