See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/330849223

Synectics Model: An Offer to develop Students’ Creativity Through Science

Learning

Article  in  Journal of College Teaching and Learning · March 2017

DOI: 10.26737/jetl.v2i1.608

CITATIONS READS

2 6,439

1 author:

Tomo Djudin
Tanjungpura University
29 PUBLICATIONS   87 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Research View project

All content following this page was uploaded by Tomo Djudin on 04 February 2019.

The user has requested enhancement of the downloaded file.

 Journal of Education, Teaching and Learning
Volume 2 Number 1 March 2017. Page 65-70
p-ISSN: 2477-5924 e-ISSN: 2477-8478

Journal of Education, Teaching, and Learning is licensed under

A Creative Commons Attribution-Non Commercial 4.0 International License.

SYNECTICS MODEL:
AN OFFER TO DEVELOP STUDENTS’ CREATIVITY
THROUGH SCIENCE LEARNING
Tomo Djudin
Tanjungpura University, Pontianak, Indonesia
E-mail: tomo.djudin@yahoo.com

Abstract. Creativity plays an important role in everyday life. The main basis for the emergence of
creativity is the use of existing knowledge imaginatively (creatively) to produce a new, unusual, and
useful product. Interpretation of a problem in a new and different way (restructuring) and incubation is
an additional basis for the emergence of creativity. The Synectics model is designed based on two main
strategies: (1) Designing something (problem, idea, product) that has been previously known to be
something new; and (2) Creating something new becomes more known and meaningful.

Keywords: Creativity; Creativity Base; Brainstorming; Synectics Model

Another ability that students need in their

I. INTRODUCTION
daily lives is their creative ability or creativity.
In this life, change is a necessity. Rapid Gordon (in Joyce & Weil, 1986) emphasizes that
change in many areas of life results in the complexity "creativity as a part of our daily work and leisure
of the problem and the uncertainties of the present lives". Training students' creativity can make a
world situation ascertained (very) different from significant contribution to the flexibility and ability to
previous times. Naturally, if the education system handle changes in their lives/work. Incorporating an
around the world continues to change to anticipate increase in student creativity in learning objectives
the changes (science and technology, social, cultural, and educational curriculum is important. Morten &
economic, political) that will occur in the future. Vanessa (2007), asserts that every subject in the
Education is believed to be a determinant of the school should emphasize creativity, on an agenda that
progress and prosperity of a nation. Changes in the reflects its own characteristics. Beaton (in Morten &
educational system are needed to prepare the human Vanessa, 2007) considers "creativity as 'very
resources of a nation (community) in order to be able important' for success in school science." With
to meet requests and unexpected demands in the practice and the provision of learning conditions,
future. carefully designed will enable students to produce
One of the central human resources of all something "new" and work in accordance with the
innovation educational endeavor is learners (read: demands or desires.
students). To prepare students to anticipate future Although it is believed to be very important,
demands and demands, educational goals in all creativity has not been fully addressed as a major
educational settings are oriented towards improving topic in educational research and has not yet been
students' skills in the cognitive domain (if thinking), placed in an important position in educational
affective domain (though attitudes/ethics), and practice (learning) in schools. This is not only
psychomotor domain (physical). UNESCO (UN happening in the homeland but also abroad (Boden,
agency that deals with education and culture) has 2001, in Morten & Vanessa; 2007). There are at least
outlined the education pillars that should be built two causes. First, the instructional practices aimed at
through a policy and innovation efforts of a nation's understanding and mastery of teaching materials
education: learning to be, learning to live together conceptually (cognitive domains), both by teachers
(MoNE, 2001). and students, can still be "questioned". The density of

65
 Journal of Education, Teaching and Learning
Volume 2 Number 1 March 2017. Page 65-70
p-ISSN: 2477-5924 e-ISSN: 2477-8478

teaching materials that teachers must convey be a new product. Concepts or fields related to
according to the demands of the curriculum is creativity, among others; intelligence, gifted, art,
another reason. With such barriers and constraints, literature, engineering and genetics, problem-solving,
the development and/or integration of cognitive divergent thinking skills, and creative writing.
domains with affective (improved attitudes, ethics) Imanjinatif products, considered new (novel), and
and psychomotor (improvement of motor skills), and original (original) in a particular field is the work of
the development of student creativity are reasonable. high creativity. Referring to some literature related to
Whatever the condition and practice of learning in creativity, Morten & Vanessa (2007) mentions that
the class are not expected to "kill" the creativity of there are 4 (four dimensions) creativity, ie creative
students. Secondly, what creativity really is and how people, products, processes, and environment.
to design or develop learning that can provide One process that can enhance creativity is
conditions for students' creativity improvement is brainstorming (Matlin, 1994: 368). Brainstorming is
believed to be largely unknown and understood by a process done in a group that is guided by four basic
teachers. Tilaar (1999) reminded that if there is an guidelines; namely: (1) Evaluation of ideas should be
innovation of education and efforts to improve the done at the end of group activities; therefore,
quality of education should be done on a micro scale, criticism is avoided; (2) The more "wild" an idea, the
which is school-based class (touch directly teachers). better. It is easier to "tame" an idea than to bring it
This is rational considering the teacher is one of the up; (3) The more ideas that come up, the better; and
determinants of the quality of education and the high (4) People can combine two or more ideas that others
low level of student learning outcomes in school. propose. The spirit of brainstorming sessions is
This paper presents briefly some of the things considered important and necessary, especially when
related to creativity, among others; what creativity accompanied by the creation of a friendly atmosphere
really is, the concept of creativity and scientific and in a relaxed (pleasant) frame of mind. It is stated
creativity in science (IPA), teaching for creativity that the effectiveness of brainstorming in enhancing
versus creative teaching, and brainstorming and creativity has not been supported by sufficient
synectics models are offered to enhance students' evidence or research results. Woolfolk (1995: 307)
creative thinking. Paradigm creativity and learning asserts that "the basic tenet of brainstorming is,
model that will be presented further expected later because of the evaluation of often inhibits creativity
can be developed by the teacher themselves. and problem solving".
Another factor that influences the increase in
creativity is the social environment. A person can be
II. METHODOLOGY creative both in working together (group) and
working alone. However, asking someone to evaluate
The method used in this research is literature work (so that an employment or work is judged to be
study. The data used comes from various sources technically incompatible or unrecognized) can
such as reference books, scientific journals derived potentially reduce creativity. Amabile (1990, in
from research publications conducted by experts, Matlin, 1994), mentions the social (environmental)
articles, and websites related to the research topic. factor may decrease or decrease a person's creativity
This method is used to understand more about under the following conditions; (1) When someone is
research topics based on literature that discusses watching you are working; (2) When you are offered
important matters relating to research. a reward for being creative; (3) When you are
competing for a prize; and (4) when a person blocks
or limits your choices to express your creativity.
III. DISCUSSION Stenberg (1985, in Woolfolk, 1995) explains
that creativity comes from the use of knowledge-
Creativity in Cognitive Psychological Perspective
acquisition components in a clear way. The basis for
and The Factors that Influence It
creativity is to have extensive knowledge in a field.
According to some psychologists, creativity is
Another necessary knowledge is the ability to change
a quality or personal trait (trait). Stenberg & Lubart
(restructuring) problems in new (different) ways that
(1999, in Morten & Vanessa, 2007) states that the
will lead to sudden clarity (insight). Often, this
ability to produce new (novel) and appropriate works.
sudden clarity occurs when a person has tried hard to
Others mention that creativity is not a personal trait
solve a problem and fails, then he can solve it all of a
(innate), but is a skill or process that produces
sudden. A sudden solution is called incubation of an
"creative" products, for example; painting, invention,
unconscious form of work when one deals with a new
computer program, or solution becomes a personal
(unknown) problem (Woolfolk, 1995: 304). Yaniv &
matter. Creative people, according to Gardner (in
Meyer (1987, in Matlin, 1994: 370) explains that
Woolfolk, 1995), someone who regularly solves
incubation will occur when a person is solving a
problems, designs a product or defines a problem in a
difficult problem and an interval between the time
domain (field) in such a way that it is considered to
period of intense work and the next working period.

66
 Journal of Education, Teaching and Learning
Volume 2 Number 1 March 2017. Page 65-70
p-ISSN: 2477-5924 e-ISSN: 2477-8478

According to Matlin (1994: 364), creativity is the laboratory or outdoors ". It should be understood,
an area of problem-solving, but "problem-solving however, that creative teaching is not limited in one
sounds so routine, whereas creativity sounds particular context (eg laboratory, class, out of class,
inspired". Creativity is the creative process of working in groups, or individually), but on the ways
thinking to get "light bulbs above its head". He also in which teachers manage and organize learning.
asserted that most experts agree that novelty is an It is an inquiry and discovery approach that is
important element of creativity. Another element that often referred to and found in many scientific
is a requirement of creativity is the achievement of a educational literatures regarding creative science
goal or solution of practical problems (practical), teaching (see Trowbridge & Bybee, 1990; Carin &
unusual (unusual), and useful (useful). Sund, 1995). Scientific inquiry is considered in line
Cognitive psychologists propose a diverse with the nature of science, as a process and a product.
definition of creativity. In fact, some of them are Scientific inquiry reflects what a real scientist does in
disagreeing, arguing, criticizing with a definition or a developing a scientific product (concept and
way of measuring creativity. However, they agree in principle). The issue is whether inquiry-based science
supporting and appreciating the proposed definitions teaching-which is still a slogan of creative science
and instruments of creativity as well as efforts made teaching in many developed countries (read: the
to enhance creativity (Matlin, 1994: 368; Morten & United States and Britain), really offers an arena for
Vanessa; 2007). There are several tests that experts the development of students' scientific creativity still
recommend to measure creativity. Guilford (1967) debated. Anderson (2002, in Morten & Vanessa,
developed the Divergent Production Tests. Mednick 2007), for example, concludes, in general, research
& Mednick (1967) have designed The Rote shows that inquiry teaching produces positive results.
Associates Tests (RAT). Amabile (1983) has In contrast, the results of Welch's research, et al.
developed the technique of Consensual Assesment (1981) who analyzed the role of mercury in the
Technique (see Matlin, 1994: 365-368). To measure science of science in the United States from 1960 to
students' creativity in the classroom, teachers can use 1980 documented a "gap" between "desired state"
The Rating Scale of Creativity by Jerome Sattler, and "what / real situation". What really happened is
1992 (see Woolfolk, 1995: 307). still very far from what is expected. Strong evidence
Teaching for Creativity (Scientific) vs Creative related to the conflict of effectiveness is allegedly
Teaching often ignored. In the UK, the study of Donnelly et al.
As a result of the absence of an "approach" or (1996) evaluated the science education curriculum
"definition" generally considered "right", as well as a from 1980 to 1990 by asking students aged 11-16 to
domain will use different interpretations or concepts conduct individual investigations (in the Science I
of creativity, Morten & Vanessa (2007) proposes the Program), concluded that scientific investigations
concept of "scientific creativity ) "In the context of fundamental ill-understood students (ill-conceived).
science education. The concept of scientific creativity In a study by Bills (1971), which links creativity and
is expected to tolerate the use of sometimes elusive inquiry science, involving as many as 306 14-year-
and diverse concepts of creativity. In addition, old students of grade 14 in quasi-experimental
according to Morten & Vanessa (2007), most of the research (experimental groups were trained on
science education literature uses the label "creativity, "diverging thinking" through open-ended inquiry
only as descriptive," because it is not truly tasks inquiry tasks), concluded that the training had
investigating creativity. They propose two criteria of no effect on the ability to complete the tasks given.
scientific creativity. First, scientific creativity must There were two explanations of Bill related to these
be based on the activities of real scientists. Scientific findings. The training was not able to develop the
and scientific creativity in schools must take root and creativity and creativity developed in the task of
reflect the creativity aspect seen from scientific science cannot be transferred to the tasks tested.
research. Second, any scientific creativity approach The results of the study presented in this paper
should develop a framework that fits the needs and may provide an empirical message or fact that the
abilities of students. application of inquiry science-based science
In science education, there is a difference strategies in science subjects (IPA) does not
between "teaching for creativity" and creative guarantee an increase in students' scientific creativity.
teaching "(NACCCE, 1999, in Morten & Vanessa, The excessive belief of a researcher (teacher) on the
2007). The first places creativity as a result of effectiveness of the application of science inquires
learning, while the second is only a characteristic of (external factors, experimenter biases) to improving
teaching. Morten & Vanessa, 2007) added that students' scientific creativity will, for example,
creative teaching is an imaginary use by teachers to potentially provide unnatural (pretend,
create more engaging, enjoyable, and effective irrational/honest) treatment to experimental groups to
learning. Creative teaching is related to "open-ended, "prove "What he believes. Internal validity of
student-oriented, exploratory, and group-based experimental research can also be influenced by
learning strategies, including" hands-on activities in instrumentation factors. The designed research

67
 Journal of Education, Teaching and Learning
Volume 2 Number 1 March 2017. Page 65-70
p-ISSN: 2477-5924 e-ISSN: 2477-8478

instrument should really be able to measure what creativity becomes a conscious process (conscious
should be measured (reliable). Define operational process).
variable research using observable criteria based on The metaphor is the process of building a
relevant theories also determine the validity of relationship of similarity, the comparison between an
research instruments. object/idea with another object/idea, placing the first
Synectics Model: An Offer object in place of the other object/idea. Through this
The synectics teaching model was developed substitution the creative process will emerge,
by William Gordon (1961). This model is based on 4 connecting an idea known to the unknown, or
(four) thoughts/ideas that contradict the conventional creating a new idea from the old (previous) idea.
insight on creativity. First, creativity plays an Metaphors contain conceptual distances between
important role in everyday life. This model is students and objects or teaching materials. Metaphors
designed to improve problem-solving skills, give signs of original (original) thinking. The
expressing creative ideas, empathy, understanding in following are examples of metaphors: From what has
social relationships. The meaning of an idea can be been known to something new (what you think, if
enhanced through creative activity. Second, the your textbook is an old shoe or a stream "), from the
creative process is not a mysterious thing. The new to something already known (" What do you
creative process can be described and directed to think, if the body You as a transportation system ").
others directly to enhance their creativity. Gordon The second synectics object is the analogy.
assumes that if individuals understand the There are three forms of analogy that can be used as
fundamentals of the creative process, they can the basis of the synectics exercise, namely: personal
understand that understanding to increase creativity analogy, direct analogy, and compressed conflict. In
freely in their life and work. Creativity can be personal analogy, students are asked to be part of the
improved through a conscious analysis that directs it physical elements of a problem or object (person,
to describe and create training procedures that can be plant, animal, or inanimate object). Personal analogy
implemented in schools and in other settings. emphasizes empathetic engagement. Example, "Be a
Third, creativity discovery is the same for all car engine. How do you feel?. Describe your feelings
fields (not only in art) and is characterized by the when you are turned on in the morning; when your
underlying intellectual process similarities. Fourth, battery runs out; when you arrive at a red light (stop
Invention/discovery (creative thinking) both sign)! "Explain how air pressure like you are in a
individually and in groups has in common. small room and many people"
Individuals and groups generate ideas in a similar The direct analogy is a simple comparison of
way/pattern. Creativity is not merely a personal two objects or concepts. The comparison should not
experience, but it can be donated (be shared) with be identical in all aspects. The function of the
others. compromise is only to change the conditions of the
The special process of synectics is developed actual situation of the topic or problem into another
from a number of psychological assumptions. The situation to bring up new ideas. Identification can be
first assumption is to engage students in the creative against people, plants, animals, or inanimate objects.
process consciously and by developing creative aids, For example, "concave lenses show what kind of
we can enhance individual and group creativity. The personality", how to achieve success such as peeling
second assumption is that the emotional onion skin; "What if a polar bear is like a cold yogurt
component/element is more important than the drink"; "What is the state of energy in the system
intellectual element, the irrational element is more when compared to the body's sprinkling system
important than the rational departure. Irrational (excretion); ".
circumstances are the best mental environment for Conflict compression, in general, describes an
exploration, expansion, the emergence of fresh ideas. object using two opposite words or contradicting one
The third assumption is the emotional element, the another. Conflict compression reflects students'
irrational element must be understood to increase the ability to combine two terms of reference against a
likelihood of success in problem-solving (Gordon, single object. The wider the distance between the two
1961, in Joyce & Weil, 1987). Thus, the analysis of terms of reference, the greater the mental flexibility.
irrational and emotional processes can help Example: "A friendly enemy"; "Life-saving
individuals and groups enhance creativity through the destroyer" "soft aggressiveness".
use of irrationality constructively. Gordon's Here will be presented syntax (steps) learning
assumptions are in line with the social factors that model synectics as follows. There are two strategies
influence creativity (see Amabile, 1990) and the or teaching models based on synectics.
brainstorming process. Irrational aspects can be The first strategy: creating something new,
understood and controlled consciously using designed to make something known (problems, ideas,
metaphors (metaphors) and analogy (analogy). Both products) into something new or with a creative point
are synectics objects. Through both, the process of of view.

68
 Journal of Education, Teaching and Learning
Volume 2 Number 1 March 2017. Page 65-70
p-ISSN: 2477-5924 e-ISSN: 2477-8478

==============================
First Strategy Syntax of Synectics Model : To get a clearer picture, it is helpful for
Creating something that is already known becomes teachers interested in applying synectics model
something new syntax to read examples of learning scenarios
---------------------------------------------------------------- presented in Models of Teaching (Joyce & Weil,
Phase 1 : Describe the current conditions 1987: 159 - 163).
The teacher asks the students to describe There are two effects that are expected from
the situation or topic when they see it now. the application of the Synectics model, namely the
Phase 2 : Direct Analogy effect of learning (direct) and co-effect. In terms of
Students suggest a direct analogy, choose learning effect (instructional), this model is expected
one and explore (describe) it further. to improve the general creative ability and creative
Phase 3 : Personal Analogy ability of the teaching material domain. Meanwhile,
The student "becomes" like the student's the effect of the attachment is the increase of learning
chosen analogy at phase 2. result of a teaching material and cohesion
Phase 4 : Compression Analogy togetherness and increase productivity.
Students use their descriptions from phases
2 and 3 and suggest some conflict analogy,
and choose one of them. IV. CONCLUSIONS
Phase 5 : Direct Analogy In fact, no single method, model, approach to
The student makes and chooses another teaching, any other term, is considered "the best and
direct analogy, based on the analogy of the most suitable" for all the conditions (context) and
compression conflict. teaching materials. The implication is, it needs
Phase 6 : Re-test the original task pedagogical consideration in selecting and applying a
The teacher asks the student to go back to teaching model. For example, regarding the
the task, topic, the original problem by characteristics and content of teaching materials, time
using the last analogy and/or the whole allocation, objectives, availability of facilities and
analogy. infrastructure, student characteristics, and desired
Second Strategy: creating something new or an effects. In this context, the modification of a teaching
unknown idea into something more meaningful model, perhaps very, is needed for its application to
(more familiar). be more effective and efficient.
The courage to try to apply a learning model
============================== will provide a meaningful "personal experience."
Second Strategy Syntax of Synectics Model :
Experience and willingness or spirit to improve
Creating something new becomes something more
ourselves continuously this is what became, one of,
known factors that influence the improvement of the quality
Phase 1 : Substantive Input of a teacher.
Teachers provide information on new
topics.
Phase 2 : Direct Analogy REFERENCES
Students suggest a direct analogy and ask
students to describe the analogy. Carin & Sund. 1995. Teaching Modern Science. New
Phase 3 : Personal Analogy Jersey: Merril Prentice Hall
The student "becomes" like the student's Joyce, B. & Weil, M. 1987. Models of Teaching (3rd
chosen analogy in phase 2. edition). New Jersey: Printice-Hall, Inc.
Phase 4 : Comparing Analogy Depdiknas. 2001. Dengan Buku Jelajahi Dunia.
The student identifies and explains the Buletin Pusat Perbukuan.
points of similarity between the selected Matlin, M.W. 1994. Cognition. (3rd edition). Florida:
topic and the direct analogy. Harcourt Brace Publishers.
Phase 5 : Explain the differences Morten, P. & Vanessa, K. 2007. Creativity in
Students explain why the analogy they Science Education: Perspectives and
made does not match the chosen (new) Challenges for Developing School Science.
topic. (http://www.redorbit.com/news/science/91532
Phase 6 : Creating an Analogy 0/ Creativity_in_Science Education_
Students present their own analogy and Perspectives_and_Challenges_for_Developing
explore (search for) similarities and School/index.html).
differences. Tilaar,H.A.R. 1999. Beberapa Agenda Reformasi
====================================== Pendidikan Nasional dalam Perspektif Abad
21. Magelang: Tera Indonesia.

69
 Journal of Education, Teaching and Learning
Volume 2 Number 1 March 2017. Page 65-70
p-ISSN: 2477-5924 e-ISSN: 2477-8478

Trowbridge, L.W & Bybee, R.W. 1990. Becoming a

Secondary School Science Teacher (5th
edition). Columbus, USA: Merril Publishing
Company.
Woolfolk, A.E. 1995. Educational Psychology (6 rd
edition). Boston: Allyn and Bacon.

70

View publication stats