Factor structure of the Torrance Tests of Creative Thinking Figural Form A in Kiswahili speaking children: Multidimensionality and influences on creative behavior

Humble, Steve; Dixon, Pauline; Mpofu, Elias

doi:10.1016/j.tsc.2017.11.005

Cited by 42 publications

(45 citation statements)

References 27 publications

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“…Participants in this study are elementary school students; with ages ranging from 10 to 11 years old, because development of creativity at this age is around 50%-70% [17], [18], [19], and at this age children are in the concrete operational stage, also in this stage the children has the ability to think rationally, imaginative, and can explore more objects or situation to solve problems. The participants were 40 students (N=40) from elementary schools with different curriculum in Sumatera Barat-Indonesia, KTSP curriculum and K13 curriculum.…”

Section: A Participantmentioning

confidence: 99%

“…The students got some experience with Lego Mindstorms. Lego Mindstorms is an assembly kit that contains building block pieces (construction kits) and a programmable control unit that can enable one to build a number of robots [19], [20], [21]. This kit includes all the important components needed to build a robot, such as connectors, axle, busing, beams, frames, tubes, gears, belts, shafts, wheel, motors, sensors, and control center.…”

Section: E Intervention Of Robotic Technologymentioning

confidence: 99%

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Robotic Technology for Figural Creativity Enhancement: Case Study on Elementary School

Hendrik¹,

Mohamad²,

Mat³

2020

IJACSA

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Robotic technology is a field that is in great demand today and it is very useful to human life, especially in the aspect of education. It would help students to be more active in the learning process. Creativity can be stimulating with the use of robotic technology. One kind of creativity is Figural Creativity (FC). This study investigated the effect of Robotic Technology as a learning tool to improve the FC skills of students. Forty (40) elementary school students aged 10-11 years, were the participants in this study. Students' creativity skills were measured from the Figural Creativity Test (TKF). This test was carried out before the intervention (pre-test) and after the intervention program (post-test). In the intervention program, students were given some education about robotic technology. To analyze the test results, we made use of the Statistical Service Products and Solutions package. The findings showed that the level of creativity in students with the K13 curriculum improved better, the FC scores of students in K-13 Curriculum were improved up to 23% with sig. 2-tailed = .000, p<.05 and the FC scores of the KTSP curriculum only improved only by 1.7 % with sig.2-tailed value = .572, p>.05. Thus, robotic technology learning is more effective in improving the FC of students with the K13 curriculum. Based on the result, we make a recommendation to the Ministry of Education that robotic technology is applied as an educational tool in the educational sectors.

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Section: A Participantmentioning

confidence: 99%

Section: E Intervention Of Robotic Technologymentioning

confidence: 99%

Robotic Technology for Figural Creativity Enhancement: Case Study on Elementary School

Hendrik¹,

Mohamad²,

Mat³

2020

IJACSA

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“…Being creative is a universal human attribute. However, the representation of creative abilities would have both local as well as global cultural influences (Mpofu et al, 2006;Humble, Dixon, & Mpofu, 2018). Teaching design is to help students to obtain creative achievements through developing their integrative abilities of comparison, analysis, and imagination.…”

Section: Motivationmentioning

confidence: 99%

Investigate the Relationship of Creative Thinking Skills and Junior High School Student Motivation

Syaiful

Kamid

Muslim

et al. 2020

HSSR

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Purpose of the study: This study aimed to describe the ability of creative thinking and student motivation and whether there is a relationship between creative thinking with student motivation to learn mathematics. Methodology: In this study using quantitative associative research types with correlational designs using 125 junior high school students obtained using purposive sampling techniques, data analysis in this study using descriptive and inferential statistics. Main Findings: In this study, there is a relationship between creative thinking skills and student motivation in mathematics, which is supported by creative thinking skills and motivation that shows good dominant results. Applications of this study: This research can be a consideration for teachers in teaching mathematics to develop students' creative thinking skills and foster student motivation in learning. Novelty/Originality of this study: In this study, the renewal is to see from two indicators possessed by creative thinking skills, namely sensitivity, and elaboration, as well as motivation that has a relationship with creative thinking.

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“…La mayoría de los instrumentos estandarizados se orientan a valorar capacidades creativas a partir de tareas y procedimientos que evalúan el pensamiento divergente. El Test de Pensamiento Creativo de Torrance es uno de los instrumentos más utilizados en la intervención e investigación psicológica (Humble, Dixon, & Mpofu, 2017;Torrance, 1990). Se han realizado numerosos estudios de validación y estandarización del instrumento en diversos lugares geográficos, como por ejemplo en Turquía, Corea, Portugal y Brasil (Primi, Nakano, Morais, Silva-Almeida, & Marques-David, 2013;Yarbrough, 2016;Yoon, 2017;Wechsler, 2006) y también en Argentina (Aranguren, 2014; Krumm, Aranguren, Arán-Filippetti, & Lemos, 2016).…”

Section: Introductionunclassified

Contextos y creatividad Variables sociodemográficas y datos normativos en el Test CREA

Elisondo

2018

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<p>El Test CREA es un instrumento de evaluación de la creatividad que valora la capacidad de las personas de formular interrogantes ante determinados estímulos. En el presente estudio se analizan desempeños en el Test CREA de niños, adolescentes y adultos que residen en la provincia de Córdoba (Argentina). Se utilizó el Test CREA para medir la creatividad por sus propiedades psicométricas. Al grupo de estudio lo constituyen 3237 niños, adolescentes y adultos. Las variables de incidencia analizadas fueron género, edad y escolaridad. Los resultados indican diferencias significativas según edad en los tres grupos estudiados, según género en adolescentes y según escolaridad en adultos. En el artículo se proponen datos normativos que atienden a las diferencias observadas. Los datos presentados son de relevancia para la interpretación de los resultados del Test CREA en grupos y contextos diversos.</p>

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Factor structure of the Torrance Tests of Creative Thinking Figural Form A in Kiswahili speaking children: Multidimensionality and influences on creative behavior

Cited by 42 publications

References 27 publications

Robotic Technology for Figural Creativity Enhancement: Case Study on Elementary School

Robotic Technology for Figural Creativity Enhancement: Case Study on Elementary School

Investigate the Relationship of Creative Thinking Skills and Junior High School Student Motivation

Contextos y creatividad Variables sociodemográficas y datos normativos en el Test CREA

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