PAPER COACHING OF GIFTED CHILDREN

“The Concept of Creativity”

Lecturer :

Lisa Putriani, M. Pd., Kons

Arranged By Group 5

1. Lara Amanda Dwidjo (18006081)

2. Lira Mulya Hidayat (18006189)
3. Nindi Nofitri (18006160)

Guidance and Counseling

Faculty of Science Education

Padang State University

2019
 CHAPTER I

PRELIMINARY

A. Background

All children show the pleasure of learning and even they want to learn many things. The
urge to know them is very high to explore the environment with their ability and encouragement
to know something and make things creatively. They tend to imitate and try what they see and
know. They also do not realize the need to have the knowledge and skills and personalities that
are in accordance with the demands of their desires.

Creativity in children needs to be nurtured and developed. Because with creativity they
can be creative people. Basically, differences in each individual relate to the types of
characteristics inherited by each individual and that distinguish them from other individuals. Or
it is possible to return to the causes related to the acquisition of certain experiences, both within
the family, community, and school. There is no doubt that creativity, both in the fields of
science, art, poetry or other fields clearly shows that solitary activities, creation and innovation
have an important role in modern times. In reality there are still few schools that carry out efforts
to develop children's creativity. This is due to the fact that there is still little literature that
discusses thoroughly and in detail about creativity in children.

B. Problem Formulation

1. what is creativity?

2. what are the dimensions of creativity?

3. what are the characteristics of creative students?

C. Purpose of Discussion

1. To find out the meaning of creativity.

2. To know the dimensions of creativity.

3. To find out the characteristics of creative students.

 CHAPTER II

DISCUSSION

1. Understanding Creativity

The understanding of creativity is taken from the opinion of several experts, namely as
follows:

1. Mary Mayesky

Creativity is the process of bringing something new into a result. Creativity is a way of
thinking and acting or making something original for yourself and valuable for others. Creativity
begins in one's thinking and is usually the result of the form of an expression that can be seen,
heard, smelled, felt, or felt.

2. Carl Rogers (1982)

Creativity is the tendency to actualize themselves, realize the potential, the drive to
develop and mature, the tendency to express and activate all the capabilities of the organism.
Creative process as "the emergence in the action of a new product that grows from the
uniqueness of the individual on the one hand and from the events, people, and circumstances of
life on the other."

3. Hurlock (1978)

Creativity is a process that produces something new whether an idea or an object in a

form or a new arrangement

4. Alvian (1983)

Creativity is a process of human effort or nation to build itself in various aspects of life.
The purpose of self-development is to enjoy a better quality of life.

5. Selo Soemardjan (1983)

Creativity is the personal nature of an individual (and not a social trait that is lived out by
the community) which is reflected in its ability to create something new.
 6. Solso (1998)

Creativity is cognitive activity that produces a new perspective on a problem or situation.

Based on the above understanding it can be concluded that Creativity is the process of
thinking and acting to create or compile new ideas, both truly new (not before) or which are a
combination of elements / elements that already exist so as to produce something new, can be
ideas and products, which are unique, original, different from before so that they can be used as
problem solving or perceived, seen, enjoyed and useful for themselves and / or other people.

2. Creativity Dimensions

The dimensions of creativity according to Rhodes (1961) are divided into four which are
known as "The Four P’s of Creativity". The four dimensions are person, process, product, and
press. The four P's are interrelated, namely the creative Person who engages in creative
processes, and with encouragement and support from the environment, produces creative
products.

a. Creativity in the dimension of Person

Creativity in the person dimension is an effort to define creativity that focuses on

individuals or individuals from individuals who can be called creative. Guilford explained that
creativity is an ability or skill that is in a person, this is closely related to talent. In defining the
creative personality of early childhood, it is necessary to note 4 basic criteria according to
Guilford (1957) and Jackson & Messick (1965) in Isenberg and Jalongo, as follows:

a) Original (original) behavior that is unusual and unexpected (surprising) rather than a
typical and predictable thing.
b) Appropriate and relevant (appropriate and relevant), creative behavior has conformity and
is related to the purpose of someone when he makes something.
c) Fluency (fuent) which produces something new in a meaningful form, creative behavior
shows fluency related to creativity and can be equated with fluency in language, this
means that a child can produce an idea easily after producing the previous idea.
d) Flexible (flexible) in developing and using an unusual approach in solving problems.
 Creative behavior in adults and creative behavior in children is something different.
Maturity of one's creativity usually emphasizes three things, namely, expertise in technical and
artistic abilities, the ability of one's creativity, and intrinsic motivation. A child clearly has little
experience compared to an adult, so they have a little expertise and work style they are not well
developed. The following are the basic characteristics possessed by a child who can shape him
into a creative person:

1) Unique is the hallmark of children's thinking

According to Holden (1987), 3 things that excel children in thinking of being creative
are: (a) sensitivity in internal and external stimulation, (b) not having "hinbition" (prevention in
self), (3) good "absorbing" ability in an activity.

2) Imagination and fantasy

Imagination and fantasy are the initial provisions that a person has in childhood to be a
creative person. Imagination is the ability to form various forms and reflect various mind /
mental variations or concepts of thinking about various things about people, places, things and
situations that are not real. Therefore, according to Weigner (1983) imagination is a problem that
must be solved by a child with an adult "it is an" or "as if" situation. In addition, according to
Weigner, fantasy is a special part of the imagination to reflect thoughts or concepts that have
little in common with the real world. Fantasy explores circumstances in believing things that are
impossible or a little real.

While Gardner (1983) explains how a child has freedom in thinking, and can easily move
including in various styles of thinking.

The characteristics of child development in creative ability according to Mayesky (1990)

are as follows:

Ag Developmental Indicator
e Characteristics

0- Creativity in -Reacts to sensory experiences

2 years expression through
sensory and exploration
activities in natural
conditions
-Explore media through all senses
-Able to draw for the first time at 12-20 months
-Start following general development patterns.

2-4 Creativity in -Explore and manipulate Experienced materials

years old expression through on exploration and art activities
manipulate and oriented
-Often repeat activities
activities to find
(discovery) and -Start giving names and understanding symbols.
developmental abilities
-Rating that results are not so important

- Can damage the products produced during the

manufacturing process

-Capable of seeing "form" during activities

4-6 Creativity in -Create various symbols to describe various

years expression becomes more feelings and ideas
complex and
- Able to represent what he already knows, not
representational
what he has seen - Begins to create activities in detail
and realistic gradually.

-Create definitions of shape and size

- Often carry out activities without being planned

and carry out activities carefully

-Starting seldom damages product activities or

results during the process

b. Creativity in the Process dimension

 Creativity in the dimensions of the effort process defines creativity that focuses on the
thought process so that it raises unique or creative ideas.

"Creativity is a process that manifests in self in fluency, in flexibility as well in

originality of thinking" (Munandar, 1977 in Reni Akbar-Hawadi et al., 2001). Utami Munandar
explained that creativity is a process or ability that reflects fluency, flexibility (flexibility), and
originality in thinking, and the ability to elaborate (develop, enrich, detail), an idea. This
definition emphasizes aspects of the process of change (innovation and variation). In addition to
the opinions outlined above there are other opinions which mention the process of forming
creativity as follows:

Wallas (1976) in Reni Akbar-Hawadi et al., 2001 proposed four stages in the creative
process, namely:

1) Preparation Phase; is the stage of gathering information or data as material to solve

problems. In this stage there are experiments on the basis of various ideas about the
possibility of solving problems experienced.
2) Incubation Phase; is the stage of the process of solving problems in the pre-conscious
world. This stage takes place in an erratic time, can be long (days, months, years),
and can also only briefly (only a few hours, minutes or even seconds). In this stage
there is a possibility of forgetting the context, and will be recalled at the end of the
incubation stage and the next stage.
3) Illumination Phase; is the stage of inspiration or ideas to solve problems. In this
stage, forms of spontaneous spark emerge, as described by Kohler with the words
now, I see, which means more or less "oh yes".
4) Verification Phase; is the stage where critical evaluation of ideas emerges, which has
begun to be matched with real conditions or reality conditions.

Of the two opinions the experts above see creativity as a process that occurs in the human
brain in finding and developing a new idea that is more innovative and varied (thinking
divergence). The process of creative activities for early childhood is a program that provides
opportunities and places for them to express thoughts, ideas, feelings, actions, and abilities in
various media uses and activities. As according to Mayesky (1990) the principle that needs to be
considered in carrying out the process of creativity for early childhood is:

1) Paying attention to the process is not the product (product)

The main purpose of creativity activities is not seen from the product produced but the
process when creating it. In the creativity process can be seen describing the experiences and
feelings of the child. Another reason why the process of creativity is more important than the
product produced is that a child does not yet have sufficient ability to use material. Therefore,
creativity activities should provide opportunities for children to express themselves based on
their ability to construct things through their own ways.

2) Paying attention to the needs of children

Creativity activities must pay attention to the needs of children, adjusted for age, abilities,
and interests. The things that can be done are as follows:

 Setting up areas that can facilitate children's creative experiences

 Prepare materials so that children get creative experiences every day
 Prepare art activities on a weekly basis
c. Creativity in the dimensions of Press

Creativity emphasizes the factor of press or encouragement, both internal self-

encouragement in the form of desire and desire to creatively create or busy themselves, as well
as external encouragement from the social and psychological environment. Simpson's definition
(1982) in SCU Munandar 1999, refers to aspects of internal impulse with the formulation as
follows: "The initiative that one manifests by his power to break away from the usual sequence
of thought" Regarding the "press" of the environment, there is an environment that respects
imagination and fantasy, and emphasizes creativity and innovation. Creativity is also less
developed in cultures that overemphasize tradition, and are less open to new changes or
developments. In developing creativity for early childhood, the environment is also a decisive
factor. If the environment around the child is safe and able to stimulate the environment can
increase children's creativity. This is because children naturally want to know and find out about
their environment. Therefore, the environment around children should be a learning environment
that provides opportunities for children to explore and get lessons and provide opportunities for
creative children. Maxim (1985) explained that the environment that is able to stimulate
children's creative actions is an environment that pays attention to the following aspects:

 Time limitations should be removed in activities where the child is involved further.
 Freedom, this builds a situation where children are encouraged to express
themselves.
 Children are able to express ideas and stimulate other thinking abilities.
 Eliminates stressful and anxious conditions in the environment. The environment
must be conditioned by a pleasant atmosphere.

In addition, the environment that is able to stimulate creativity activities must provide
various materials, since children need it in physical manipulation activities as learning activities.

d. Creativity in the Product dimension

The definition of the product dimension is an effort to define creativity that focuses on
the product or what is produced by the individual either something new / original or an
innovative elaboration / merger. "Creativity is the ability to bring something new into existence"
(Baron, 1976 in Reni Akbar-Hawadi et al., 2001) A definition focused on creative products
emphasizes originality, as stated by Baron (1969) which states that creativity is the ability to
produce / create something new. Similarly, according to Haefele (1962) in Munandar, 1999;
which states creativity is the ability to create new combinations that have social meaning. From
these two definitions creativity does not only make something new but it may be a combination
of something that already exists.

3. Creative Personal Characteristics

According to Davis (1999), there are 115 characters or traits found in creative people. But
not every creative person has the 15 characters. Here are some examples of some creative figures
but the teachers, professors or supervisors do NOT recognize their character

 Thomas Edision is said to be stupid to do everything by his teacher

 Albert Einstein can only speak 4 years old and read 7 years old
  Walt Disney was fired by the newspaper editor because he did not have a good "idea"
 Charles Darwin did poorly when he was a child and failed when he was studying
medicine

The 15 characters that will be discussed further are:

a. Realize that he is creative

Most creative people are aware of their creativity. They have a habit of doing creative
things and they like being creative. Davis (1999), said that in enhancing our creativity and
teaching it to others. Why is awareness that creative is important? Because this character can
encourage this character to be able to encourage other characters. When a person builds creative
awareness, subconsciously he will be carried away by behavior and how he thinks, when
someone realizes that he is creative, he will have high self-confidence. There are several
strategies for building or developing this trait

 Make student children go beyond the boundary

 Ask fishing questions
 Have them make something from used goods
 Tell students repeatedly that they can be more creative
 The teacher always says at the beginning of the lesson "hi, how are you my students
who are creative?" They will be motivated to think
b. Original

Tradiff and Stemberg (1988) say that good originality and imagination are usually
associated with creative people. There are several strategies for building or developing this
original nature

 The teacher gives encouragement to students

 The teacher gives wild ideas to develop or give other ideas
 In assignments, give students the opportunity to put out a lot of ideas
 Organizing competitions that include originality motivation
c. Independent
 Creative people dare to be different from others, make changes, stand out, oppose
tradition, and deflect some rules (not in the sense of doing negative things).

There are several strategies for building or developing this trait

 The teacher teaches students to do their work independently with different themes
 The teacher spends time outside of school hours to listen to student problems
 The teacher encourages students
 Make students think that "I can do this"
 Students are allowed to arrange, plan school events
d. Dare to take risks

This nature is related when dealing with everything that is not clear, be it situations,
problems, answers and others. Things that are not clear are risky. Creative people will dare to
take risks while still facing problems. There are several strategies for building or developing this
trait.

 The teacher frees students to express their ideas

 Teachers give positive responses to children who dare to take risks and praise them
 Provide opportunities for students to take risks that will not affect their value, so they
can feel comfortable taking these risks.
e. Full of energy

Creative people have a typical person who is full of energy. Usually he never gives up, is
fully committed to something and has loyalty. Thomas Edison made hundreds of failed attempts
to finally find a light bulb. If he doesn't have abundant energy, maybe he will give up. There are
several strategies for building and developing these traits:

 the teacher knows the enthusiasm of work that students have. Recognize the
language of completion and its motivation
 always encourage students to do their best
 set an example for students full of energy when teaching
f. Curiosity
 Creative people have high and strong curiosity. He questions everything and maintains
their curiosity. There are several strategies for building or developing these traits:

 The teacher gives real objects to students and allows students to ask questions
 The teacher gives a blank paper and asks what he wants to learn at that time
 Give open questions (with sentences, "what if?", If, if? 'Etc.)
g. Have a sense of humor

Another characteristic that is usually found in creative people is a high sense of humor. In
dealing with problems, a sense of humor can bring a relaxed atmosphere. There are several
strategies for building or developing these traits:

 Ask the child to think: if you are (Einstein professor, SBY, close the closet, etc.)
what will you think / do?
 Give a lot of games
 Teaching lessons or when teaching with funny jokes / stories
 Hold a funny costume day
h. Have the capacity to fantasize

The ability to imagine and fantasize is a trait that is often found in creative people.
Imagination is needed to bridge from something known to something unknown.

i. Interested in complicated, complex and unclear things

Creative people will usually be interested in complex things, complexity, obscurity,

fantasy and mystery. This trait is important because someone will find new challenges.
Complexity, obscurity and complexity are what make their creativity honed. There are several
strategies for building or developing these traits:

 Students make very imaginative stories made by the students themselves

 Students play with imaginative thoughts, such as: what if ...? Challenging the
situation.
 Read stories
 Ask students to make something like a toy that has never been before.
 j. Artistic

Creative people usually consider themselves artistic even though they cannot draw.
Developing an artistic soul will be important to help us see things from a different perspective.
An artistic soul will help us to give more value to our ideas or works.

k. Open minded

Open-mindedness is a key creative behavior too. It is a desire to accept new ideas and see
a problem from a different perspective. There are several strategies for building or developing
these traits:

 Role playing "if I become" ...

 Increase debate discussion
 Read a lot of books to add insight
l. Careful and thorough

This nature in theory will make people organized, disciplined and fully committed to
what will be done.

m. It takes time to sift

Some creative people choose to work alone rather than working in groups. By itself, it
can involve creative independence.

n. Easy understand

Creative people are usually easy to understand a problem. He can see the relationships of
the data or information he gets.

o. Emotional

There are some people who are blessed with great imagination and fantasizing abilities,
fortune-telling, poetry and others. These people have very deep emotions and have a high
concern about what is right and wrong.
 CHAPTER III

COVER

A. CONCLUSION

Creativity is the ability to make something new and different whether it's still an idea or
has been expressed in the form of a work. Creativity when viewed in terms of etymology and
creativity originates from the English language "creativity" which has a creative meaning and in
the dictionary with Indonesian language creativity is the ability to create. Creativity also means
activities that bring results with new, useful and understandable properties. Every individual has
a tendency or drive to realize his potential and drive to develop and mature, this encouragement
is the primary motivation for creativity.

As we know, creative children are usually always curious, have a broad interest, and love
children's favorite and creative activities. Creative children usually have a high sense of humor,
can see problems from various perspectives, and have the ability to play with imagined ideas,
concepts, or possibilities. And creative children are quite independent and have self-confidence.
They are more willing to take risks (but with calculations) than children in general. Regarding
the development of creativity.

To develop children's creativity requires harmony between teachers and children in the
teaching and learning process and no less important role is the child's parents, children's
creativity also develops with the presence of creative professional teachers as a trigger for the
birth of high-quality learning processes and outcomes.
BIBLIOGRAPHY

Munandar, S.C. Utami. 1992. Mengembangkan Bakat dan Kreativitas Anak Sekolah (Petunjuk
Bagi Guru dan Orangtua). Jakarta: Gramedia.

Suryani, Lilis. 2007. Buku Ajar Mata Kuliah Kreativitas. Jakarta: UNJ