Creative Thinking Skill

Kelompok 4 :

- Anik Wulandari (S101808003)

- Ghoffar Ismail (S101808006)
- Rahmad Anung (S101808010)
- Roni Ardiansyah (S101808011)
-
A. Aspek Creative Thinking Skill (Torrance, 1979)
1. Kelancaran berpikir (Fluency)
Kemampuan untuk menghasilkan banyak ide
2. Keluwesan berpikir (Flexibility)
Kemampuan untuk memproduksi sejumlah ide yang bervariasi
3. Keaslian berpikir (Originality)
Kemampuan untuk mencetuskan ide-ide atau gagasan yang unik / mencetuskan gagasan
asli
4. Elaborasi (Elaboration)
Kemampuan untuk mengembangkan gagasan dan merinci secara detail suatu objek
gagasan
 Rubric Assessment on Science and Creative Thinking Skills of Students
H Ratnasusanti*, A Ana, P Nurafiati and L Umusyaadah
Universitas Pendidikan Indonesia, Bandung West Java, Indonesia 40154

B. Rubric for Creativity

Very Creative Creative Ordinary/Routine Imitative

Variety of ideas Ideas represent a Ideas represent Ideas represent Ideas do not
and contexts startling variety of important concepts important concepts represent
important concepts from from different contexts from the same or important
different contexts or or disciplines. similar contexts or concepts.
disciplines. disciplines.

Variety of Created product draws Created product draws Created product Created product
sources on a wide variety of on a variety of draws on a limited draws on only
sources, including sources, including set of sources and one source or on
different texts, media, different texts, media, media. sources that are
resource persons, or resource persons, or not trustworthy or
personal experiences. personal experiences. appropriate.

Combining ideas Ideas are combined in Ideas are combined in Ideas are combined Ideas are copied
original and surprising original ways to solve in ways that are or restated from
ways to solve a a problem, address an derived from the the sources
problem, address an issue, or make thinking of others consulted.
issue, or make something new. (for example, of the
something new. authors in sources
consulted).
Communicating Created product is Created product is Created product Created product
something new interesting, new, or interesting, new, or serves its intended does not serve its
helpful, making an helpful, making an purpose (for intended purpose
original contribution original contribution example, solving a (for example,
that includes identifying for its intended problem or solving a problem
a previously unknown purpose (for example, addressing an issue). or addressing an
problem, issue, or solving a problem or issue).
purpose. addressing an issue).

Source: From How to Create and Use Rubrics for Formative Assessment and Grading (p. 54), by Susan M.
Brookhart, 2013, Alexandria, VA: ASCD. Copyright 2013 by ASCD. Adapted with permission.

The creativity portion of the scoring read as follows:

4 = a high level of creativity.

3 = a moderate level of creativity.

2 = some level of creativity.

1 = no level of creativity. It was not interesting.

No Aspek Deskriptor Nomor Absen Siswa
1 2 3
1 2 3 4 1 2 3 4 1 2 3 4
1. Fluency  Memberikan ide dalam jumlah yang banyak
 Memberikan solusi pemecahan masalah dalam
jumlah yang banyak
 Mengajukan pertanyaan yang relevan dengan
fenomena
 Mengajukan ide/pertanyaan secara spontan dan
sesuai konteks
2. Flexibility  Menggunakan berbagai sumber untuk menciptakan
ide/solusi
 Memecahkan masalah dengan dua cara atau lebih
 Memberikan prioritas pada salah satu solusi dan
memberikan alasan
 Menerima feedback terhadap ide/penjelasan yang
telah dibuat
3. Originality  Merancang percobaan/produk yang unik
 Merancang percobaan/produk yang efektif untuk
memecahkan masalah
 Menghasilkan ide yang efektif dalam menyelesaikan
masalah
 Menggabungkan dua ide untuk menjadi satu ide
yang baru
4. Elaboration  Memilih ide dan rencana terbaik dari beberapa ide
yang telah dibuat
 Produk atau solusi mengandung banyak elernents
pada satu atau beberapa level
 Produk disajikan dengan cara yang membuat solusi
mudah dimengerti.
 Mengevaluasi proses dan produk kreatif
menggunakan kriteria yang sesuai dengan domain.
(AACU; M. Barak, 2016; Treffinger, 1998; Susan M. Brookhart, 2013; Torrance,1979)
Satu alat yang telah banyak digunakan untuk menghasilkan banyak ide, adalah Brainstorming. Osborn (1953) awal mulanya menciptakan
Brainstorming hanya untuk memproduksi daftar gagasan yang dapat digunakan dalam mengembangkan solusi untuk memecahkan suatu
masalah. Meminta masukan dari individu yang lain dapat menghasilkan suasana untuk memunculkan ide-ide yang kreatif dan imajinatif.
(Vidal,2004)

Rubric brainstorming:

3 Searches open for many, varied, and unusual possibilities; defers judgment.

2 Separates idea generation from evaluation (defers judgment), but generates only a limited number of possibilities.

1 Generates one option at a time, stopping to judge or evaluate each possibility, and generates only a limited number of possibilities.

0 Thinks immediately of an option, with no divergence, and accepts it; criticizes other ideas and rejects need for more options.

(Treffinger, 1998)

Jeffrey S. Smith, 2016. Assessing Creativity: Creating a Rubric to Effectively Evaluate Mediated Digital Portfolios