Pengembangan Instrumen Tes Model Ideation-Explanation Untuk Mengukur Kemampuan Berpikir Kreatif Dalam Pemecahan Masalah

Kemampuan berpikir kreatif khusunya kreatif dalam konteks pemecahan masalah sangat dibutuhkan di era revolusi industri 4.0 ini. Oleh karena itu, setiap individu hendaknya tidak hanya dibekali dengan kemampuan pemecahan masalah semata melainkan juga harus dilatihkan kemampuan berpikir kreatif agar nantinya mereka dapat menyelesaiakan permasalahan dengan cara-cara yang kreatif. Penelitian ini bertujuan untuk mengembangkan instrumen tes untuk mengukur kemampuan berpikir kreatif dalam konteks pemecahan masalah. Jenis penelitian ini adalah penelitian pengembangan (Research and Development) dengan model 4D. Pengembangan model 4D terdiri dari empat tahapan yaitu; pendefinisian, perancangan, pengembangan, dan penyebarluasan. Instrumen tes yang dikembangkan dalam penelitian ini berbentuk Ideation-Explanation (I-E model). Adapun jumlah item soal(permasalahan terbuka) terdiri atas 5 (lima) permasalahanyang masing-masing permasalahan diikuti oleh 2 (dua) buah pertanyaan.Hasil analisis data memperlihatkan bahwa semua item soal valid dengan reliabilitas 0,79 dalam kategori tinggi. Ini menunjukkan bahwa instrumentesyang sudah dikembangkan layak untuk digunaka

Design-by-analogy: experimental evaluation of a functional analogy search methodology for concept generation improvement

Design-by-analogy is a growing field of study and practice, due to its power to augment and extend traditional concept generation methods by expanding the set of generated ideas using similarity relationships from solutions to analogous problems. This paper presents the results of experimentally testing a new method for extracting functional analogies from general data sources, such as patent databases, to assist designers in systematically seeking and identifying analogies. In summary, the approach produces significantly improved results on the novelty of solutions generated and no significant change in the total quantity of solutions generated. Computationally, this design-by-analogy facilitation methodology uses a novel functional vector space representation to quantify the functional similarity between represented design problems and, in this case, patent descriptions of products. The mapping of the patents into the functional analogous words enables the generation of functionally relevant novel ideas that can be customized in various ways. Overall, this approach provides functionally relevant novel sources of design-by-analogy inspiration to designers and design teams.SUTD-MIT International Design Centre (IDC)National Science Foundation (U.S.) (Grant Numbers CMMI-0855326, CMMI-0855510, and CMMI-08552930

Towards a guided framework for innovative engineering through the generation and evaluation stages of concept design

This work proposes a framework of concept generation and evaluation that takes into consideration the benefit of creativity and innovation in current market trends. By educating engineers in how to increase creativity in concept design and assess it quantitatively, the next generation of designers will be a step ahead of the market. This research begins with an in-depth survey of current creativity assessment methods in engineering in order to determine where the limitations currently lie in this field of study. The limitations discovered based on this unique analysis were used as motivation for the development of the proposed creativity assessment method. Specifically, we introduce a set of metrics that break down concepts to their component and subfunction level to assess the novelty and quality of component solutions – called the Comparative Creativity Assessment (CCA) Method. Secondly, we break down market-tested innovative products to isolate innovation information to utilize in concept generation inspiration – called the Repository of Innovative Products (RIP). Finally, revisions to the initial CCA method and RIP are proposed and analysis of past data results are compared to the new revised results. Revisions to the CCA method include additional metrics that factor in interaction effects from function pairing and component assemblies deemed innovative as well as eliminate evaluator subjectivity in the analysis. Observations from the experiments conducted are presented in a Lessons Learned chapter

Design Frames: A Narrative and Network Approach

In today's increasingly interconnected world, we are facing challenges that are unprecedented in complexity and scale. At the same time, there is a growing awareness about the inadequacy and obsolescence of old and "best practice" strategies for solving these vexing challenges. The inadequacy of solutions that work within existing frames of thought has generated a renewed interest in research on problem-solving and creativity. While originally initiated in cognitive psychology, cognitive science, and artificial intelligence, research on the mechanisms underlying the creative process has become a central topic in a variety of other disciplines, such as management, business, and healthcare. As a result, public and private organizations are increasingly turning to designers to bring a fresh perspective to the challenges they are facing. As designers become more engaged in solving large-scale and intricate questions, the need for developing systematic approaches to design and their deployment in both design education and practice becomes more evident. Developing methods that function successfully within design environments requires a thorough understanding of problem-solving approaches in design. In recent years, a growing number of studies have addressed this question by investigating designers' working practices in the lab or in the field. One of the most influential concepts in studying the design process is the constructivist notion of "framing" (Schön, 1983) which suggests that the core activity in the design process is constructing a frame: a perspective or a point of view that allows the designers to tackle a problem in a vague and indefinite design situation. While the frame's concept has been central in studying the design process, its formal definition remains vague and unclear. This dissertation aims to shed new light on the concept of frame by proposing two models for systematically describing their structure. These models can be used to make the frames constructed during the design process more explicit by following their development throughout the design process. Building upon two language-based representation modes (stories and semantic networks), the models employed in this dissertation facilitate the description of frames and the analysis of the design process by tracking the shifts in the content and structure of frames. These models were utilized in three verbal protocol studies to investigate different aspects of framing in design. In these studies, we explored the strategies for managing the multiplicity of the frames (chapter 2), reframing process (chapter 3), and divergent and convergent patterns (chapter 4) during the design process. The contributions of this dissertation are both theoretical and practical. Models and results presented in this dissertation open up new paths future research on the use of framing in design, thereby informing design education and practice. Models presented in this work address the gap in the formal description of frames in the existing literature. The concepts of narrative and network show a flexible way to describe frames that can be utilized to identify and describe frames both qualitatively and quantitatively. On the other hand, the description of frames as a system of stories (narrative model) and concepts (network model) allows the frame to be analyzed on both meta-level (network and narratives) and the component level (concepts and stories). This systematic perspective suggests an interactive analysis of frames in which shifts in the frame level can be traced to the constituent elements of the design process and vice versa.PHDArchitectureUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/163057/1/babaks_1.pd

SUPPORTING ENGINEERING DESIGN OF ADDITIVELY MANUFACTURED MEDICAL DEVICES WITH KNOWLEDGE MANAGEMENT THROUGH ONTOLOGIES

Medical environments pose a substantial challenge for engineering designers. They combine significant knowledge demands with large investment for new product development and severe consequences in the case of design failure. Engineering designers must contend with an often-chaotic environment to which they have limited access and familiarity, a user base that is difficult to engage and highly diverse in many attributes, and a market structure that often pits stakeholders against one another. As medical care in general moves towards personalized models and surgical tools towards less invasive options emerging manufacturing technologies in additive manufacturing offer significant potential for the design of highly innovative medical devices. At the same time however these same technologies also introduce yet more challenges to the design process. This dissertation presents a knowledge-based approach to addressing the existing and emerging challenges of medical device design. The approach aims to address these challenges using knowledge captured in a suite of modular ontologies modeling knowledge domains that must be considered in medical device design. These include ontologies for understanding clinical context, human factors, regulation, enterprise, and manufacturability. Together these ontologies support design ideation, knowledge capture, and design verification. These ontologies are subsequently used to formulate a comprehensive knowledge framework for medical device design, and to enable an innovative design process. Case studies analyzing the design of surgical tools in several medical specialties are used to assess the capabilities of this approach

Innovative Learning Environments in STEM Higher Education

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education

Guided generation of pedagogical concept maps from the Wikipedia

We propose a new method for guided generation of concept maps from open accessonline knowledge resources such as Wikies. Based on this method we have implemented aprototype extracting semantic relations from sentences surrounding hyperlinks in the Wikipedia’sarticles and letting a learner to create customized learning objects in real-time based oncollaborative recommendations considering her earlier knowledge. Open source modules enablepedagogically motivated exploration in Wiki spaces, corresponding to an intelligent tutoringsystem. The method extracted compact noun–verb–noun phrases, suggested for labeling arcsbetween nodes that were labeled with article titles. On average, 80 percent of these phrases wereuseful while their length was only 20 percent of the length of the original sentences. Experimentsindicate that even simple analysis algorithms can well support user-initiated information retrievaland building intuitive learning objects that follow the learner’s needs.Peer reviewe

Theoretical Development of Creative Thinking: The Role of Integrative Thinking and Social Cognition

Creative thinking is the psychological mechanism underlying the descriptive process that produces real-life creative outcomes. However, the connection between individual creative thinking and real-life creativity remains unclear. For example, the widely employed psychometric tools for creative thinking showed limited predictive power towards real-life creativity. In addition, empirical evidence for the social psychology of creativity is inconsistent. Also, the links between creative thinking and social cognitive process are rarely validated in the field. Besides, some domains that require creativity lack guiding theories and empirical evidence. Therefore, this research project aimed to advance the understanding of creative thinking and its role in real-life situations. To address the knowledge gap and fulfil the central purpose, we conducted four pilot and seven main studies using quantitative research methods. Accordingly, we created an integrative-thinking-based psychometric tool - Function Synthesis Task and validated its discriminate validity and predictive ability towards engineering students' creative product design. To understand the link between social comparison and creativity, we produced a new experimental paradigm that addressed existing methodological issues. We employed the paradigm and found that competition and star rating feedback altered speed or performance in creative thinking tasks. Besides, we produced a new product design task based on a hot topic at the time and found that ranking feedback benefited engineering students' creative performance in the task. Moreover, we designed a new un-stereotype intervention and found its effectiveness in improving marketers' divergent thinking. We also found that advertising stereotypes increased audiences' perceived creativity. Our research shows that integrative thinking and social cognition might play essential roles in developing the theory of creative thinking and offers novel research tools for future studies. We also form practical advice to guide educators, organisational leaders, and policymakers to promote creativity, diversity, and inclusion in real-life situations