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Aspect of individual differences:
Guilford’s Theory: a factor approach
The definitional problem.
Melakukan tes terhadap orang2 yang
Figure 1: Theoretical model for complete “structure
of intellect”
(Sprinthall&Sprinthall,1974)Convergent Thinking Memory Cognition
Evaluation Divergent
Thinking
5X6X4 blocks
Or a total of
120
Guilford’s creative traits
Flexibility
Mackinnon, Barron, and Roe: Studies of
“creative” people
Studi terhadap
orang2 terkenal dan experts, menggunakan
series of
assessment procedures,
termasuk
psychological personality test. Hasilnya relatif sama dengan
Guilford.
Wallach and Kogan, Getzels and Jackson:
Creativity in children
E. Paul Torrance
The famous Minnesota Test of creative
thinking (tes verbal)
To be creative if the included fluency,
flexibility, originality, and imagination.
Creative people tend to generate
many original
Torrance has added some non verbal
IQ and
creativity are
not
synonymous,
and teachers
seem to
prefer
students with
high IQ's to
those with
high
creativity.
Apa
Creativity: How is it measured?
Problem solving ability
test (Flanagan’s Ingenuity test, Guilford’s sample insight problem,
Pattern arrangement test).
Nonverbal test
Creativity: How is it measured?
Creativity: Implication for teaching
The creative process can be taught, through
instruction, teach pupils to think in uncommon ways, to develop divergent solution to problems, to
associate flexibility, to elaboration fluency.
Most classroom instruction is organized in order to promote convergent thought
How to teach for creative/ divergent thinking? 1) meng-create kurikulum untuk pengalaman belajar alternatif, 2) modifikasi setting kelas, 3)
Sebagai Penutup….
