The Effect Of Digital Teaching Material (Public Service Ad) Development Process On Preservice Teachers’ Creative Thinking Skills

Abstract

This research was aimed at finding answers to the question how preservice teachers use creative thinking skills in a digital teaching material development process. The mixed method using both quantitative and qualitative methods was preferred in the research. The Torrance Tests of Creative Thinking (TTCT) Figural Form A was applied to the preservice teachers at the beginning and the end of the research. The SPSS software was used for analyzing the quantitative data. According to the pretest and posttest results of TTCT Figural Form A, the preservice teachers had significantly higher scores in the fluency, originality and elaboration factors in the posttest but no significant difference was observed in favor of the posttest scores in the abstractness of titles and resistance to premature closure factors. Interviews with the preservice teachers, observations and video records constitute qualitative data sources. It was aimed with the qualitative data triangulation to examine the effect of digital teaching material development process on preservice teachers' creative thinking skills. Descriptive analysis and content analysis methods were used for analyzing the qualitative data. The results showed that the preservice teachers had positive opinions of the course in general, and they reported that they had fun and spent productive time as they did something practical.

Transprofessional competences of school teachers in the digital environment: education employers’ perspective

“…The significance of psychological TPCs is consistent with other findings concerning teachers' professional identity in the light of demands of pedagogical innovation and construction of professional selves (Avidov-Ungar & Forkash-Baruch, 2018). Online teacher interaction and development could instigate teacher reflection (Philipsen et al, 2019; An unexpectedly low rank was assigned to the creative TPC cluster, which contradicts the traditionally esteemed role of creativity in teaching and learning and the widely propounded idea that creative educational practices should be supported by technology (Basarmak, 2019). The respondents' answers suggest that the factors undermining the perceived significance of the creative aspect of teaching in the digital environment are a large workload teachers have to cope with, the risk of professional burnout and health problems associated with digital gadgets and tools.…”

“…The creative cluster comprises the TPCs based on the findings of how teachers use creative thinking skills (Basarmak, 2019) and pedagogical innovation (Avidov-Ungar and Forkosh-Baruch, 2018) in the digital teaching process, including the ways teachers creatively design learning environments by means of media and digital technologies (Karakuş et al, 2020).…”

Bahan Ajar Digital untuk Pembelajaran Bahasa Berbasis Tugas Bermuatan Pendidikan Lingkungan: Sebuah Studi Analisis Kebutuhan dan Respons Guru

“…Proses pendidikan dengan menggunakan bahan ajar digital lebih menyenangkan dan berkesan bagi siswa (Başarmak, 2019). Penggunaan bahan ajar tersebut dapat menanamkan pada siswa agar berhasil dalam tugas, sesuai dengan umpan balik yang diperoleh saat memperbaiki dengan latihan (Huffaker & Calvert, 2003).…”

Meta-Analisis Penggunaan Bahan Ajar Terhadap Prestasi Matematika

“…Bahan ajar digital memungkinkan guru untuk lebih mudah mencocokkan citra bergambar, verbal, dan simbolik dari masalah matematika (Karakırık & Aydın, 2016). Mengajar dengan bahan ajar digital memberikan lebih banyak fleksibilitas dalam pembelajaran matematika (Basarmak, 2019). Bahan ajar dalam lingkungan berbasis web memberikan peluang untuk inter aktivitas siswa dan guru.…”