The purpose of this study is to develop an instrument of student creativity element by exploring creativity constructs for the formation of TVET student creativity instrument. The absence of creativity research affects Institutions of Higher Learning (HEIs) in improving the employability of graduates and preparing students for the workplace in an ever-changing industry.This study uses a qualitative approach through interviews as a case study method. The qualitative data analysis process was based on 3 stages of data processing by Miles and Huberman (1994) and NVIVO 12 Plus software was used to analyze the interview transcripts to form themes and subthemes. The qualitative data analysis identified eight elements related to the relevant elements of creativity, namely: intelligence, knowledge, thinking style, personality, motivation, environment, generic/soft skills, and mind mechanisms. Of the 8 constructs that emerged, they formed 24 dimensions. The implication of this study is to identify the elements needed to enhance the creativity of TVET students from the experts' point of view. Further study is to use survey method to see the level of creativity of TVET students by using the instruments that have been produced.
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In-Text Citation: (Wahab et al., 2022)
To Cite this Article: Wahab, A. R., Saud, M. S., & Kamin, Y. (2022). Development of Creativity Instrument for Technical Education and Vocational Training Students. International Journal of Academic Research in Business and Social Sciences. 12(6), 1754– 1769.
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