"Kreativiti dan Inovasidalam Dunia Semasa:Pendekatan Islami"

9 - 10 November2010 /2 - 3 Zulhijjah 1431 H

Sesi II

Pengukuran Semasa Kreativiti:Isu dan Cabaran

Oleh

YBHG. DR. CHUA YAN PIAWPensyarah Kanan, Institut Pengajian Kepengetuaan,

Universitl Malaya (UM)

AnjuranINSTITUT KEFAHAMAN ISLAM MALAYSIA (lKIM)

Bertempat diDEWAN BESAR, IKIM,

KUALA LUMPUR

4

PENGUKURAN SEMASA KREATIVITI:

ISU DAN CABARAN

Dr Chua Van PiawUniversiti Malayae Institut Pengajian Kepengetuaa.e

Kuat

8ergaya

Cantik

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Kak..kak...

Takbetullah ...

Tak logik

Low mentality

Unik

Luarbiasa

Asli

imaginatif

Humor

Fikiranbebas

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Fantasi

Colourful ofimagery

Pergerakanluarbiasa

Humour

storytelling

··Pembenfangill1:1.Penyelidikan berkaitan kreativiti,iaitu penyelidikan berkaitan fungsikreativiti otak.

2.Pengukuran kreativiti

3.lsu dan cabaran kita

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Penyelidikan berkaitan kreativiti,iaitu penyelidikan berkaitan teoripemisahan otak.

Otak manusia terdiri daripada 2 hemisfera, yang

disambung dengang fiber saraf corpus callosum.

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- Kuching

. Roger Sperry

- Katak

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~=-:;;~~~ ,.......-....--;

.' G' \/ ,,-=..;/ ~ cv r,

(::J <":)

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c) Persaingan antara hemisfera

Split Brain Experiment

Separuh Perempuan Separuh Budak Lelaki

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.~Nampak Siapa? "Budak Lelaki" .

Perempuan Budak lelaki

Otak kiriVerbal

Otak kanan-:-+--#--I VisuaI

Tunjuk muka Perempuan.

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. O,,,,,,i"l1 rn••d•• 7 dilY$ aner brain damagBtI

Ij

L.-...---__ ~Figure 1 7- A rigtlt hemisphere damage patient was asked draw a house and•• watc11 (duplicate frol'l. sarpp!u)_ The reeuns of this slurlV indiCated tIlat he isunaware of the left siQe ofthFrlgS_

I· .---- ..--- .. Sebelum

I

Before bf'a~ dama!1e Afh!!ot brat 1damage._--" '---'" _._--

Figure 1.a: The drawings. of e Germany artist before and Bfler he had suffered a fignthemis.ptlerestroke. The portrait showed that he is umw•.are of the let! side of hissubject

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Electroencephalograph Study (EEG) -Ge/ombang otak direkod o/eh perakamEEG semasa melakukan aktiviti .

.--wluN..uA;rj•••. iJ""""'''i-'''' ••...m.'''''' •••••'' .'--4'~?rJ'1 •• 'lt'. t,..,.rf.(.,,,fJ}'j· •.• riTft-,,/

<. Waveform

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Dichotic listeningSpirt b!Elifl

{CcrpUS ::::.a1lO:5&JM1e<lflinated')

Kedua-dua hemisfera otakdapatberlungsisendff4

Setiap satu berlungsidengan cara yang berbeza.

Otak kanan adalah pusatkreativiti man usia.

Roger Sperry,1975

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Split Brain Theory

The Critical Mind

Left hemisphereVerbal,

Analytic"logical,rational,

convergent,sequential

tasks.

The Creative Mind

ffight hemisphereVisual, nonverbal,

intuition,spatial,artistic,musical,

imaginative,creative

information.

1981 Nobel Prize Winner (Psychology /

Medicine)

r --:,-,--I/'

I' r' II It II ... I1 Roger Sperry I-----

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Mengukur Kreativiti

Apa yang dimaksud =Apa yang diukur

Pengukuran Kreativiti

Da/am pengukuran, definisi istilahyang diukur amat penting:

Kesahan da/am pengukuran

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Pengukuran kreativiti hanyaboleh dilakukan dengan tepatjika definisi kreativiti istilahjelas dan tepat.

Yamamoto:

"Disebabkan kreativiti bersifatabstrak, maka tidak ada definisiyang tepat, yang dapat diterimasecara bulat oleh semua orang didunia ini.

Terdapat lebih daripada 60 definisikreativiti dan ia dilihat daripada

,perbagai perspektif yang berbeza."

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"Kita tidak perlu bersetuju padasatu-satu maksud kreativiti yanguniversal,

tetapi apa yang penting adalahpemerhatinya (pengukurnya)haruslah amat jelas mengenaidefinisinya. "

Memahami definisi kreativiti:

Tiga perspektif kreativiti

1.Supernatural

2. Rasional (Rational)

3. Perkembangan (Developmental)

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. Supernatural

reativiti dilahirkan, ia tidak. rkaitan dengan latihan.

lato: sumber ilham (inspiration)erupakan kuasa dan sumberagi orang yang kreatif, danupayaan ini adalah dilahirkan.

2. Rasional (Rational)

-Segala tingkahlaku manusiabo/eh dije/askan

-kreativiti adalah disebabkanfaktor genetik (SigmundFreud).

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Perkembangan (Developmental)

Manusia menjadi kreatif akibaterkembangan dan kematangan.

-Kreativiti manusia adalah padatahap paling tinggi di puncakperkembangan (Guilford, Torrance,Gowan).

Graf Lehman - kreativiti dan umur---- ..... __._- ._- --

MedI_ Percent of c•.••ttve Output

40

30

10

o

--_._._----_._._---Figure 1.3: The peak period for creative products is at the ages of 30 to 39

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,_.._._ ..._ ...._-_._ .._--_._---_ .._.__ .._._._._ ..__ ._----_.-.-"-'---,I Percent 01 Total Output iI !I 30 i\'. _ II.--" ~ ......•i. 20 -.-.- ,"- ---- - 1

I./ .,...................:

I / ,; -.,. -- !, /' ",,'" "! 10 ./ ,,'" .,I... <.; iI 0 ,

! I! ii 20s 30s 40s 50s 60S 70s I

I 'I, ~. ','Key:,Artl.ts -._._ !i SCholar. - II Sclentl'" -____ I

I I

Figure 1.4: The creative peak for artists is in their 40s. Scientists and scholarshave their creative peak at the age of 40 to 60

Jadi menurut tiga perspektif lni,kreativiti mungkin:

dilahirkan (supernatural),

diturunkan (rational)

dikembangkan (development).

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Tiga perspektif kreativiti

Iam born Iam creativedue to geneticfactors.

Figure 1.1: Three different sources of creative thinking

Definisi Kreativiti

- Bagi pengukuran kreativiti, definikreativiti biasanya dibuatberdasarkan kepada tiga aspekutama:1. Orang (creative person)2. Produk (creative product)3. Process (creative process)

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ORANG YANG KREATIF:Definisi dibuat berdasarkan ciri-cirimanusia:imaginasiopennessingin tahuobjectivitykeyakinan diri

humor

flexibility

sensitivity

penghayatannilai estetikaseni

Berdasarkan definisi-definisikreativiti sebagao orang, alatpengukuran seperti dihasilkan:

The Khatena- Torrance CreativePerception inventolY.

- terdiri daripada 2 sub-ujian:"What kind of person are you?' dan"Something about myself' (50 item)

- mengukur sama ada seseorang itubermotivasi ke arah kreativiti.

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The Creative Attitude Survey

- mengukur sikap manusia yangberhubungkait dengan kreativiti,seperli yakin pada idea sendiri,penghargaan fantasy, orientasiestetika, kebebasan untukmenghasilkan idea dan sebagainya

The Group Inventories for FindingTalent tests

Responden menjawab "Va" dan"Tidak" terhadap item-item yangmengukur ciri-ciri yang dianggapdapat menunjukkan kreativiti,iaitu: curiosity, flexibility,kebebasan, minat, aktiviti lampauyang berkaitan dengan kreativiti.

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r

···---························-·-··--_············-·- .. -- ---- -.- ······1TESTS OF CREATIVE SKILLS

1 Dircdions The purpose of this rest is to find out how fluent, flexible, and original you lI arc in your thinking. There are three different questions of the lest. Make your ressponses I'

~ as brief as possible and put them on the lines beneath each question.

I 1. List as many possible uses as you can for this object, 1l .

~

i ,.%.,~, ';·'-"6"'I 3. Draw as many possible terms as you can for a future computer.

Figure 2.5: An example of creative skills tests

The BioQ!!Phical Inventory

Instumen in berpegang kepadakonsep bahawa ramalan yang palingbaik bagi kreativiti pada masa depanadalah aktiviti-aktiviti lepas yangtelah dilakukan.

Responden diminta menjawab 165item, sarna ada beliau melakukanaktiviti-aktiviti tertentu pad a masalepas.

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Isu: Adakah orang yangmempunyai ciri-ciri kreativitimesti dapat menghasilkan ideaatau produk yang kreatif?

Berdasarkan isu ini, sebilanganpenyelidik mendefinisikankreativiti dari aspek produk atauidea yang dihasilkan.

Produk yang kreatif

Menurut Taylor, "Produk adalah objekfizikal, artikel atau patent, atau mungkinsatu system teknikal mengenaiperhubungan mekanikal, di mana iamewakili satu bahagian gambar fizikaltertentu .

... walau bagaimanapun, dalam apa-apa kes, ia haruslah benda yangberasingan atau bebas daripada orangyang mengahsilkannya."

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Produk dilihat dari tiga tahap:

1. ekspresi kreativiti (Bilang ideapada suatu prod uk)

2. produktif kreativiti (ciri-ciriidea yang pamerkan padaproduk)

3. inovatif kreativiti (keunikanidea pada prod uk)

Semakin tinggi tahap kreativitisuatu produk, semakin panjangtempoh kebolehpakaian sesuatuproduk

(cth: sebagai cth: Floppy disketteperubahan zaman, kurang sesuai)

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2. The Creative Product AnalysisMatrix (Besemer & O'Quin, 1986)

- mengukur 3 dimensi yang dianggapberkaitan dengan produk kreatif, iaitunovelty, resolution, elaboration andSynthesis.

1. The student product AssessmentForm (Reis & Renzuli, 1991)

- menilai hasil pelajar daripada 9 aspekyang dianggap berkaitan dengankreativiti.

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resuve an nltca 111/fig OS

Name:

School:

teacher; .. _.._. __.__.._ . . Grade: ..__.....

Product (Title:lnd bricf"h,~cript,iQnl; ,_

Number ofnKmths sludenlbJ worked on product: _._ _ .

RATING NOT

I, Burly sunemcnt \"fpurp<l~e

2. Probh!D~ fhc,l.Ising

3, Level of rcscnrecs

-$, lJj\'el~ity of I'CWUrcC:<O

5. Af1prol"riu[~nc:s.'J of resources

6. Logic. sequence. and Ir.ulI;itil)l\

7. Action oricllUllion

K. Audience

9. O\'t.'TU1l A!OSe~'ill\cnt

A. Ori&inaliry of the id~a

B. Achieved objectives stilled

ill 11K" pion

C. Advaeccd fanlili:uit)' with tbc suhjl-'<:l

D. Quality beyond agclgr4de tevc!

E. Care, Ancntion 10 details. etc.

F. Time. effort, encrgy

(i. Originul L-onuih\ltion

Cerumenes:R.Un~ scales: l"Actor.t 1.--8

.5 ...To a great extent

3 - Somewhat

I .. To a limited extent

t'a('t()r& 9A-9G

S . Olu~t;l,lldhI8 2··· Below average

4 ...Above ItVO:;:I';lijC } - Poor

3·· Average

folgu", Z.6: The Sruderu Product ~'$j;c"smt."nt Ponn summary sheet.(Rei:'>& Renzulli, "The Assessment or Creersvc Pruducts in Programs for Gifted ami

11llenled students" Oifted Child Qunrterly. 1991,3.5(3). 130.)

Proses yang Kreatif

- Ahli psikologi seperti Torrance,Dewey, Wallach, Osborn, Daceymelihat kreativiti sebagai satuproses yang menghasilkan idea.

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IImmm••••Beta -

AlpnaThet •• - 4-1Della - 0-:)

Kitaran 90 minit waktu malam.

Aktiviti otak

Proses Penyediaan

asalah dikenalpasti dan usahakukan untuk selesaikan masalah

Proses lIIuminasi

dea ditemui pada alam separuhsedar

Proses Pengeraman

Malasah dibiarkan dalamingatan separuh sedar

Proses Pengesahan

Idea diperiksa sama ada dapatmenyelesaikan masalah

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Torrance dan Guilford:4 ciri proses kreativiti:

1. Keaslian - (keunikan, luar biasa)

2. Kelancaran - (kelancaran danKepantasan menghasilkan idea)

3. Penghuraian - (ketelitian idea dihuraikan)

4. Fleksibiliti - (keupayaan membentang ideadari pelbagai perspektif, dapat merintangdaripada membuat keputusan secara pra-matang).

Think of a picture you can draw Responsewith this shapeas a part.

Figure 1.12: Example of characteristics of originality and elaboration (Chua, 2002)

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Figure 1.13: Example of characteristics of fluency and flexibility (Chua, 1998)

------------------ ---]~?'_~i. ~\.O~~~l

\

1--------------------- -

I? \!JI!

SCo •.••

21201918

1718151<4

13

40-60 61-81

Au-group10-12 13-17 18-25

Figure 1.15: Relationship between scores of originality and age

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Scores

201918H1615

14

10-12 13-17 18-25 26-39 40-60 61-81

Age group

Figure 1.16: Relationship between scores of flexibility and age

Score.

37363634333231

211282728252423"

2221:zo

100-12 13-17 40-60 151-81

•••• roup

Figure 1.14: Relationship between scores of fluency and age

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1. The Guilford Structure ofIntellectual Test

- menyenaraikan pengunaan-penggunaan bagi 6 jenis objek.

Senaraikan 10fungsi tin minumanini.

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2. Torrence Tests of Creative Thinking(TTCT)

Diterjemahkan ke > 25 bahasa.

Davis: "Kisah mengenai pengukurankreativiti di US dan sebenarnya hampirseluruh dunia adalah mengenai TTeT.Instrumen ini adalah paling terkenal,yang paling luas digunakan, dan palingmempunyai kesahan yang tinggi, dandisebabkan ia terkenal, ia menerimapaling banyak kritikan".

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Activity 1 Responses which Score 0Originality Points

FormACircleEgg (any type)Human face or figureTeardrop

FormBAnimalBeanBoat (any type)Egg (any type)Hat (any type)Hot dog, wiener, sausageHuman face or figure

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~

~

2.1.

((~

4.3._

L vl#-U +plllur faJi

[jo

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\(

AdM!y 3. LINES

In ten minutes see: how many objects or picwres you an make from the pairs of straightlines below and on the next two pales. The pairs of ,night IinCl should be the maln partof whatever you make. With pencil or crayon add lines to the pairs of lines to completeyour picture. You can place marks between the lines, on the lines. and outside the lines-wherever you want to in order to make your picture. 1'1)' 10 think of things that no one elsewill think of. Make as many different pictures or objects as you can and put as many ideasas you can in each one. Make them tell as complete and as interesting a 5tOIy as you can.Add names O£title. in the spaces provided.

1. _ 3. _2. _

4. _ s. _ 6. _

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TTCT mengukur:5 aspek kreativiti

13 kekuatan kreativiti

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3. The Thinking Creativity inAction & Movement Test-Torrance (1981)

Figure 2.2: Creativity in Action and Movement - Subject is asked to move across theroom in as many different ways as possible, based on a specific topic,

such as "a tree in the wind".

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, ,----------

4. The Wallach & Kogen Tests-Menamakan kesamaan, perbezaan,penggunaan alternative, corak.

5. The Story-Writing Test (Dacey,, 1989)

- Menulis sebuah cerita dalam 8minit berdasarkan gambar

- melihat haiangan kreativiti.

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Ujian Menulis Cerita (Dacey, 1989)

Tulis sebuah cerita pendek tentang gambar di sebelahatas. Fikirkan sebuah cerita yang menarik, yangorang lain tidak terpikir.

(8 minit)

Figure 1.19: The story-writing test

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Directions: Make up a story about the picture shown in figure A. Be as descriptive

and imaginative as you can. Think of a story that no one else would .

.Figure 2.4: An example of the Creative Story Test (Chua Yan Piaw, 2001)

Isu dan Cabaran:Tony Buzan- Malaysia memerlukan pakarkreativiti

Para pendidik diminta menghasilkan,pelajar yang kreatif dan inovatif, tetapiadakah produk kita kreatif?

Pernahkah kita mengukur kreativitipelajar di sekolah? Bagaimana kitamengukurnya, dan siapa yang,bertanggungjawab?

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Pengukuran kreatiiti di Universititempatan - berdasarkan definisibarat.

Iliel Lines Activity and Instructions

,Parallel, Lines~_now-mlll'lVob~'oi-~vOuc:anmake

. TheM~III;hthH:~betheyoumaklt. Tryto1:tWi<GfIhlng.1lthM.at. rnanv-clfluentobjects asyouean,

::;::, ab~~~~-tInUe wh:n you ~rudy to.st.en.

II

--.~-..-.."---,.-"--,,,,~-,~-,.,--.,-.----.--",,-----....;;;---

CreativityAssessmentSystem

sasuodsa~ s,Jasn :L aWBJ=I

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- kreativiti sahaja adalah tidakmencukupi, hanya bersamapemikiran kritis, manusia yangkreatif dapat menghasi/kan idea yangbaik.

Produk Inovatif hanya dapatdi/ahirkan jika seseorang mempunyaikedua-dua keupayaan ini yang tinggi.(kekuatan seluruh otak harusditekankan).

Yanpiaw Stail PemikiranKreatif dan Kritikal(YCREATIVE-CRITICALS, Chua, 2001

-32 item.

-Setiap item tersebutmempunyai pilihan-pilihan stailpemikiran kreatif & pemikirankritikal

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Illh_

19.PIcture 6

HoneyI I lie toyou onlythree times Inmy whole life.

Study the conversation in the Picture 6 carefully before answering thisquestion.

Is the argument of the lady true?

!AJ Yes.

I]]No.

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15. Picture 5

Some flowers are red In colour.All red flowers are beautiful, Therefore ...

Which of the conclusions below necessarily follows from the man'sstatement in Picture S?

ILiJ Some yellow flowers are not beautiful.

rn Some flowers are beautiful.

4.

I think the Idea of the story In Picture 2. is

CD unique. [[J imaginative.

lE.J not logic.

[£] interesting.

[[J unacceptable.

[£] nonsense.

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j.).&KYCRITICAL-CRE.1T1VES Scoring Indicator

Score line

2 3 8 9Scores

Critical .••• -t---t---t--+--i--+--+--+--+-+ Creative

Thinking Thinking

Section

4 6 7

Rumusan

.Pengukuran kreativiti perlulahberdasarkan situasi tempatan.

-lnovesi kreatif dapat dihasilkanjika seseorang itu mempunyaipemikiran kreativiti dan kritikalyang tinggi

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