ISSN: 2222-6990
Open access
Abstract: The purpose of this study is to develop an instrument of student creativity element by exploring creativity constructs for the formation of TVET student creativity instrument. This study uses a qualitative approach through interviews as a case study method. The qualitative data analysis process was based on 3 stages of data processing by Miles and Huberman (1994) and NVIVO 12 Plus software was used to analyze the interview transcripts to form themes and subthemes. The qualitative data analysis identified eight elements related to the relevant elements of creativity, namely: intelligence, knowledge, thinking style, personality, motivation, environment, generic/soft skills, and mind mechanisms. Of the 8 constructs that emerged, they formed 24 dimensions. The implication of this study is to identify the elements needed to enhance the creativity of TVET students from the experts' point of view.
Baer, J. (2011). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity, and the Arts , 5 (4), 316–317. https://doi.org/10.1037/a0025211
Bekri, R. (2017). E-Portfolio Indicator for Competency Assessment and Virtual Learning in Malays Skills Certification. Journal for Technical and Vocational Education and Traning in Asia. 4, 1-14.
Boroujerdi, S. S., & Hasani, K. (2017). The survey thinking style and its relation with creativity in physical education teachers. International Journal of Educational Management, 28(4), 400–412. https://doi.org/10.1108/IJEM-05-2013-0084
Brostrand, H. L. (2016). Tilting at Windmills: Changing Attitudes toward People with Disabilities. Journal of Rehabilitation. 72(1).
Herpiana, R., Rosidin, U., & Abdurrahman, A. (2019). Development of Instruments to Train Critical and Creative Thinking Skills in Physics Assessment for High School Students’ Learning. In Journal of Physics: Conference Series (Vol. 1155). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/1155/1/012046
Fischer, C., Malycha, C. P., & Schafmann, E. (2019). The influence of intrinsic motivation and synergistic extrinsic motivators on creativity and innovation. Frontiers in Psychology, 10(FEB). https: // doi.org /1 0.3389 / fpsyg.2019.00137
Kim, K. H. (2004). Confirmatory factor analyses and multiple group analyses on the Torrance Tests of Creative Thinking.Poster presented at the Research Symposium: The Preparation of Educators, Athens, GA. Sponsored by Georgia Systemic Teacher Education Program.
Madar, A. R., Sun, C. E., Hamid, H. (2019) Facilitating torrance test of creative thinking use in malaysian TVET research: The initial step offinter-rater reliability determination.Journal of Technical Education and Training, 11 (1), pp. 100-108
Razip, M. B., Seth, S., Ellany, L. M. (2013). Construction of Creative Attitude Instrument Among Form Four Physics Students of Johor State Boarding Schools. 2nd International Seminar on Quality and Affordable Education (ISQAE 2013) , 2012 (Isqae), 391–394.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
Nasyitah, N. A., Balkhis, S. A., Nur Najihah, R., Mai, S. A., Nor, A. (2017). Human Science. 9 (5), 59–66.
Khayati, N. B., Isa, M. H., and Khadijah, A. R. (2017). Attitudes in Project -Based Learning towards Student Achievement at Perak Polytechnic. Articulation Ink Builds the Ummah. 3 (1), 1-14.
Zulkifli, N., Hamzah, M. I., & Abdul Razak, K. (2020). Creativity driving factors among polytechnic students. Asian People Journal (APJ) , 3 (2), 77–85. https://doi.org/10.37231/apj.2020.3.
In-Text Citation: (Wahab et al., 2022)
To Cite this Article: Wahab, A. R., Saud, M. S., & Kamin, Y. (2022). Development of Creativity Instrument for Technical Education and Vocational Training Students. International Journal of Academic Research in Business and Social Sciences. 12(6), 1824 – 1840.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode