KREATIVITI

DAN INOVASI
Dalam pengajaran dan pembelajaran

Mazlan Hj. Talib

Unit Reka Bentuk & Teknologi
Sektor Pendidikan Teknikal Dan Vokasional
Bahagian Pembangunan Kurikulum KPM

Creativity
The process of sensing
problems or gaps in
information, forming ideas of
hypotheses, testing, and
modifying these hypotheses,
and communicating the
results.
This process may lead to any
one of many kinds of products
verbal and nonverbal,
concrete and abstract
(Torrance 1963)

What To Consider ?
Educational actors need to have a
clear vision, awareness and
understanding of what creativity
Creativity and innovation have strong
links with knowledge and learning.
Creative learning requires innovative
teaching.
Assessment should also allow
creativity to flourish
Technologies play a crucial role in
enabling educational change towards
an innovative and creative school
environment.

Creative Learning" &Innovative

Teaching"
Creative Learning

is any learning
which involves understanding and new
awareness, which allows the learner to go
beyond notional acquisition, and focuses on
thinking skills. It is based on learner
empowerment and centeredness.

Innovation teaching

is the
process leading to creative learning, the
implementation of new methods, tools and
contents which could benefit learners and
their creative potential.
(Joint Research Centre, Institute for Prospective
Technological Studies,
European Communities, 2009)

Design
Design is what links creativity and
innovation. It shapes ideas to become
practical and attractive propositions for
users or customers. Design may be
described as creativity deployed to a
specific end.
(Bitard and Basset, 2008)

Project-Based Learning
A systematic teaching method
that engages students in
learning essential knowledge
and life-enhancing skills
through an extended,
student-influenced inquiry
process structured around
complex, authentic questions
and carefully designed
products and tasks.

MASALAH

KUMPUL
MAKLUMAT

PENYELESAIAN

PEMBENTANGAN

DOKUMENTASI

MASALAH

Yang relevan, memahami masalah,ada duty and

task, assign coloborative work, define problem
statement

KUMPUL
MAKLUMAT

Pelbagai sumber, kongsi maklumat,analisis, guna

peta minda, guru pemudahcara, saring
maklumat

PENYELESAIAN

Beberapa solution, lakaran, pilih yang terbaik,

design, tentukan duty/tasks, laksana
penyelesaian/bina projek

PEMBENTANGAN

Penyelesaian terbaik, open mind, komen

membina, penambahbaikan projek

DOKUMENTASI

Penilaian kendiri, final assessment

(grading/banding), Sharing final product, potensi
keusahawanan, paten.

Contoh Model PBL

Characteristics of Authentic Learning

Activities
1. Real-world relevance: Activities match as nearly as possible the
real-world tasks of professionals in practice rather than decontextualized
or classroom-based tasks.
2. Ill-defined: Activities require students to define the tasks and
subtasks needed to complete the activity.
3. Complex, sustained tasks: Activities are completed in days, weeks,
and months rather than minutes or hours. They require significant
investment of time and intellectual resources.
4. Multiple perspectives: Provides the opportunity for students to
examine the task from different perspectives using a variety of
resources, and separate relevant from irrelevant information.
5. Collaborative: Collaboration is integral and required for task
completion.
( Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activity as a model for web-based learning.
2002 Annual Meeting of the American Educational Research Association, New Orleans, LA, USA.)

Characteristics of Authentic Learning

Activities
6. Value laden: Provide the opportunity to reflect and involve students
beliefs and values.
7. Interdisciplinary: Activities encourage interdisciplinary perspectives
and enable learners to play diverse roles and build expertise that is
applicable beyond a single well-defined field or domain.
8. Authentically assessed: Assessment is seamlessly integrated with
learning in a manner that reflects how quality is judged in the real world.
9. Authentic products: Authentic activities create polished products
valuable in their own right rather than as preparation for something else.
10. Multiple possible outcomes: Activities allow a range and diversity
of outcomes open to multiple solutions of an original nature, rather than
a single correct response obtained by the application of predefined rules
and procedures.
( Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activity as a model for web-based learning.
2002 Annual Meeting of the American Educational Research Association, New Orleans, LA, USA.)

Case-study Based Learning

Creativity
Interaction among students
Feedback from students to instructor
Instructors learning opportunity from students
Connection of education to real-life problems
Students understanding and retention of knowledge
(Angelides, 2000)

Project-Based Learning Benefit

Increased critical thinking
Increased self direction
Higher comprehension and better
skill development
Self-motivated attitudes
Enhanced awareness of the
benefits of teamwork
A more active and enjoyable
learning process
(Johnson 1999)

Nota Tambahan

Era Masa Mini

New technologies, and especially social computing,
provide new opportunities for education and training,
as they enhance learning and teaching, and facilitate
collaboration, innovation and creativity for individuals
and organizations. The benefits of deploying social
computing and ICT for learning depend on the learning
approach used, emphasizing the role and the skills of
the teacher and the need for supportive settings for
both learners and teachers.

(Literature review on Innovation and Creativity

in E&T in the EU Member States (ICEAC), 2009)

ICT as enabler
Over the last decade, information and communication
technologies have enabled changes in the way people live,
work, interact and acquire knowledge. The take up of social
computing and new participative approaches impact public
services such as government, the health sector and education
and training

(Osimo, 2008; Ala-Mutka, 2008; Punie, 2008;

Redecker, 2008).
Collaborative development and sharing of media content (e.g.
blogging, podcasting, Wikipedia, Flickr, YouTube) and social
networking (e.g. MySpace, Facebook, SecondLife) are
transforming social capital, which has implications for
inclusion

(Zinnbauer, 2007; Cachia et al, 2007; Cachia, 2008)

Support Pedagogical Innovation

Encouraging experimentation.

Innovations in the process of

learning and teaching emerge from different actors, both learners and teachers. Policies
should aim to empower educational actors and institutions in their local contexts to develop
innovative approaches to learning with added value in their environment, (e.g. with different
local languages, or by using digital tools and media creatively for specific learning topics).

Networking and best practise exchanges . Teachers

should be encouraged and supported to document and share the innovative practices they
have developed and encountered in their teaching, as knowledge of practical applications
for new approaches in different environments is scarce. Incentives for the objective
assessment of enabling and disabling factors should be implemented.

Teacher Training and Support . ICT and social computing can

improve the effectiveness of learning and the learning outcomes, but results depend on the
approaches used. Hence, initial and in-service teacher training should disseminate insights
and best practices with new innovative approaches, encouraging teachers to experiment
with digital and media technologies and to reflect on the learning impacts of their own
teaching practices. Establishing and participating in teacher networks and following
innovative practice development of the field should become part of teacher training.

Rumusan
A process of becoming sensitive to problems, deficiencies, gaps
in knowledge, missing elements, disharmonies and so on;
identifying the difficult; searching for solutions, making guesses
or formulating hypotheses about the deficiencies; testing and
retesting these hypotheses and possibly modifying and retesting
them and finally communicating the results. (Torrance, 1974)

Websters (1976) pemikiran kreatif ialah, The ability to bring

something new existence.
Walaupun kreativiti adalah anugerah yang diberikan oleh Allah
sejak azali, jika ia tidak dipupuk oleh persekitaran dan diri
sendiri, kreativiti yang berkualiti tidak mungkin berhasil.
Sebab manusia mencipta bukan daripada tiada kepada ada,
sebaliknya daripada sesuatu yang sudah ada (dijadikan Allah)
kemudiannya diubah dan diperbaiki dalam bentuk yang sesuai
dengan kehidupan serta kehendak manusia pada satu-satu
masa (Hassan, 1991).
Manusia mesti mengakui, segala kekuasaan adalah milik mutlak
Allah.

Rumusan

Konsep kreativiti secara umum, dapat

disimpulkan konsep pemikiran kreatif berkisar
kepada entiti berikut:

1. Melakukan sesuatu dengan cara yang unik.

2. Seseorang itu dapat keluar daripada pola yang sama atau
the pattern of sameness.
3. Berfikir di luar kotak atau thinking outside of the box.
4. Melihat sesuatu daripada perspektif baru.
5. Menggabungkan idea yang sedia ada kepada
pembentukan idea baru.
6. Membuka minda dengan idea-idea baru.
7. Mencabar andaian.
8. Mencipta sesuatu yang baru.
9. Menghubungkan idea yang tidak berkaitan.
10. Menerbitkan idea besar kepada idea-idea kecil.
11. Berfikir secara fleksibel.
12. Penghasilan idea, penyelesaian, konsep dan produk
yang asli (novel).

Penutup

Itulah Tuhanmu. Tiada Tuhan
kecuali Dia.
Pencipta segala sesuatu.
Dialah pengurus segala sesuatu.
Surah al-Anam ayat 102

berilah peluang dan

ruang untuk murid kita
berkreatif dan berinovasi

Terima Kasih
Mazlan Hj. Talib
Unit Reka Bentuk & Teknologi
Sektor Pendidikan Teknikal Dan
Vokasional
Bahagian Pembangunan Kurikulum
KPM