In simple language, creativity can be defined as a mental process that can generate ideas or new concepts. According to the National Advisory Committees UK (1999), that creativity has four characteristics, namely: (1) think and act imaginatively, (2) all imaginative activities that have clear objectives, (3) through a process that can generate something original and (4) the results should provide added value. All four of these characteristics should be a unified whole. It is no creativity if only one or a few of these four characteristics.
Robert Fritz (1994) says that "The most Important developments in civilization have come through the creative process, but ironically, most people have not been taught to be creative." The same thing also delivered Ashfaq Ishaq: "We Humans have not yet achieved our full creative potential primarily Because every child's creativity is not properly nurtured. The critical role of imagination, discovery and creativity in a child's education is only beginning to come to light and, even Within the educational community, many still do not appreciate or Realize its vital importance. It must be acknowledged that until now the school system has not been fully able to develop and produce its graduates to become creative individuals. The students are more likely to be prepared to become a staff interpreter who worked on technical issues rather than become a visionary (read: leader). What dibelajarkan in schools often lack the benefit of student life and less in tune with the development of an ever-changing environment with rapid and unpredictable. Similarly, the learning process is carried out is likely to put more emphasis on learning "what is" that require students to memorize facts, rather than learning "what few cans", which can lead students to become self intact and original.
Therefore, how important kreativiitas development in schools for the education process at school can actually have a high relevance and produce graduates who have high creativity. Schools should be able to provide a curriculum that allows students to think critically and creatively, and problem solving skills, so in turn they can respond positively to any opportunities and challenges that exist and are able to manage risk for the sake of life on the present and future.
According to Robert J Sternberg, a student said to have creativity in the classroom when they senatiasa show: (1) was intrigued and curious, questioning and challenging and not stuck on the existing rules, (2) has the ability to think laterally and be able to make connections beyond the usual relationship, (3) dreaming about something, to imagine, looking at various possibilities, ask "what if seandanya" (what if?), and seeing things from a different angle, (4) explore various thoughts and options, play ideanya, try out alternatives with a fresh approach, maintaining an open mind and modify his ideas to get creative results, and (5) critically reflect on any ideas, actions and results, review progress has been achieved, to invite and utilize feedback, criticize constructively and can make a clever observation.
Creative learning can be seen from two sides, namely: (1) creative teaching (creative teaching) and (2) teaching for creativity (teaching for creativity). Teaching creatively illustrates how teachers can use imaginative approaches so that learning activities could increasingly more attractive, arousing, and effective. While teaching for creativity associated with the use of forms of learning, aimed at developing the students to have the ability to think and behave creatively.
Both concepts can not be separated, teaching for creativity in it must involve creative teaching. Teaching creatively and teaching for creativity basically covers all the learning characteristics (good learning and teaching), such as about: motivation and high expectations, the ability to communicate and listen, the ability to excite learning, inspiring, contextual, constructivist, and the like .
Carolyn Kay Edwards and Springate, in the article titled "The lion comes out of the Stone: Helping Young Children Achieve Their Creative Potential" provides advice on development efforts kreativiitas students, as follows:
1. Provide opportunities and time freely to each student to explore and do the best job and do not intervene when they actually were motivated in completing their tasks productively.
2. Create an environment attractive and exciting class. Do the "unfinished work" so that students feel curious and tempted his thinking to try to complete it at the next moment. Give also the opportunity for every student to do the contemplation.
3. Provide and serve the abundant variety of materials and learning resources are attractive and beneficial to students.
4. Create a classroom climate that allows students to feel comfortable if you make a mistake, encourage students courage to take risks receive appropriate noise and chaos in the classroom, and provide a broad autonomy to the students to manage learning in accordance with the interests, characteristics and objectives
Creative learning is not an easy choice, in it requires more time and planning to give birth and develop new ideas. In addition, it also required a strong conviction to do improvisation in the learning, the courage to try and ability to bear the various risks that are not expected in learning. Although to be done through the efforts that are not easy, learning to creativity is believed to make learning more fun and gives high effectiveness.
Related to the teacher's role in the formation of student creativity, Robert J Sternberg says "The most powerful way to develop creativity in your students is to be a role model. Children develop creativity Pls note you tell Them to, but you show Pls Them. "In carrying out the learning, teachers should be able to show his example as a highly creative.
A teacher who is creative is not only required to have expertise in the academic field, but more than that required also to be able to master the various techniques that can stimulate curiosity as well as to foster self-confidence and self-esteem (self esteem) of each student. Teachers must be able to give encouragement when students need it and give confidence to the students at the time he felt his self-esteem is threatened. In carrying out the process of learning, a teacher must be able to maintain a balance between the structure of learning with students' self-development opportunities, including group management (management of groups) with attention to individual differences in students.
To be a creative teacher is not an easy thing, especially for teachers that are categorized as laggard. When faced with a change (innovation) in school, they may tend to be late or just simply remain silent face changes. If allowed to continue, teachers like these that can actually be damaging to education. Of course, many factors that cause them to be laggard and not creative, whether sourced from within the teachers themselves (internal factors) as well as external factors. Therefore, for teachers to be creative to consider various factors that influence and background.
Leadership in schools is one factor that can not be released in developing creativity and the creativity of school teachers as a whole. Fred Luthans (1995) argued that creativity is a skill that must be controlled by a manager. In this case, principals are required to create a culture and climate of creativity in the school environment that encourages all member schools to develop creativity in performing various tasks and jobs. The school principal should be able to give awards to sertiap dilakulan creative effort by its members, especially the creative effort carried out by teachers and students in conducting learning. The school principal is also required to provide the resources for the growth of creativity in schools.
In addition there are teachers who include laggard, not a few teachers (and students) in schools that actually have an attitude and critical thinking and creative, but because it does not get strong support from the school system, including the school management, and ultimately, attitudes and thoughts creative can not develop properly. In fact, on the contrary they often experience a certain pressure of its environment being perceived as someone who "nyeleneh" or eccentric.
Based on the above description, it seems it can be concluded that students who are creative can be produced through a creative teacher, and teachers who are creative can be produced through the creative principals. Students who are creative is a very valuable asset for the life of his private self and others.
Robert Fritz (1994) says that "The most Important developments in civilization have come through the creative process, but ironically, most people have not been taught to be creative." The same thing also delivered Ashfaq Ishaq: "We Humans have not yet achieved our full creative potential primarily Because every child's creativity is not properly nurtured. The critical role of imagination, discovery and creativity in a child's education is only beginning to come to light and, even Within the educational community, many still do not appreciate or Realize its vital importance. It must be acknowledged that until now the school system has not been fully able to develop and produce its graduates to become creative individuals. The students are more likely to be prepared to become a staff interpreter who worked on technical issues rather than become a visionary (read: leader). What dibelajarkan in schools often lack the benefit of student life and less in tune with the development of an ever-changing environment with rapid and unpredictable. Similarly, the learning process is carried out is likely to put more emphasis on learning "what is" that require students to memorize facts, rather than learning "what few cans", which can lead students to become self intact and original.
Therefore, how important kreativiitas development in schools for the education process at school can actually have a high relevance and produce graduates who have high creativity. Schools should be able to provide a curriculum that allows students to think critically and creatively, and problem solving skills, so in turn they can respond positively to any opportunities and challenges that exist and are able to manage risk for the sake of life on the present and future.
According to Robert J Sternberg, a student said to have creativity in the classroom when they senatiasa show: (1) was intrigued and curious, questioning and challenging and not stuck on the existing rules, (2) has the ability to think laterally and be able to make connections beyond the usual relationship, (3) dreaming about something, to imagine, looking at various possibilities, ask "what if seandanya" (what if?), and seeing things from a different angle, (4) explore various thoughts and options, play ideanya, try out alternatives with a fresh approach, maintaining an open mind and modify his ideas to get creative results, and (5) critically reflect on any ideas, actions and results, review progress has been achieved, to invite and utilize feedback, criticize constructively and can make a clever observation.
Creative learning can be seen from two sides, namely: (1) creative teaching (creative teaching) and (2) teaching for creativity (teaching for creativity). Teaching creatively illustrates how teachers can use imaginative approaches so that learning activities could increasingly more attractive, arousing, and effective. While teaching for creativity associated with the use of forms of learning, aimed at developing the students to have the ability to think and behave creatively.
Both concepts can not be separated, teaching for creativity in it must involve creative teaching. Teaching creatively and teaching for creativity basically covers all the learning characteristics (good learning and teaching), such as about: motivation and high expectations, the ability to communicate and listen, the ability to excite learning, inspiring, contextual, constructivist, and the like .
Carolyn Kay Edwards and Springate, in the article titled "The lion comes out of the Stone: Helping Young Children Achieve Their Creative Potential" provides advice on development efforts kreativiitas students, as follows:
1. Provide opportunities and time freely to each student to explore and do the best job and do not intervene when they actually were motivated in completing their tasks productively.
2. Create an environment attractive and exciting class. Do the "unfinished work" so that students feel curious and tempted his thinking to try to complete it at the next moment. Give also the opportunity for every student to do the contemplation.
3. Provide and serve the abundant variety of materials and learning resources are attractive and beneficial to students.
4. Create a classroom climate that allows students to feel comfortable if you make a mistake, encourage students courage to take risks receive appropriate noise and chaos in the classroom, and provide a broad autonomy to the students to manage learning in accordance with the interests, characteristics and objectives
Creative learning is not an easy choice, in it requires more time and planning to give birth and develop new ideas. In addition, it also required a strong conviction to do improvisation in the learning, the courage to try and ability to bear the various risks that are not expected in learning. Although to be done through the efforts that are not easy, learning to creativity is believed to make learning more fun and gives high effectiveness.
Related to the teacher's role in the formation of student creativity, Robert J Sternberg says "The most powerful way to develop creativity in your students is to be a role model. Children develop creativity Pls note you tell Them to, but you show Pls Them. "In carrying out the learning, teachers should be able to show his example as a highly creative.
A teacher who is creative is not only required to have expertise in the academic field, but more than that required also to be able to master the various techniques that can stimulate curiosity as well as to foster self-confidence and self-esteem (self esteem) of each student. Teachers must be able to give encouragement when students need it and give confidence to the students at the time he felt his self-esteem is threatened. In carrying out the process of learning, a teacher must be able to maintain a balance between the structure of learning with students' self-development opportunities, including group management (management of groups) with attention to individual differences in students.
To be a creative teacher is not an easy thing, especially for teachers that are categorized as laggard. When faced with a change (innovation) in school, they may tend to be late or just simply remain silent face changes. If allowed to continue, teachers like these that can actually be damaging to education. Of course, many factors that cause them to be laggard and not creative, whether sourced from within the teachers themselves (internal factors) as well as external factors. Therefore, for teachers to be creative to consider various factors that influence and background.
Leadership in schools is one factor that can not be released in developing creativity and the creativity of school teachers as a whole. Fred Luthans (1995) argued that creativity is a skill that must be controlled by a manager. In this case, principals are required to create a culture and climate of creativity in the school environment that encourages all member schools to develop creativity in performing various tasks and jobs. The school principal should be able to give awards to sertiap dilakulan creative effort by its members, especially the creative effort carried out by teachers and students in conducting learning. The school principal is also required to provide the resources for the growth of creativity in schools.
In addition there are teachers who include laggard, not a few teachers (and students) in schools that actually have an attitude and critical thinking and creative, but because it does not get strong support from the school system, including the school management, and ultimately, attitudes and thoughts creative can not develop properly. In fact, on the contrary they often experience a certain pressure of its environment being perceived as someone who "nyeleneh" or eccentric.
Based on the above description, it seems it can be concluded that students who are creative can be produced through a creative teacher, and teachers who are creative can be produced through the creative principals. Students who are creative is a very valuable asset for the life of his private self and others.
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