The Effectiveness of Psychologycal Empowerment to Increase

Teacher Creativity in Learning: Literature Review

Shoikhatul Jannah

, Niken Titi Pratitisy

and Abdul Muhid

Universitas 17 Agustus 1945, Sukolilo, Surabaya, Indonesia

UIN Sunan Ampel, Wonocolo, Surabaya, Indonesia

Keywords: Psychological Empowerment, Teacher Creativity,

Learning.

Abstract: Modernization of technology and digitalization in the era of the industrial revolution 4.0, brings changes in

all

sectors

of life, including the world of education. The shift from teacher-centered learning models to

student-centered

learning

requires teachers as educators to be able to develop learning strategies that are not

boring, accommodating and

remain

varied so that students can remain educated with quality. This is where

creative teachers are needed so that from

their

hands can produce superior students with character according

to the goals of Indonesian national education. One of

the

efforts to increase teacher creativity in learning can

be done by applying psychological empowerment strategies

for

teachers. Through a review of several

literatures, this study aims to determine the effectiveness of

psychological

empowerment to increase teacher

creativity in learning. Using a literature study by conducting library searches

sourced

from books on

Psychology, Education and Creativity, as well as several scientific research articles in various

journals,

there

is sufficient evidence that psychological empowerment is quite effective in increasing teacher creativity

in learning.

1 INTRODUCTION

Technological modernization and digitalization thas

dominated the industrial revolution 4.0. It has had a

tremendous impact not only in the industrial sector

itself but also in the education sector. The ease of

access to global information has an impact on the

dynamics of the learning process, so that the

orientation of education today is not only oriented to

current needs, but is also directed to pay more attention

to the needs of the world of education in the future.

(Husnani, et al, 2019). Education is also expected to be

better and able to adapt to the times and make various

changes (Ghifar, et al, 2019) by constantly integrating

innovative learning methods to improve the quality

of learning processes and outcomes. (Halili, 2009).

Therefore, education in the 4.0 era requires harmony

between humans and information technology in order

to obtain problem-solving solutions, as well as create

creative and innovative opportunities to improve

various sectors of life (Yunita, 2021).

Supported by the shift of current learning

paradigm which is no longer teacher-centered but

more student-oriented or student-centered, so, the

biggest challenge in the world of education today

actually lies on the shoulders of teachers as educators

(Pratitis, 2019). Especially the challenges related to

the mastery and adaptation of teachers to technology

(Gusmaneli, 2012), to be able to compete in the midst

of the information wave (Fitria et al., 2018), to be able

to develop themselves (Ilgen & Pulakos, 1999) and to

have adaptive work behavior (Allworth & Hesketh,

1999). This is where teachers are required to get out

of their comfort zone, get out of old habits in teaching

that are no longer in accordance with the development

of Indonesia's national education policy as mandated

in Law No. 14 of 2005 concerning the main task of

teachers, namely educating, guiding, teaching,

directing, training, assess, and evaluate students.

On the other hand, the development of the world

of education during the Covid-19 pandemic situation

also requires learning that must be carried out in

accordance with the Circular Letter of the Minister of

Education and Culture No. 4 year 2020 which

emphasizes the principles of learning from home

(BDR) that it finally encourages a stronger demand for

teachers to prepare themselves to face changes in

curriculum, media, methods, and learning

infrastructure. (Murdiana, 2020) by developing

creativity in learning. In fact, in the field, there are still

Jannah, S., Pratitisy, N. and Muhid, A.

The Effectiveness of Psychologycal Empowerment to Increase Teacher Creativity in Learning: Literature Review.

DOI: 10.5220/0010809900003347

In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 151-158

ISBN: 978-989-758-580-7

151

many students who have not had the full opportunity

to build & provide their interpretation of learning

materials according to the learning objectives to be

achieved. In fact, it is undeniable that there are still

many teachers who lack insight & tend to only deliver

learning materials according to books or learning

modules.

Observing these conditions, educational

institutions is responsible for increasing the

development of teacher creativity in an effort to

improve the quality of the learning process which

leads to the achievement of the final result, namely

the achievement of optimal graduate results

(Riyadhel, et al, 2019). However, through their

creativity, teachers who play a crucial role in efforts

to improve student learning achievement can present

new learning models or strategies or modifications of

existing learning models (Wijaya, 1991). It is hoped

that with their creativity, teachers can make students

more enthusiastic about receiving learning materials

(Pentury, 2017) and become more motivated to learn

(Wijaya, 2018).

Efforts to increase teacher creativity in learning,

of course require the right strategy, which can

accommodate teachers using their abilities when

working by using their experience, knowledge, and

motivation in order to produce good performance

(Simarmata & Nicholas, 2009). One alternative

strategy to increase teacher creativity which is

considered by researchers to be quite capable of

fulfilling these requirements is through psychological

empowerment of teachers.

Psychological empowerment of teachers, of

course, is also expected to increase motivation and

increase work productivity, as well as help increase

participation which has an impact on the

implementation of good learning (Simarmata &

Nicholas, 2009). In fact, through psychological

empowerment of the teacher, May et al (2004) stated

that the spirit of the teacher can also develop

maximally and be actively involved both cognitively,

emotionally and physically. Akbar (2018) also adds

that individuals who feel empowered will be more

confident, so they become more active at work. This

is possible because through psychological

empowerment, power and control are used as an effort

to encourage the emergence of an individual belief

state (belif state), which is motivational and

informally arises from within the individual (Debora,

2006).

Through psychological empowerment, teachers

are expected to increase their creativity because they

are more confident in teaching or delivering learning

materials, do not hesitate to try new things, are able

to create new things (Fatmawati, 2018) in an effort to

motivate student learning. his students. Teachers who

are creative in learning, mean being able to create

something new, either in the form of concrete objects,

concepts, or creative ideas that can solve a problem or

in a certain way to be used in addressing everyday life.

Even creativity, which according to Munandar (2011)

basically involves knowledge, logic, imagination,

creativity, teachers will be able to find various

solutions related to problems faced when teaching,

penetrate limitations in delivering material and

develop their knowledge in utilizing technology and

various information in the digital world to support

teaching. Therefore, according to Munandar (2011)

creativity which is basically the ability to think based

on available information with reference to the quality

and quantity, effectiveness and diversity of the

answers, will make teachers able to utilize various

sources of information to support them in achieving

the learning objectives themselves.

2 METHOD

The use of this type of method in this study uses a

literature review, which is a systematic, explicit and

reproducible method for identifying, evaluating and

synthesizing research works and ideas that have been

produced by researchers and practitioners (Ulhaq et

al., 2020). The literature review itself, according to

(Ulhaq et al., 2020) aims to analyze and synthesize

existing knowledge related to the topic to be studied

to find empty space for research

to be carried out.

intuition, incidental events, is actually a constructive

evaluation in finding new relationships between ideas

and objects. Therefore, with their Okoli & Schabram

(2010) state that the purpose of a detailed literature

review is (1) to provide a theoretical background/base

for the research to be conducted, (2) to study the depth

or breadth of existing research related to the topic to

be studied and (3) to answer questions. -practical

questions with an understanding of what has been

produced by previous research. Based on these goals,

Ramdhani, Amin & Ramdhani. (2014) explains that

there are four stages in making a literature review,

namely (1) choosing topics to be reviewed, (2)

tracking and selecting suitable or relevant articles, (3)

analyzing and synthesizing literature and (4)

organizing review writing.

Various sources of reference for this research

come from various books and research articles related

to creativity and psychological empowerment. A

literature review of articles in previous research

journals, both printed and online, has a range of

ICPsyche 2021 - International Conference on Psychological Studies

152

research years from 1995 to 2019 which were browsed

by researchers using several online reseachgate

media, Google Scholar and the Garuda and Sinta

portals. The list of literature review references used in

this study can be seen in table 1 below:

Table 1: List of Research Literature Review References.

Title of Research Article / Reference Book

Researcher Source

Pengaruh Pemberdayaan Psikologis terhadap

Perilaku Kerja Adaptif (Studi pada Dokter di 5

Rumah Sakit Nirlaba Jakarta dan Yogjakarta)

Maharsi Anindyajat, dkk

Inquiry Jurnal Ilmiah

Psikologi, 9(1), 1-15, Juli

2018.

Psychological Empowerment in The Workplace:

Dimensions, Measurement, and Validation

Spreatzer, G. M.

Academy of Management

Journal, 38(5), 1442–1465.

1995

Taking stock: A review of more than twenty years

of reseach on Empowerment at Work

Spreatitzer, G. M.

The Hand Book of

Organizational Behavior.

2017. Los Angeles: Sage

Publications

Psychological Empowerment pada agen

Perubahan: Studi Kasus dalam Organisasi

Sektor Publik

Mimy Oktaviani & Rayini

Dahesihsari

Jurnal Psikologi Sains dan

Profesi, 2, 153-159. Agustus

2018

Peningkatan Kreativitas Guru Melalui

Pengembangan Supervisi Kepala Sekolah dan

Iklim Organisasi

Riyadhel Ghifar, dkk

Jurnal Manajemen

Pendidikan 7(2), Juli 2019

Pengembangan Kreativitas Guru Dalam

pembelajaran Kreatif Pelajaran Bahasa Inggris

Helda Jolanda Putri

Pentury

Factor Jurnal Ilmiah

Kependidikan, 4(3), 265-272.

Nopember 2017

Pengembangan Kreativitas Guru dalam

Pembelajaran Matematika

Rahmat J, Boby E &

Murdiana

Jurnal pendidkan

Matetmatika Raflesia, 5(02),

153-160. Juni 2020.

Organizational Behavior Colquitt et al

2011. New York: Mc Graw-

Hill.

Upaya Pembaharuan dalam Pembelajaran Cece Wijaya

1991. Bandung: Penerbit

Remaja Rosdakarya

Pengembangan Tes Kreativitas di Bidang

Arsitektur

Niken Titi Pratitis

1999. Disertasi. Universitas

Airlangga Surabaya

Kreativitas dan Keberbakatan: Strategi

Mewujudkan Potensi Kreatif dan Bakat

S.C.U. Munandar

1999. Jakarta: PT. Gramedia

Pustaka Utama.

Pengembangan Kreativitas Anak Berbakat S.C.U. Munandar

1999. Yogyakarta: Penerbit

Rineka Cipta

Wajah Pendidikan Nasional Indonesia di Era

Milenial (Kata Pengantar dari Psikolog)

Niken Titi Pratitis

2019. Sekolah Masa Depan.

Antologi. Surabaya : Galaksi

Aksara Kita

Memupuk Bakat dan Kreativitas Siswa Sekolah

Menengah Petunjuk bagi Guru dan Orang Tua..

Gramedia

Connie Semiawan,

A.S. Munandar, & SCU,

Munandar.

1990. Jakarta: PT. Gramedia

Pustaka

The Effectiveness of Psychologycal Empowerment to Increase Teacher Creativity in Learning: Literature Review

153

3 DISCUSSION AND RESULTS

3.1 Creativity

Creativity can be interpreted as an individual's ability

in terms of intelligence, psychological style and

individual personality to be able to produce a new

work or idea based on intelligence, fluency,

flexibility, and poficiency (J. L. Campbell, 2007).

Creativity can also be seen as an individual's ability

to solve problems without creating new problems so

that a goal is achieved through a process or product

form that can provide convenience to the surrounding

environment (J. Campbell, 2017).

In fact, creativity is often interpreted as the result

of interactions between individuals and the

environment that influence and are influenced by each

other, and can also hinder the creative efforts of

individuals and their environment (Munandar, 1999).

Colquitt, et al. (2011) states that creativity is

characterized by the emergence of new ideas in work

activities, solving problems in carrying out innovative

activities. This is possible because in fact, creativity

is an individual's ability to develop knowledge so that

it can produce new ideas or ideas that are useful in

solving every problem faced by individuals and their

environment.

Hellriegel & Slocum (2011) states that creativity

is an individual's way of visualizing, applying an idea

or concept or new association from an existing or new

one and bringing benefits to others. Colquitt et al.

(2011) states that creativity is the emergence of new

ideas at work, which can later solve problems so that

they can lead to more innovative activities. In

conclusion, creativity is an individual's skill in

thinking that is different from what other people

usually think, thus giving rise to a creative idea, or a

novelty that has appropriate value for oneself and

others.

3.2 Elements of Creativity

Fisher & Williams (2004) mentions that some of the

main elements of creativity, including 1) Motivation,

both from within and from outside the individual; 2)

Inspiration, which arises from the individual's

willingness to learn a lot about a knowledge; 3)

Development (gestation), which arises because of the

opportunity to create something new related to

creativity; and 4) Collaboration, namely collaboration

created by external parties or community support to

achieve goals so that it can lead to creativity in

individuals.

3.3 Characteristics of a Creativity

Teacher

Brown as quoted by Balnadi (1985), mentions the

characteristics of creative teachers, namely: 1)

Having an unusually high sense of curiosity

(curiosity), 2) Every thing must be analyzed first,

then filtered, qualified to be studied and understood,

then stored in the memory of knowledge, 3) the

intuition of creative people is very sharp, 4) self-

disciple which means that before making a decision,

they must consider many things, 5) never feel satisfied

with the achievement of temporary results, 6) enjoy

introspection, 7) have a personality very strong.

Mulyana (2010) states that creative teachers will

be able to create new forms of learning models or be

able to create new creations that are definitely

different from teachers in general. Creative teachers

will never be satisfied with just delivering a material.

He will always look for the right and appropriate way

that is fun so that the material that will be taught can

be easily accepted and understood by students.

3.4 Creativity Theory

Creativity in education can be created and can be

taught through the understanding that every individual

has an ability to be creative. That is, creativity can

emerge as a result of the process of interference from

the surrounding environment. Therefore, the main

factors in supporting creativity include personal

factors and environmental factors (Tekeng, 2016).

On the other hand, so far, there are not many

theoretical approaches to creativity that vary in scope

and methods (Pratitis, 2019). There have been many

attempts to classify creativity theory, one of which is

the classification proposed by Gowan as quoted by

Pratitis (2019) which categorizes creativity theory

into five fields that range from rational to non-

rational. First, theories that are cognitive, rational and

semantic in nature. Second, the theory related to

personality and environmental factors. Third, theories

that emphasize creativity as a result of mental health

preconscious as a source of creativity, and finally,

theories that have connections with psychedelic

(uncontrolled) phenomena such as extra-sensory

perception.

In contrast to Gowan, Runco (in Pratitis 2019)

prefers to classify creativity theories based on several

approaches, namely biological perspectives; health

and clinical; social, attributional and organizational;

and educational perspectives. Almost the same

classification was put forward by Kauffman & Baer,

Sternberg, Kauffman and Sternberg (in Pratitis,

ICPsyche 2021 - International Conference on Psychological Studies

154

2019), namely grouping creativity theory based on

several approaches, namely cognitive,

developmental, and educational approaches. The

developmental and educational approaches have

actually included approaches from a personality and

social perspective.

In contrast to other creativity figures, Munandar

(1999) actually classifies creativity theories based on

the 4 P approach, namely Person, Press, Process and

Product. Therefore, Munandar's theories of creativity

are viewed from the approach to the formation of

creative personality, the approach to the factors

driving creativity, the approach to the process of

forming creativity and the approach to the creative

product model.

However, referring to Pratitis (2019), which is one

of the references for this research, the classification

of creativity theories can basically be divided into

three approaches, namely the cognitive approach, the

personality approach, and the social approach and

creative product assessment.

3.5 Creativity Indicator

Indicators of creativity according to Hellriegel &

Slocum (2011) include: 1) Novelty and psychological

adjustment. Fourth, theories that place the importance

of the of ideas. 2) The novelty of the concept, 3)

Bringing up new things, and 4) Finding something

that has never existed and is new. Meanwhile,

according to Colquitt (2011), it is stated that the

characteristics of creative individuals are 1) Happy to

learn something new, 2) Trying to find new ways or

find new opportunities that are different and certainly

better at work, 3) Always optimistic at work, 4) Open

to the discovery of new ideas that are more perfect.

3.6 Teacher Creativity in Learning

The challenges of teachers today to have a major role

in the development of creativity, including:

developing critical thinking skills in students, giving

students flexibility to reconstruct, interpret, and

express their ideas, use constructivism and

development of thinking, selection of methods or

media that can support and develop the creativity of

students, the teacher's understanding of the essence of

learning itself (Murdiana, 2020).

Lattuconsina as quoted by Pratitis (2019) states

that when the educational curriculum has been made

very creative, but the teachers are still low on

creativity, of course the results obtained will not be

optimal. The research of Wang (2011) and Pratitis

(2012) shows that it is the creative teacher who can

carry out the creative learning process and give birth

to creative students. Especially when there have been

several rapid changes that require an adaptive attitude

in responding to the demands of environmental

developments, namely by developing flexible

thinking patterns and creativity. The role of creative

teachers to develop the potential of individual

creativity is the key to producing creative individuals

(Pratitis, 2019).

Enhancing creativity is actually an integral part

of every educational program (Munandar, 1999),

and should even permeate the curriculum and

classroom climate through factors of acceptance of

individual uniqueness, open-ended questions,

exploration or exploration, and the possibility of

making choices. Through their creativity, teachers

can relate all activities in the classroom that lead

students to find solutions in facing various challenges

and not just fixate on old habits (Pratitis, 2019).

Therefore, teacher creativity in learning can be

described as the ability of teachers to find a strategy,

model or unique learning technique that can stimulate

and motivate students in learning, so that learning

objectives can be achieved optimally. The creativity

of a teacher in the learning process has an

extraordinary contribution in improving the quality

of achievement of student learning outcomes

(Wijaya, 1991). So, with the development of teacher

creativity, new strategies, models or learning methods

can be found as well as modifications of existing

strategies, models and methods.

3.7 Psychological Empowerment

Empowerment is giving individuals the opportunity to

be able to use their abilities when carrying out work

activities while still paying attention to the use of their

experience, knowledge, and motivation to produce

better performance (Debora, 2006). Psychological

empowerment is a set of psychological conditions

needed by individuals to feel in control of their work

activities. This concept refers to the understanding that

empowerment is a personal belief that individuals

have regarding their role in an organization (Spreitzer,

2007). Thomas & Velthouse (1990) explained that

psychological empowerment specifically, namely as

an intrinsic motivation that is reflected in individuals

in their roles at work, includes:

• Meaning. That is, the value of what is the goal

of work, of course related to the standards

made by individuals, requires a match between

roles in work with beliefs or values owned by

individuals and their behavior. Significance

relates to the standard of individual needs.

The Effectiveness of Psychologycal Empowerment to Increase Teacher Creativity in Learning: Literature Review

155

•

Competence. That is related to self-efficacy,

which is the belief that individuals have in their

own abilities for an activity by using their

expertise. This is in line with the term agency

beliefs, an expertise possessed and expectations

from the efforts that have been given (Bandura,

1989). This dimension is labeled competent over

self-esteem because it focuses on overall

efficacy.

•

Self-determination. That is the feeling of the

individual having the authority to choose or

carry out his work. This is related to

responsibility for actions related to his work.

•

Impact. That is the degree to which a person

feels the extent to which he can influence a job

outcome.

Together, these four aspects can actively reflect

the individual's adjustment to work. The combination

of these four aspects forms one construct, namely

psychological empowerment, or it can also be

interpreted that if one aspect of psychological

empowerment is not present, then the level of

psychological empowerment will not be maximized

(G. Spreitzer, 2007).

Psychological empowerment shows that it affects

the adaptive work behavior of doctors (Maharsi

Anindyajati, 2018), psychological empowerment also

has an influence on the effectiveness and productivity

of individual work behavior (Chen, et al, 2007);

Koberg, et al, 1999; Liden, et al., 2000; Spreitzer,

1995) Psychological Empowerment for change agents

is needed in the role of overcoming various obstacles

in initiating and implementing change (Oktaviani &

Dahesihsari, 2018).

3.8 The Correlation between

Psychological Empowerment and

Increasing Teacher Creativity in

Learning

Teachers who feel themselves capable and able to

develop creativity in developing these competencies

well and the teacher feels the meaning and finds the

benefits of developing these competencies, the

teacher will feel empowered in his work, this meaning

is related to the individual's concern and

meaningfulness for what he does in his work. his

work (G. M. Spreitzer, 1995) ; (Thomas & Velthouse,

1990). On the other hand, teachers who feel they can

carry out learning activities using the skills they have

are sure that they can carry out the learning process

with maximum results. Employees who feel

empowered will tend to be effective and proactive in

carrying out their responsibilities (G. M. Spreitzer,

1995).

Teachers who have self-determination will be able

to work together and coordinate with other parties for

the smooth learning process, so that all forms of

problems will be quickly resolved with cooperation

and coordination with other parties. A well-

established cooperation that can solve problems that

can support the struggle of change agents will be

additional energy in carrying out their obligations and

solving problems. (Oktaviani & Dahesihsari, 2018).

Teachers who feel able to make a real impact in

learning so that teachers are encouraged to continue

to try to develop their professional competence in the

hope of providing extraordinary work results for

themselves and the environment in which the teacher

carries out learning activities. Therefore, the creativity

of the teacher can provide a better change for students

and the school environment. Individuals by showing

satisfactory work results can have a significant

impact on the organization and individual satisfaction

and feel empowered (Oktaviani & Dahesihsari,

2018).

Teachers who feel that they are empowered by

the institution where they work, the teacher will find

meaning in each of their work and even be able to

make themselves the 'driver' of empowerment,

channeling their energy to do a better job (Spreitzer;

Kizilos, & Nason, 1997). On the other hand, it is

undeniable that teachers will be encouraged to be

more creative if they are supported by a positive

organizational climate, so that teachers feel they have

the flexibility to convey ideas.

A leader who can inspire and motivate

subordinates also affects the creativity of the teacher,

so that the teacher will feel free to express all his ideas

or ideas. Teacher creativity can emerge and grow and

be developed properly so that the goals of the school

organization can be achieved (Ghifar, et al, 2019).

Thus, psychologically empowered teachers will show

the characteristics of always developing creativity in

learning, which really requires high awareness to

switch to constructivism and open learning patterns,

able to develop thinking skills, able to choose

learning methods or media that can support &

develop students' creativity (students). center)

appropriately, have the same understanding of

learning, able to find steps for creativity-based

learning; able to recognize and identify problems in

learning and their students, able to collect

information, draw up temporary conclusions, and test

these temporary conclusions, so that they do not

experience difficulties when assessing and making

decisions (Murdiana, 2020).

ICPsyche 2021 - International Conference on Psychological Studies

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4 CONCLUSION

The conclusion that can be drawn from the results of

the literature review in this study is a teacher who feel

psychologically empowered (psychological

empowerment) will feel meaningfull in their work, so

that they will be able to foster creativity from within

the teacher to further improve competence in carrying

out tasks in dealing with problems. challenges as a

teacher in the modern and digital era of industry 4.0.

So, with the increase in teacher creativity, the

achievement of teacher performance every year will

also increase and have a positive impact on teachers,

students and schools. This is where psychological

empowerment becomes effective for fostering teacher

creativity in learning which has implications for the

teacher to become a professional teacher figure in

carrying out his duties.

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