The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who attended the course of " Fostering of Creativity and Creative Thinking " in spring semester. In the beginning of the lessons, TTCT Figural Form A was completed by all the students. After completion of the sessions, TTCT Figural Form B was asked to be completed as the last test. Also, all the participants were requested to made verbal comments about the effects of the lessons on their creative thoughts. The results of this research indicated that creativity based educational activities have a positive impact on creative thinking of the students, and they mentioned that they gained how to think divergently in their daily life. The results of the TTCT indicated that students' perform better especially in originality and closure factors.

The main objective of this study was improving university students’ from different faculties creativity thinking through a creativity education process. The education process took twelve weeks’ time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who attended the course of “Fostering of Creativity and Creative Thinking” in spring semester. In the beginning of the lessons, TTCT Figural Form A was completed by all the students. After completion of the sessions, TTCT Figural Form B was asked to be completed as the last test. Also, all the participants were requested to made verbal comments about the effects of the lessons on their creative thoughts. The results of this research indicated that creativity based educational activities have a positive impact on creative thinking of the students, and they mentioned that they gained how to think divergently in their daily life. The results of the ...

This study determines the improvement of students' creative thinking using problem-based learning models assisted by interactive multimedia on the concept of substance pressure. Research conducted at SMP 2 Mandalawangi, using one-sample classes, class VIII the second semester of 2017/2018 academic year, was held in May 2018. The method used is quantitative research, while the type used is quasi-experimental research, using a one-group pretest-posttest design research design. The instrument used was a test instrument for creative thinking skills in the form of elaboration questions on the concept of pressure. The analyzing data using paired sample t-test or paired sample t-test analysis to see the effect of PBL on creative thinking skills, and n-gain to see an improvement in creative thinking skills. The study gives an increase in students' creative thinking skills. The average value of 41 to 81 with an n-gain of 0.68 or an improved of 68%, which included the medium criteria....

Nowadays, 21st-century education emphasizes creative thinking skills among students all over the world. Creativity is not only limited to art education but can also apply to STEM education inclusive of Science, Technology, Engineering and Mathematics to solve the real-world problems. However, there are still few studies in Malaysia that focused on creativity in secondary school. The purpose of this study is to identify the level of students' creativity based on four creativity domains including fluency, flexibility, originality and elaboration. The research used survey design involving 54 students that underwent Chemistry subject in Melaka Tengah district as the sample. This study used an open-ended question consisting of a Chemistry Creativity Test to collect data. The data were analyzed using a quantitative and qualitative approach. The study found that overall levels of chemistry students' creativity were at the lowest. The result also reported the majority of chemistry students were unable to solve the real-world problem in many ways, lacking in producing a lot of ideas, the ideas were less originality and lack of idea elaborations. The implication of this study is to provide awareness of teachers to improve the student' creative thinking through effective teaching and learning strategy.

The purpose of this study was to determine the effect of creative thinking skills on students who participated in creative journal writing activity. This research was conducted in the fourth grade of a private elementary school in Gaziantep in 2018-2019 academic year as an experimental study. 67 students in three groups (Experimental Group, ControlA Group, ControlB Group) participated in the research. In a two-month study, 23 students in the Experimental Group were given 23 journal writing titles to improve their creative thinking skills. The students wrote their journals for 5-10 minutes at the beginning of the lessons. Before the program and after the program Torrance Creative Thinking Test Figure A was applied as pre-test and post-test. Data were analyzed with SPSS. According to the findings, creative thinking and writing activities positively affected Experimental Group students' development at creative thinking skills.

Students creative thinking skills play an important role in achieving educational goals, especially in understanding chemical material. Education is currently focused on developing Higher Order Thinking Skills and creative thinking skills that are one of the highest level of thinking. The teacher as one of the creative drivers is an important factor to increase student creativity in school. This study aims to develop creative thinking assessment instruments with problem posing methods on acid-base material and conduct tests to determine the responses of educators and students. This research used the Research and Development method which refers to the Borg and Gall model. The sample in this study amounted to 60 class XI high school students in Rokan Hulu district. The results of the validation of the assessment instruments were in average of more than 0.78 (very good) and had a test reliability on the main field test of 0.88 which was classified as very high. The level of difficulty ...