摘要：Key Word : creativity, abacus, childABSTRACT :Creativity is an individual's ability to solve problems and make the composition,product, or idea of what an original, useful or valuable to humans. In the worldof education and psychology of creativity is still not getting enough concern,this is because the concept of creativity is vast and diverse. And creativity willbe very important to note in a child, because it would be a valuable provision forhim in the face of competition and the challenges of life ahead. Observers tryingto find methods of education to help develop the creativity of children. One wayis to use a method of mental arithmetic or better known as the abacus. Abacus isa manual counters instrument easily digested and mental easily transformed intoindividual mental, a square with a vertical pole 13 and the bead. There is ahorizontal barrier in the top frame of the abacus, with a ratio of one bead aboveand four beads on the bottom, the way it works is by raising and lowering thebeads with a real finger. Seeing this researcher wanted to test how differentlevels of creativity among children who practice an abacus with children who donot practice an abacus. In this study researchers focused on primary schoolchildren aged 8-13 years old samples have high socioeconomic status, sequenceis the subject of the birth of first child, a sample size of families who belong tosmaller families, and has a level of intelligence that are categorized as averagecollection techniques data is done using Test CFIT (Culture Fair intelligencetest) scale 2A / b of Cattel and Cattel IQ to measure intelligence and verbalcreativity tests to measure creativity (CQ) of Munandar, subjects in bothgroups. And analyzed using parametric methods to test-t test of two independentsample (Independent-samples t test). Data analysis is done by using the help of acomputer program version SPSS 11.5 for windows. Based on research resultsobtained significance value of 0.292 (P> 0.05), then the hypothesis is rejectedmeans that there is no significant difference in creativity between children whopractice an abacus with a child who does not practice the abacus. And based oncalculations, the two groups namely group 1 (practicing abacus) and group 2(not practicing abacus) both have high empirical mean. The lack of creativedifferences between children who attend the abacus with the abacus in practicenot possible that some other factors which later led to the hypothesis in thisstudy was rejected. This is possible because both groups are influenced by manyinternal and external factors, outside the abacus training factors that support thedevelopment of creativity.
