基于 Amabile 的 "创造力连续性理论 "的教师创造过程探索:印度尼西亚 COVID-19 期间的案例研究

Q3 Social Sciences
Sri Rahayuningsih, Rahmat Kamaruddin, Ahmad Budi Sutrisno Sutrisno, Firda Razak Razak
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引用次数: 0

摘要

COVID-19 大流行影响了学生的数学学习活动,要求学生在家学习。因此,教师应具有创新精神和创造力,以满足学生的学习需求。本研究旨在根据 Amabile 的创造力构成理论,探讨在 COVID-19 大流行中教师和学生的创造力。本研究采用的案例研究方法涉及一名 29 岁的教师和三名 10 岁的学生。该教师因其在南苏拉威西省的教师职业成就而被选中。通过以下阶段对数据进行了分析:(1)分析;(2)进行数据还原;(3)汇编数据;(4)检查数据的有效性;(5)解释数据/得出结论。研究结果表明,在 COVID-19 大流行期间,通过项目学习可以提高教师和学生学习数学的创造力。研究结论表明,教师的创造力符合阿马比莱理论的组成部分。在 COVID-19 大流行期间开展的项目虚拟学习可以提高教师和学生的创造力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the Teacher's Creative Process Based on Amabile's Creativity Componential Theory: A Case Study During COVID-19 in Indonesia
The COVID-19 pandemic has impacted students’ mathematics learning activities by requiring learning from home. Therefore, teachers are expected to be innovative and creative to meet students' learning needs. This study aimed to explore the creativity of teachers and students based on Amabile's creativity componential theory in the midst of the COVID-19 pandemic. The case study approach used in this study involved a 29-year-old teacher and three 10-year-old students. The teacher was selected for his professional achievements as a teacher in South Sulawesi. The data were analyzed through the following stages: (1) Analyze; (2) Perform data reduction (3) Compile data (4) Check data validity, (5) Interpret data/draw conclusions. The results showed that learning by involving projects can increase the creativity of teachers and students in learning mathematics during the COVID-19 pandemic. The research conclusion shows that the creativity that occurs in teachers fulfills the components of Amabile theory. Virtual learning involving projects carried out in the midst of the COVID-19 pandemic can increase the creativity of teachers and students.
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CiteScore
1.10
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