1. 1
CHAPTER 1
INTRODUCTION
1.0 Introduction
By the 21st
century, education in Malaysia has undergone changes and reforms
in line with local and global demands. Change and reform is and will happen
aims to develop the capacity of human capital in a planned and efficient as
expected. Education towards vision 2020 emphasizes the importance of giving
Malaysians a creative and innovative. Similarly, the National Education
Philosophy, which give emphasis to produce more creative and innovative
individual to develop country. Citizen of the 21st
century must be able to
handle the challenges brought about by globalization, the explosion of
information and knowledge.
Citizens are able to plan for future by making the right choice and where
appropriate possible for culture and current values. Ministry of Education
intention to produce the generation with critical and creative thinking through
transformation curriculum in Education Development Plan (2013-2015) with
emphasis on higher order thinking skills. From this desire, students will be
able to cultivate the skill of applying, analyzing, evaluating and creating. At
the same time, students are proficient on the skills to understand and
memorize. Teachers should encourage students to ask questions and explore
the curiosity of the subject being taught and then relate it to their everyday
lives.
We need to incorporate the meaning of innovation to achieve developed
country status by year 2020. Students need to understand and have all the
skills related to innovation such as the ability to generate, develop and create
new ideas and meaningful. Creative approach should be incorporated in the
students to solve the problem. Visual Art Education in primary school creates
student-centered learning and train students to enhance their imagination,
creativity and talent to the maximum level in the production of artwork. The
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process of learning in the 21st
century emphasizes collaborative learning,
applying of higher order thinking and practical learning so that students can
express their ideas that are creative and innovative. Students need to use
common sense to think creatively about how to solve problems and make a
good decision.
Children and creativity cannot be separated. Children are born with different
abilities and capabilities. Creativity in children is a natural character but the
talent and creativity that is not given proper encouragement and guidance can
be disposed very soon. Teacher need to encourage creative activities such as
logical thinking, develop imagination and give an opinion. Humans are born
with the ability to be creative. Potential individual cannot be developed as a
whole without creativity. Therefore, the subject of Visual Art Education was
introduces to stimulate creative thinking individual.
According to Standard Documents Curriculum and Assessment Visual Art
Education Year 4 has outlined one of the objectives are to enhance
imagination and creativity. One aspect of teaching in Visual Art Education is
creative expression. Creative expression is train students to apply knowledge
and understanding of the visual language of art with the disclosure of ideas
through a variety of sources, research and technology in art making. Creativity
can be nurtured if students are given encouragement.
Each student must master a variety if skills such as creative thinking, creative
and innovative way to produce innovation, generate new possibilities and
create new ideas and knowledge. Therefore, relevant to the aspirations of
Visual Art Education as subjects viewed a branch of the discipline that enables
creative and innovative minds to develop. Through Visual Art Education can
generate ideas and be given the freedom and opportunity to carry out the
exploration of producing a quality artwork. This is disclosed in accordance
with the National Education Philosophy and application of pedagogy and
curriculum subjects in Visual Art Education with an emphasis on curriculum
thinking and creativity of children starting primary school.
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1.1 Background of the Study
The key to success in this age of globalization is creative. Through creativity,
students can learn with fun, and easily to lead students to generate new ideas
and thus to think critically. According to Victor Lowenfeld and W.L. Brittain
(1975), each individual has creative potential since birth. Children are born
with the abilities and capabilities vary widely. The degree of creativity is
different in every individual. If the creative potential is not be polish, it will be
varnish soon. So, educator should find one way or activities to develop
creative process.
Through creative activities appropriate, they provide space for children birth to
ideas and passions, how to communicate without language. It provides
stimulation and development of various aspects. The level of creativity can be
enhanced as well as create a sense of the sensitivity of children to their
surroundings. This paper focuses on the Torrance Test of Creative Thinking.
Torrance Test of Creative Thinking developed by DR. Ellis Paul Torrance that
contains a lot of open-ended question that can calculate scores. According to
previous studies, but different to this study where the researcher will be use
Torrance Test of Creative Thinking to examine the function and effectiveness
to enhance individual creativity. Torrance (1963) state creative potential of
children will be increase when they in environmental stimuli compared with
neglected children, the creative potential become stiff.
The researcher will be used same item of the test but different approach. The
researcher will be not allocated the specific times but rather the creation of a
creative and perfect idea. The researchers will be implements three types of
Torrance Test of Creative Thinking on student’s year 4 of Sekolah
Kebangsaan Pandan Perdana, Ampang, Selangor. The studies tends to provide
an overview on either Torrance est of Creative Thinking can help students
year 4 of Sekolah Kebangsaan Pandan Perdana, Ampang, Selangor to impove
their creativity and the effect of Toorance Test of Creative Thinking on their
creativity process in artwork.
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1.2 Statement Of Problems
Creativity is a very important element to today's generation to achieve the
goals of Vision 2020. Students who have creative abilities of students who are
able to produce new forms of visual metaphors and analogies seem to process.
To produce creative visual design, it requires students to have the high skills
and knowledge. Students will need to balance the use of the left brain and
right brain simultaneously. So learning through the arts is very important in
enhancing the creativity of a student but these days, the art student outcome is
becoming increasingly scarce and difficult for them to offer new and different
ideas. They just mimic or produce according to their understanding without
changing to a new form. Students create visual art with a specific
characteristic such as the Kuala Lumpur city skyline views must have the
Petronas Twin Towers and Kuala Lumpur Tower and the seaside scenery must
have coconut trees.
The establishment of a limited idea and typical in artwork caused by lack of
creative thinking. Overall the students found the idea very similar to each
other. Ideas generated an imitation of each other. Low student awareness about
the possibilities that exist through force-scale view of forming a new image
from an existing image. According to Edward De Bono (1991) mention
individual can develop or enhance their creativity if they remove the barriers
and problem. Creativity in Development Theory proposed by Viktor
Lowenfeld, children 9-12 years of age are already at early stage realism. Their
products have shown a real form and function only colors used rigid.
Developments such as this should be achieved by an elementary school
student will if they get the chance and the proper training. Then one of the
teacher's responsibilities is to promote art education elements of creativity
among students by using a variety of methods and approaches.
Creativity is a discipline-specific knowledge and is still relatively new. At the
moment of creativity is a discipline that needs to be strengthened and was still
standing in the discipline of psychology. Today’s education system
emphasizes the importance of nurturing the creative minds among students.
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Creativity and original thinking is known as one of the factors driving the
country to compete in the arena of international core. The education system is
to recognize the importance of creativity nurtured form childhood was a child
because their minds have not fully developed their minds by the norms of
society and the environment through formal learning. Children are born with a
nature that is dynamic and growing by the nature if their natural growth
process. An instructional strategy for creative and critical thinking is the
concept of learning is multi-dimensional and inter-disciplinary. Creativity is
not nature but must be nurtured.
Torrance Test of Creative Thinking typically used to assess individual
creativity but in this study the researcher try to look at the function and
potential of Torrance Test of Creative Thinking in expressing ideas contrary to
critical thinking. The respondent will create new ideas and sometimes fight
with logic. The aims of use the Torrance Test of Creative Thinking is hope
that respondents may involve intellectual and thinking skills to enable the
respondents to publish ideas and critical thinking. Respondents will
manipulate experience and existing knowledge to enable them to spark new
ideas and better than ever. Creativity is a passion that cannot be taught but can
be sown and nurtured in school. Creativity varies according to the individual
and it is a power that can help children develop their potential.
1.3 Research Objectives
The research objectives of this study are as follow:
1.3.1 To gauge students year 4 of Sekolah Kebangsaan Pandan Perdana
perception whether Torrance Test of Creative Thinking helps in
improving their creativity process.
1.3.2 To investigate the effects of Torrance Test of Creative Thinking
towards students year 4 of Sekolah Kebangsaan Pandan Perdana in
their creativity process.
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1.3.3 To illustrate how Torrance Test of Creative Thinking helps students
year 4 of Sekolah Kebangsaan Pandan Perdana improving their
creativity process.
1.4 Research Questions
The research questions of this study are as follows:
1.4.1 What are students year 4 of Sekolah Kebangsaan Pandan Perdana
perception whether Torrance Test of Creative Thinking helps in
improving their creativity process.
1.4.2 What are effects of Torrance Test of Creative Thinking towards
students year 4 of Sekolah Kebangsaan Pandan Perdana in their
creativity process.
1.4.3 How can Torrance Test of Creative Thinkingn helps students year 4 of
Sekolah Kebangsaan Pandan Perdana improving their creativity
process.
1.5 Operational Definitions
The definitions used in this study are as follows:
1.5.1 Torrance Test of Creative Thinking
According Psychology Dictionary (2014) state Torrance Test of
Creative Thinking as two batteries of paper-and-pencil test objects, a
verbal one, and a figural one, which can be utilized in all phases from
kindergarten to graduate school. Common “activities” as the are
referred to, comprise listing potential side effects of the action within
an intriguing image, citing methods of bettering a toy, and integrating a
curved line in drawing an unusual image. The item is to test for four
traits of creative thinking: flexibility, originality, fluency, and
elaboration. According Wikipedia (2014) define Torrance Test of
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Creative Thinking is a test of creativity. According The Free
Dictionary by Farlex (2014) describe Torrance Test of Creative
Thinking as the batteries of test items that use creative thinking with
words, pictures, and sounds. For the purpose of study, the researcher
will use Torrance Test of Creative Thinking as the tools and instrument
in improving creativity student’s year 4 of Sekolah Kebangsaan
Pandan Perdana.
1.5.2 Improve
According Cambridge Dictionary Online (2014) state improve is to
cause something or to get better. Oxford Advanced Learner’s
Dictionary (2005) define improves as to make somebody or something
better than before. Meriam-Webster Dictionary (2014) state improve
as to make something better or to become better. In addition improve
define to enhance in value or quality or make better. Dictionary.com
(2014) describe improve as to bring into a more desirable or excellent
condition or to make improvement as by revision, addition or charge.
Improve in these term refer to the students development in creativity
process such as make an artwork more attractive and unique from other
or before.
1.5.3 Primary
Meriam-Webster Dictionary (2014) mention primary as most basic or
essential. In this context, primary is relating to a primary school or
primary education. Dictionary.com (2014) explain primary as
characteristic of primary school. Oxford Dictionary (2014) elaborate
primary as relating to or denoting education for children between the
ages of about five and eleven. For the purpose of this study, primary
refers to the Sekolah Kebangsaan Pandan Perdana which the primary
school in Ampang, Selangor.
1.5.4 Student
According Meriam-Webster Dictionary (2014) describe student as a
person who attends a school, college or university. Dictionary.com
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(2014) state student as a person formally engaged in learning,
especially one enrolled in a school or college or a pupil. Oxford
Dictionary (2014) mention student as a school pupil. For the purpose
of this study, students refer to the year 4 students from 4 Gemilang and
4 Cemerlang who are being sample for the research.
1.5.5 Creativity
According Kamus Dewan forth edition (2005) mention creativity as
skill to create. Enid Zimmerman (2009) describe creativity as an
individual characteristic as a person reacts with one or more systems
within a particular social context. Maria, Joaquin, Mercedes and
Torrance (1966) defines creativity as a process become sensitive to
problem, deficiencies, gaps in knowledge, missing elements,
disharmonies and so on. The process will be involves are identifying
the difficulty, searching for solutions, making guess or formulating the
hypothesis about the deficiencies, testing and retesting these
hypothesis and possibility modifying and retesting them and finally
communicating the result.
According to Hassan Langgulung (1991) state creativity as a process
passed by person when they encounter an atmosphere in which it is
involved, then respond according to him. Meriam-Webster Dictionary
(2014) define creativity as the quality of being creative or the ability to
create. Dictiornary.com (2014) explaine creativity as the state or
quality of being creative. Creativity is the ability to transcend
traditionally ideas, rules, patterns, relationships, or the like and the
create meaningful new ideas, forms, methods, interpretations, etc;
originality, progressiveness or imagination: the need for creativity in
modern industry; creativity in the performing art. In addition, creativity
as the process which one utilizes creative ability. For the purpose of
this study, creativity refers to year 4 students of Sekolah Kebangsaan
Pandan Perdana ability to produce an artwork.
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1.6 Limitations
The first limitation is the respondents of this study. This respondents is only
limited to students year 4 of Sekolah Kebangsaan Pandan Perdana, Ampang,
Selangor. This school is located in the district of Hulu Langat, Selangor.
Sekolah Kebangsaan Pandan Perdana is classified as a school gred of B. Year
4 in Sekolah Kebangsaan Pandan Perdana consists in two classes namely 4
Gemilang and 4 Cemerlang. 4 Gemilang is a first class while 4 Cemerlang is a
second-class. Students are selected to each class based on their year-end
results during final year 3 examinations.
The second limitation of this study is the sample size in this study is not a
good sample size. The sample size of this study is too small. The sample size
is only limited to 40 respondents consists of student year 4 in Sekolah
Kebangsaan Pandan Perdana. The sample contains 18 males and 22 females,
which is same ages but different cognitive and psychomotor levels. This
sample is a first batch learning using Standard Curriculum for Primary
Schools (Kurikulum Standard Sekolah Rendah). The sample size is too small
in order to make a general conclusion about children creativity in ten years
old.
The third limitation is the place that this study will be conducted. The
researcher’ sample were only made up of students year 4 from Sekolah
Kebangsaan Pandan Perdana. Because of this study is only conducted for
students year 4 from Sekolah Kebangsaan Pandan Perdana, thus the sample
cannot be the representative of the rest of the population. Students in other
school in Ampang area’s, Hulu Langat district’s and other level or standard
might show different results from students year 4 Sekolah Kebangsaan Pandan
Perdana.
Furthuremore, the study only focuses in Malaysia context only. Because of
this study is only conducted for students year 4 in Sekolah Kebangsaan
Pandan Perdana, then the result is not precise enough to conclude the
creativity levels in children 10 years old from other school, district, state and
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country. Conclusion can only be made for students in that setting or school
context only. Students from other school or district, states and country must be
include in order to have a solid conclusion regarding the creativity levels in
students year 4 or 10 years old. Therefore, the results can be used worldwide if
there is any further or related study regarding the creativity levels through
Torrance Test Creative Thinking.
1.7 Significance of the Study
Firstly, the study on the role of Torrance Test of Creative Thinking in
improving students year 4 in creative process is to identify whether Torrance
Test of Creative Thinking can helps in improving students year 4 creativity
who are the first batch learning visual art education by Curriculum Standard
for Primary School. The significance of the study is to determine either the use
Torrance Test of Creative Thinking in student year 4 learning can help or not
in improving the student’s creativity process. If the use of Torrance Test of
Creative Thinking can helps in improving students year 4 creativity process is
proven, thus students and educators can apply these Torrance Test of
Creativity Thinking during their learning and will benefit all of students. Thus,
its is very crucial to identify whether Torrance Test of Creative Thinking can
helps in improving students creativity process.
In addition, this study tends to determine how Torrance Test of Creative
Thinking can help students’ year 4 to improve their creativity process. The
study will assist the students’ year 4 to identify in what extend Torrance Test
of Creative Thinking can help them in improving their creativity skills in
Visual Art Education performance. For example, with the Torrance Test of
Creative Thinking, the students can improve their imagination, psychomotor
skills, originality and fluency ideas. Students will be drawing their answer
without worry about right or wrong answer. Therefore, it is necessary for the
students and educator to know that Torrance Test of Creative Thinking can
help them in improving their creativity in art process.
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Moreover, the study on the role of Torrance Test of Creative Thinking in
improving student’s years 4 creativity process will help students to know the
exact effects of suing Torrance Test of Creative Thinking toward creativity
process. The study tends to investigate whether the usage of Torrance Test of
Creative Thinking can helps student’s year 4 to gain better result in creativity
process. For example, it is beneficial to the students to know whether the
function of Torrance Test of Creative Thinking in learning can help them to
improve in their artwork production process. I the theory am proven, students
have a new alternative to increase their creativity. From this study, we can
identify the effect on student’s year 4 creativity processes when they use
Torrance Test of Creative Thinking in their art learning process.
Besides that, this study also may provide insight into the Torrance Test of
Creative Thinking that improves student’s creativity process. If the use of
Torrance Test of Creative Thinking can increase the students creativity
process is proven, thus this will be raise awareness among the stakeholders
such as art educators, district education officers, Ministry of Education and
parents on the benefits of using Torrance Test of Creative Thinking to increase
students creativity. From this result, stakeholders have made a consideration in
developing Torrance Test of Creative Thinking as a compulsory test or
learning aid for Visual Art Education. Thus, the students would have an
opportunity to use Torrance Test of Creative Thinking in Visual Art Education
subject and also enhance their creativity in artwork production.
1.8 Structure of the Study
This study is organized into four chapters containing a review of relevant
literature on the topic covered in this study (Chapter 2), a detailed information
about methodology about this research (Chapter 3), the result in response of
Torrance Test of Creative Thinking (Chapter 4) and the discussion as well as
recommendations for the future research on the role of Torrance Test of
Creative Thinking in creativity process.
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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This study will be exploring the role of Torrance Test of Creative Thinking in
improving student’s year 4 of Sekolah Kebangsaan Pandan Perdana creativity process
while artwork production. The main objectives of this chapter is to analyzed and
review past studies and obtain information on Torrance Test of Creative Thinking and
the effect the test for students. This chapter is followed by deeper discussion on the
contents of Torrance Test of Creative Thinking. The second part focused on the
various creativity theories by scholars. A next part is examining the Torrance Test of
Creative Thinking to enhance creativity among students. The last part is intends to
illustrate the benefits of creativity toward students especially in primary school.
2.1 Creativity Theories
Among other necessary figures in the field of creativity is Victor
Lowenfeld , Calvin W. Taylor, Paul E. Torrance, Laura H. Chapman and
Fisher has a lot of studying and presenting the findings can be used to this
day wear .
According Md Nasir and Iberahim (2003) in their books mentions Viktor
Lowenfeld presenting the eighth stage of development of the sensitivity of
creativity namely:
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STAGES EXPLAINATION
Sensitivity Have a high sensitivity in all aspects and situations.
Awareness on the aesthetics, the beauty and harmony of
objects in the environment.
Have a sensitivity, positive and harmonious about what to
see and do.
Flexibility Ability to adapt to various situations and changes.
Confidence.
The problem as a challenge and an opportunity.
Be flexible and open-minded.
Originality Think and act different from the usual convention.
Looking at new possibilities.
Have the imagination.
Openness,
Freedom
and Fluency
Open-minded, able to relate to a matter by matter with the
issues involved.
Ability to express ideas and opinions about what will be
done with what might happen in an integrated manner.
Ability to
analyze
Ability to analyzed and analyzing what is seen, felt,
touched, experienced, and inhaled the details of a general
nature.
Do not use the concept at first sight.
Ability
make the
synthesis
Ability to bring new dimensions of meaning.
Seeing something globally, partially and in detail and
combine in a making a statement.
Using your concept of giving new life to something old.
New
meaning
Ability to function, meaning and new meaning.
Consistency
Organization
Ability to prepare, organize, integrate and administer a
variety of modes of objects and aspects in a harmonious
unity.
Table 2.1.1: Viktor Lowenfeld’s stage of development of the sensitivity of
Creativity (Adapted of Md. Nasir and Iberahim,2003)
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According Md. Nasir and Iberahim (2003) elaborates Calvin W. Taylor
noted five types of creativity are significant differences in terms of the
process namely:
1) Creativity expressive, which is occurred independently, and originality
does not matter.
2) Technical creativity that is the ability to create a product.
3) Inventive creativity, which is the ability to design new products
4) Innovative creativity that is an understanding and ability to make
modifications to the product.
5) Creativity emergent that is the ability to produce changes to the
principles of creating something new and unique.
According to Abdul Shukor Hashim, Badrul Isa, Khairezan Rahmat and
Zuraimi Zakaria (2011) describes the creativity theory by E. Paul Torrance
stating that creative students learn from seven types of ways namely:
1) Questioning
Stimulus by questioning during art criticism process.
2) Discovery
The process of the invention refers to the effort to provide encouragement
and stimulation by the teacher to the students to promote the latest
discoveries through investigation and study.
3) Observation
The process of observation is not concerntrated only on observations sense
instead merely observation process also involves other sense likes touch
and so on.
4) Trial
Trial referring to efforts to get the quest for the best results.Creative
individuals will continue experimenting to get the desired impression and
results.
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5) Exploration
Exploration or experimentation refer to encouragement to manipulate
various goodies and tools that are around.
6) Manipulation
Students are able to use objects and materials used that around them to
create an artwork. In the of Visual Art Education, teachers need to teach
students to chambers and circumvent wastage.
7) Activity/play
Creativity can stimulate through play. For a child, play time is a time filled
with fun and adventurous. Precisely, the stimulus needs to be realized
through academic form of the game. For example, a teacher may
encourage activities like a mural at the school
According to Ishak Ramly (2005) states E.Paul Torrance creativity model
emphasize creative problem solving. Activities emphasize the skills to analyze
information, define problems, make brainstorming in finding alternative
solutions, make the best decision, and plan implementation.
Abdul Shukor Hashim, Badrul Isa, Khairezan Rahmat and Zuraimi Zakaria
(2011) elaborates on the three methods to stimulate creativity in children
raised by Laura Chapman namely:
1) Inception of Ideas
In this process, students will set the objectives, direction and production
purposes. Teachers should guide students in setting the direction and
production of artwork and describe a method of generating ideas.
2) Elaboration and Refinement
Processing and refining ideas to do to get a more systematics study of
visual and organized. The process used by the authors to ensure that the
visual image or to be produced or selected in accordance with the themes
and objectives of production.
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3) Execution in a Medium
Teachers should guide students through an introduction to the materials
and techniques of using and producing. Teachers need to be explained
through demonstration that the selection of the students have their own
meaning and values.
Furthermore, Abdul Shukor Hashim, Badrul Isa, Khairezan Rahmat and
Zuraimi Zakaria (2011) also describes the five stages of development of
creativity proposed by Fisher namely:
1) Stimulus
Creative thinking is stimulated by what, why, how and so what. Teachers
need to stimulate the minds of students with a variety of critical questions.
2) Stage of Exploration
The stimulus has been successful in stimulating students to try to answer
the question raised by teachers or problems that arise.
3) Planning Stage
This stage encourages creative thinking to plan and map out all the
activities and accounts for all possibilities. Activities at this stage will
be two ways of verbal planning (discussion, observation, interaction)
and visual planning (visual, graphical, image drawing)
4) Levels of activities
Creative thinking starts with an idea. Thus producing creative
thinking through action after dictating all activities. At this stage, all
planning assistance through the questions
5) Review
This stage is to evaluate the effectiveness of actions taken to process
improvement and to see the achievement of work objectives. Pupils
urged to give views and comments on what has been experienced as a
form of self-reflection.
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From all the theories proposed by all scholars clearly that all individuals are
capable of being creative if got chance accordingly. Without we realize, the
development of the visual arts a child’s mind has been going very fast indeed.
Before puberty, children have experienced three time of visual art’s
development. Educators need to prove the proper environment and guidance to
children to develop their creativity as well. Thus, the researcher can see the
role of Torrance Test of Creative Thinking as a good training to children to
improve their creativity apart from creativity test.
2.2 Torrance Test of Creative Thinking
Kyung Hee Kim (2006) state Torrance Test of Creative Thinking is a good
measure not only for identifying and educating the gifted but also for
discovering and encouraging everyday life creativity in the general population.
Afida Ayob et al. (2011) mentions Torrance Test of Creative Thinking as
behavioral tests that measure aspects of creativity behavior and personality or
biography of creativity can be accounted to estimate student’s level of
creativity with comprehensive. This test is able to translate the mental
abilities of individuals as their creative behavior.
Torrance (1966) state Torrance Test of Creative Thinking has two forms
which is verbal and figural. For verbal consists five activities likes ask-and-
guess, product improvement, unusual uses, unusual questions and just suppose
while for figural test likes picture construction, picture completion and
repeated figures of lines and circle. Cramond (1993) state Torrance Test of
Creative Thinking is suitable to use for any gender, race, socioeconomic status
and culture. Torrance (1987) mention warm up activity before test can
increase creativity energy, motivation and incubation likes standardized warm
up and educator gives guidelines to make sure student are well prepare and
enhance their creativity.
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2.3 Types of Torrance Test of Creative Thinking-Figural
2.3.1 Picture Construction
S.K Mangal (2012) mention about figural construction test is provided with a
piece of colored paper cut in a curved shape and asked to think of a figure or
picture of which this piece of paper may be a part. He is allowed to add new
ideas to make this figure as interesting and meaningful as possible. He is also
asked to provide a suitable title for this figure or picture. James C. Kaufman
and Robert J. Sternberg (2010) states picture construction requires participants
to make a picture out of a basic shape. According Donald, Cecil, Reynolds and
Vicki (2013) explains the students are use basic shapes and expands on it to
create a picture. Inkeri Ruakonen and Maie Vikat in Trames (2005) states the
students required to think of a picture in which the given shape of jelly bean.
Gnanasundaram Pankajam (2009) states in this test, the subject is provided
with a piece of coloured paper and the subject is asked to think of a figure of
which the piece of paper may be a part.
2.3.2 Picture Completion
According S. K. Mangal (2012) explain in picture completion test are some in-
complete figure. The subject is asked to complete these figures by adding new
dimensions or lines for providing new ideas. He also asked to give suitable
titile for completed figures of picture. James C. Kaufman and Robert J.
Sternberg (2010) mentions picture completion subtest provides a partially
complete picture and asks participants to finish and name the drawing.
According Donald, Cecil, Reynolds and Vicki (2013) states the students is
asked to finish and title incompletes drawings. Inkeri ruakonen and Maie
Vikat in Trames (2005) states the test is on ordinary sheet of paper divided
into six squares, each containing a different stimulus figures.
Venita Kaul (1989) mention the picture completion activity is an adaption of
the Drawing Completion Test, which was used in studies of creativity by
Barron, 1958 and others. As is well known form Gestalt Psychology, an
incomplete figure sets up in an individual the tension to complete it in the
simplest an easiest way possible. Thus, to produce and original response the
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subject usually has to control his tensions and delay gratification of this
impulse to closure. This forms the psychological basis of this activity. The test
includes 10 items, or figures, which have to be completed within 10 minutes.
Each figure completed is scored for the four psychometric dimensions of
creativity, fluency, flexibility, originality and elaboration. “Fluency” refers to
the number of relevant responses produced by the subject. “Flexibility” refers
to the number of different categories of product of responses, “originality”
refers to the statistical infrequency of these responses and “elaboration” refer
the number of embellishments on responses gives the score. Gnanasundaram
Pankajam (2009) explain in the sub-test, there are some incomplete figures
and the subjects are asked to complete those figures by adding her/his
dimensions or lines for providing new ideas. For example: Draw a man test,
with incomplete figure of a man.
2.3.3 Lines/Circles
James C. Kaufman and Robert J. Sternberg (2010) elaborates the lines/circle
subtest provides participants with either a set of lines or circles to modify and
shape. S.K Mangal (2012) explain there are several pairs of straight lines. The
subject is required to draw as many objects of picture by using each pair. He is
also asked to provide a title for each of understanding. According Donald,
Cecil, Reynolds and Vicki (2013) states the student is asked to modify many
different series of lines (form A) or a circle (form B). Inkeri ruakonen and
Maie Vikat in Trames (2005) states the line/circle is to test of ideational
fluency and flexibility. The test gives information about originality and
elaboration. Children are given a sheet of paper with six pairs of lines.
Venita Kaul (1989) state this sub-test consist of 30 sets of parallel lines. The
common element tested in this activity is the ability to make multiple
associations to a single stimulus. These parallel lines elicit the creative
tendency to bring structure and completeness to the incomplete figures. In this
test a deliberate attempt is made, via the instructions, to stimulate all the four
dimensions of divergent thinking mentioned above namely fluency, flexibility,
originality, and elaboration and to set up a conflict among the response
20. 20
tendencies represented by them. Fluency is stimulated by the instructions “see
how many picture you can make”, flexibility by “how many different kinds of
picture you can make”, originality by “make something which no one else can
think of” and elaboration by “put in as many ideas as you can”. For this
activity, the time limit is 10 minutes.
Thus, there is not enough times to complete all the possible units and make
them highly original or elaborate. There, response tendencies and preference
emerge as a result of time pressure. Gnanasundaram Pankajam (2009) mention
there are two simple geometrical figures likes a semicircle and a rhombus. The
subject has to construct and elaborate pictures using each figure as an integral
part of the picture.
2.4 Content Areas of Torrance Test of Creative Thinking
Yew Kam Keong (2002) explain Torrance Test of Creative Thinking establish
four criteria to measure creativity namely quantity of ideas, diversity of ideas,
thoroughness and uniqueness. Kyung-Hee Kim in A-Girl Tan (2010) mention
five scales to measure creativity:
1) Fluency
This scale shows a students ability to produce a number of figural images
or ideas.
2) Originality
This scale shows a students ability to produce unusual and unique images.
3) Elaboration
This scale shows a student ability to develop the ideas. Students can added
an ideas to basic response such as decoration, details, shading, body
positions.
4) Abstractness of titles
This scale shows a students ability to measure the degree a title is
expressed beyond obvious labeling of the picture drawn.
21. 21
5) Resistance to premature closure
This scale shows a students ability to consider a variety of information
when processing information and to keen an “open mind”.
Torrance also mention about 13 creative strengths namely emotional
expressive, story telling, articulateness, movement or action, expressive of
title, synthesis of incomplete figure, synthesis of lines or circles, unusual
visualization, internal visualization, extending or breaking boundaries, humor,
richness or imagery, colorfulness of imagery and fantasy.
According to Chua Yan Piaw, Sharifah, Naim and Wan Zah (2003) mentions
using Torrance Test of Creative Thinking as a test has listed five components
such as:
1) Originality
The unique and rare ideas.
2) Fluency
The numbers of ideas generated
3) Elaboration
Abilities further explained in more detail on ideas generated.
4) Abstraction of Titles
Ability synthesizes and organized thoughts, acquire necessary
information, find out what’s important in art products and give the title to
the product.
5) Resistance of premature closure
Ability to resists the tendency to make the final decision immediately
without thinking and considering other information.
Maria, Joaquin, Mercedes and Carmen (2006) states four abilities that are
assessed namely originality, which is considering innovative answer neither
familiar or inappropriate, elaboration, which is the amount of detail the child
adds to the picture, flexibility, which is the variety of categories in the answer
and fluency the number or pictures with titles.
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2.5 Benefits of Torrance Test of Creative Thinking
According Hebert, Cramond, Nemeister, Millar and Silvian (2002) mentions
Torrance Test of Creative Thinking was designed to measure creativity and as
tool for creativity enhancement. Torrance (1966) state the test was help people
to express their creativity. J.C Kaufman and J. Bear (2006) states the primary
goal for Torrance Test of Creative Thinking are helping educator to
understand human mind and its functioning, to find ways to better
individualize instruction, including remedial and psychotherapeutic
interventions, to evaluate the effectiveness of educational programs, and to
become more sensitive to latent potential.
2.6 Previous Studies on Creativity
Maria, Joaquin, Mercedes and Carmen (2006) mentions Torrance stated a
Decalogue to train teachers to foster the creativity in childhood by provide
children with materials that incite or stimulate the imagination, facilitate
resources that enhance fantasy, allow time to think and day dream, encourage
children to express their ideas, recognize new ideas to stimulate creative
thinking, accept their tendencies to adopt different viewpoints, appreciate
children ‘s individuality while working, instead of demoting it, correct value
and give importance to novelty products, stimulate children to engage in
creative games, appreciate the creativity of pupils and for them to perceive
such support.
According to Mohammad Mohsin and Nasruddin (2006) mentions that
knowledge can affect individual’s creativity. They also expressed deep
knowledge of individual can make their thinking is limited and finite.
Therefore, creativity of each individual can be develop if the knowledge that
there be used as aid to resolve the problem. More Knowledge was able to
inhibit the creativity of individuals where they too are bound by the
knowledge that cannot afford to produce new knowledge. Hereby expressly
say an individual who is creative are experts in the field. Creativity can be
23. 23
enhanced through training designed to improve the performance over a period
of time.
Mohammad Mohsin and Nasruddin (2008) states the success of creativity
development among students depending on the teacher. The implementation
of School Based Assessment is one way to develop creativity among the
students because they are less involved with examination-oriented system.
Teacher needs to provide equal opportunities for students to develop their
creativity. According Cropley (2001) mention behavior of teachers who can
stimulate students creativity as provide opportunities fro students to learn in
freedom, work with students in their learning, motivate students, make an
accurate judgment, stimulate students to think flexibility, encourage students
self-assessment, taking into consideration the views or problems, providing a
wide range of materials and give a spirit for students to not give up.
According Soon Singh (2011) conducted a study that involves 300
respondents which is the form four students in daily school around Kuala
Lumpur. The respondents were giving 30 minutes to test the creativity with
using the Torrance Test of Creative Thinking-Figural. Then the researcher has
collected the final examination marks to determine the relationship between
creativity and academic achievement. The study found that the male students
have a higher level of creativity than female students. Male students are more
creative in terms of smoothness and elaboration while female students were
more active in the originality and flexibility components. Creative also have a
strong relationship with academic achievement.
Yahaya and Noor Sharliana (2011) conducted a study about the factors
encouraging creativity among students, University of Technology Malaysia by
giving a questionnaire to 71 students Bachelor and Educational Technologist.
The researcher found the factors driving creativity among students is
knowledge, motivation, personality, thinking style and environmental factors.
In this study, researchers have found there is a strong connection between the
environment and creativity. Effectively environments can helps students to
improve their creativity toward better.
24. 24
2.7 Conceptual Framework
This conceptual framework is adapted from Isaksen, Dorval and Treffinger
(1994). The conceptual used in this study which is Torracne Test of Creative
Thinking are related with creativity process.
Figure 2.7.1: TCTT in Enhance Students Creativity framework
(Adapted from Isaksen, Dorval and Treffinger,1994)
In this study, students perceptions towards Torrance Test of Creative Thinkin,
effect of Torrance Test of Creative Thinking towards creativity, and how
Torrance Test of Creative Thinking would affect students creativity will be
investigate in depth. These three variables will perceive the titeral role of
Torrance Test of Creative Thnking in improving students year 4 of Sekolah
Kebangsaan Pandan Perdana creativity. As shown in figure 2.2, the use of
Torrance Test of Creative Thinking in Visual Art class will influences students
creativity as well as their training to solve the problem. These factor will
affect the students either positive or negative way. This study intends to see
the role of Torrance Test of Creative Thinking towards primary students
creativity. The implementation of Torrance Test of Creative Thinking will be
Student
understating the
problem or
situation/
Instruction (TTCT)
Student planning
for action
(Creativity)
Student
generate ideas
Analyze
idea
Process
Planning
Solve
Problem
25. 25
give impact on students creativity. The integration of Torrance Test of
Creative Thinking in improving primary students creativity will be determine
either these test can be instrument for enhance creativity or just for creativity
test.
26. 26
CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will discuss the following Research Design, Population and Sample,
Instrumentation, Pilot Study, Data Collection and Data Analysis Plan.
3.1 Research Design
This is a quantitative approach that employed an experimental research. This
study was design to gauge students year 4 of Sekolah Kebangsaan Pandan
Perdana perception whether Torrance Test of Creative Thinking helps in
improving their creativity process while artwork production, to investigate the
effects of apply Torrance Test of Creative Thinking towards students year 4 of
Sekolah Kebangsaan Pandan Perdana in creativity process and to illustrate
how Torrance Test of Creative Thinking helps students year 4 of Sekolah
Kebangsaan Pandan Perdana to improve their creativity process. Students year
4 of Sekolah Kebangsaan Pandan Perdana have been chosen as the samples
for this study. The respondents will be held a pretest before 12 set of Torrance
Test of Creative Thinking will given to them and respondents will given a
posttest at the last of study. A set of questionnaire was used as the instrument
to gather a detailed data needed and support the evidences.
3.2 Samples
The population for this study will be students at Sekolah Kebangsaan Pandan
Perdana in Ampang, Selangor. This study used nonrandom sampling to choose
respondents. The method used was purposive sampling. Purposive sampling is
to target a particular group of people; whereby for this research is students
year 4 of Sekolah Kebangsaan Pandan Perdana which is contains two classes
27. 27
in year 4 namely 4 Gemilang and 4 Cemerlang. This sampling technique is
chosen as the objective o this study is to investigate on Torrance Test of
Creative Thinking towards creativity levels of student’s year 4 at Sekolah
Kebangsaan Pandan Perdana in Ampang, Selangor. All of the respondents
consist of students from various psychomotor, cognitive, affective levels and
same ages. The samples sizes for this study are 40 respondents, which is 12
males and 28 females.
3.3 Instrumentation
The suitable instrument for data collection in this research is questionnaire.
The researcher is designed a questionnaire in order to analyze the role of
Torrance Test of Creative Thinking in improving students year 4 of Sekolah
Kebangsaan Pandan Perdana creativity. The questionnaires include both open-
ended and close-ended questions that would serve to bring quantitative and
qualitative data respectively. In the first, the researcher will give a pretest for
the students to determine student’s achievement in Visual Art Education.
Students will be given drawing task likes drawing Kuala Lumpur scenery. The
marks will be given follow the rubric which have state in appendices.
The open-ended questions are referred as structure interview as the researcher
has limited of time to interview with all respondents. For the close-ended
questionnaires, the research was used five item likert scale from strongly
disagree to strongly agree. The questionnaire was given to all respondents.
The total item for this questionnaire is 20. The question was divide to five
sections which were A, B, C, D and E. The question were divided into
different section to make it clear about the objectives each section, avoid the
repetition of question and make it easier to analysis the data. The descriptions
of each section are as follow:
28. 28
SECTIONS DESCRIPTIONS NUMBER
OF ITEMS
Section A:
Demographic
Information
This section carries on general questions on
demographic data of respondents. The question
will be given likes gender, class, age, number of
siblings, citizen, race, religion and parents income.
This section has eight questions which the
students will be tick or will in the blank.
7 items:
Question
1-8
Section B:
Creativity
Background
This section consists of five questions that are
connecting to the respondent’s creativity.
Respondent will be answer by tick the 5 point
likert scale from strongly disagree until strongly
agree. These questions would help to identify
whether or not a students have creative behavior.
5 items:
Question
9-13
Section C:
Perception
towards TTCT
This section consists of five questions regarding
the respondent’s perception whether or not
Torrance Test of Creative Thinking helps in
improving their creativity. This section need
student to tick the 5 point likert scale from
strongly disagree until strongly agree. These
questions are open-ended question.
5 items:
Question
14-18
Continue…
29. 29
SECTIONS DESCRIPTIONS NUMBER
OF ITEMS
Section D:
TTCT Effects
This section consists five questions regarding the
effect of Torrance Test in Creative Thinking to
respondent, which the aim is to improve their
creativity. Respondents will be tick the 5 likert
scale from strongly disagree until strongly agree to
determine Torrance Test of Creative Thinking will
give either positive or negative impact to students
creativity.
5 items:
Question
19-23
Section E:
TCTT improve
Creativity
This section consists five open-ended questions,
which emphasized of Torrance Test of Creative
Thinking helps in improving primary student
creativity. Respondents will be tick 5 likert scale
from strongly disagree until strongly agree to
determine whether Torrance Test of Creative
Thinking can improve students creativity or not.
5 items
Question
24-28
Table 3.3.1: Descriptions of the Questionnaire
* Torrance Test of Creative Thinking (TTCT)
These elements were choose in order to get the result and make a conclusion
either Torrance Test of Creative Thinking helps in improving students year 4
creativity and the effect of using Torrance Test of Creative Thinking on their
creativity performance. The data for the 40 respondents were located within at
Sekolah Kebangsaan Pandan Perdana.
30. 30
For the post test, the researcher will be given the same task with the pretest
task namely drawing Kuala Lumpur scenery and the marks will be given
follow the same rubrics.
3.4 Data Collection
The respondents of this questionnaire are students year 4 from Sekolah
Kebangsaan Pandan Perdana, Ampang, Selangor. Before the respondents
answer the questionnaire, the researchers will be gives a short briefing and
explanation about the requirement and procedures. Briefing and explaination
about the questionnaire will be took 10 minutes. The questionnaire will be
held during Visual Art Education period namely 11.30 am until 12.30 pm for 4
Gemilang and 12.30 pm until 1.30 pm for 4 Cemerlang. The time to complete
this questionnaire is about fifteen until twenty minutes. The process for
students to answer this questionnaire was handle and monitored by the
researcher himself. This can make easier if the student do not understand
about the question, make the result more valid and reliability. This
questionnaire will be collect after the students finished answer the entire
question.
Define the Problem
(through observation of drawing activities – “Permandangan
di tepi pantai”) in year 4 students
Pre test
Drawing Test – “Permandangan Kuala Lumpur”
31. 31
Continue...
Figure 3.4.1: The Data Collection Process
3.5 Data Analysis
All the data obtained form the pretest, questionnaire and posttest were
collected and analyzed to provide answer to the three research question for the
study. In order to analyze and interpret the data, the researcher will used the
Statistical Package for Social Science (SPSS) version 21 software. In this
Applying
Torrance Test of Creative Thinking -Figural
(12 sessions)
Picture
Construction
Picture
Completion
Repeated figures
of lines and circle
Post test
Drawing Test – “Permandangan Kuala Lumpur”
Questionnaire about demographic, students creativity
background, perception on TTCT, TTCT effect and TTCT in
improve students year 4 creativity
32. 32
software system, the data was key-in and descriptive statistic is used in order
to analyze and interpret data and informed gathered.
Research Objective Part Analysis
To gauge students year 4
of Sekolah Kebangsaan
Pandan Perdana
Perception whether
Torrance Test of Creative
Thinking helps in
improving their creativity.
Part C
(Question 1-5)
Data was analysed to find
the frequency and
percentage of the
responses.
To investigate the effects
of Torrance Test of
Creative Thinking towards
students year 4 of Sekolah
Kebangsaan Pandan
Perdana in their creativity
process.
Part D
(Question 1-5)
Data were analyzed to the
frequency, mean and
standard for each item.
To illustrate how Torrance
Test of Creative Thinking
helps students year 4 of
Sekolah Kebangsaan
Pandan Perdana improving
their creativity process
Part E
(Question 1-5)
Data were analyzed to the
frequency, mean and
standard for each item.
Table 3.5.1 Summary Analysis Data
The quantitative data from Section A, B, C, D and E of the questionnaire were
analyzed and presented in the form of charts and tables. After the researcher
has determined the data whether they were positively or negatively inclined,
then only the data were keyed-in and analyzed. Simple chart representations
for these open-ended questions were also constructed for ease of references.
