A New Robotic Learning Activity Design to Increase the Figural Creativity: Originality, Elaboration, Flexibility, and Fluency

Billy Hendrik, Nazlena Mohamad Ali, Norshita Mat Nayan, Nor Azilawati Mat Isa, Mardhiah Masril


Preparing a generation that possesses the skill of Figural Creativity (FC) skills is important in education because figural creativity skills are needed in the industrial revolution 4.0 (IR 4.0) era. Figural creativity skill is the ability to create something new, a new manner, and produce something different from its initial state in providing solutions to the problems faced. One of the IR 4.0 technologies that can improve creativity is robotic technology, but the implementation of robotic technology in education still requires an appropriate learning activity. This study aims to design the new robotic learning activities and analyze their implementation to increase Figural creativity variables. Figural creativity variables consist of four variables: elaboration, flexibility, fluency, and originality. A total of 23 students were recruited in a user study experiment, ages 9-12 years old. Figural creativity skill of students measured by Figural Creativity Test (TKF). This study used mix method approach. The results showed that the new robotic learning activity design could fulfill the valid criteria; expert suggestions are subject to fixing this learning activity. The new robotic learning activity design was implemented in the robotic course. The paired sample t-test showed that robotic learning activity design has a significant difference between pre-test score and post-test score, and it can improve students’ elaboration, flexibility, fluency, and originality. It has a growing impact on all figural creativity variables (fluency = 60.9%, flexibility=56.6%, elaboration = 26.6%, originality =39.3%).


Robotic technology; learning activity; robotic effect; figural creativity.

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DOI: http://dx.doi.org/10.18517/ijaseit.12.1.14109


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