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

Organizatio

n

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

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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.

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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

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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.

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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 give impact

Student understating the problem or situation/

Instruction (TTCT)Student planning for

action(Creativity)

Student generate ideas

Analyze idea

Process Planning

Solve Problem

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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.

CHAPTER 3

25

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

in year 4 namely 4 Gemilang and 4 Cemerlang. This sampling technique is

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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:

SECTIONS DESCRIPTIONS NUMBER

27

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…

SECTIONS DESCRIPTIONS NUMBER

28

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.

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.

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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.

Continue...

Define the Problem

(through observation of drawing activities – “Permandangan di tepi pantai”) in year 4 students

Pre test

Drawing Test – “Permandangan Kuala Lumpur”

Applying Torrance Test of Creative Thinking -Figural

(12 sessions)

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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

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

Part C

(Question 1-5)

Data was analysed to find

the frequency and

percentage of the

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

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Perception whether

Torrance Test of Creative

Thinking helps in

improving their creativity.

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.

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