Application of Lateral Thinking Methods in Creative Process of

Gestalt Images as a Plagiarism Prevention Efforts

Tiyas Maheni D. K.

, Dwi Agnes Natalia Bangun

, Anggi Anggarini

Politeknik Negeri Jakarta, Jalan. Pr. Dr. G. A. Siwabessy, Depok, Indonesia

Department of Printing Technique and Publishing

Keywords: Plagiarism, Graphic Design, Lateral Thinking

Abstract: This article explains the application of lateral thinking methods in the graphic design process, especially in

the creative process of gestalt images by students of Graphic Design Study Program to prevent acts of

plagiarism. Time constraints, lack of ideas, and laziness are the three main factors causing plagiarism in the

gestalt design process, supported by the ease of internet access where gestalt image references can be obtained

from various sources. In an effort to prevent the occurrence of plagiarism due to the imitation of concepts,

shapes, compositions, and superficiality in modifying the elements of the image at the process stage of gestalt

design, students are provided with visual exploration exercises by applying lateral thinking methods. This

method is applied by making alternative images that use stylation, distortion, and deformation of objects.

Lateral thinking methods can reduce forms of plagiarism in the making process of gestalt images. Before the

application of lateral thinking methods, the number of plagiarism-indicated works amounted to 68%. After

applying the lateral thinking method, only 13% of the works indicated plagiarism and the remaining 87%

were not indicated as plagiarism. Through lateral thinking methods, students make visual alternatives in the

design sketching process. This exercise provides opportunities and space for students to create creative

concepts, forms, and new compositions so that plagiarism in gestalt tasks can be prevented.

1 INTRODUCTION

Based on the survey conducted by the Alumni

Reference Group (ARG) Team in 72 Universities in

Indonesia, it was stated that there were still many who

did not know and were aware of plagiarism so that

they often did not realize that they had committed

plagiarism. Besides, there is still wrong mindset and

misperception stated that the taking of ideas,

problem or may be already prevalent (Mochtar,

2014).

Maheni (2017) found that forms of plagiarism

carried out by students in gestalt image making

process by imitating the concepts, shapes and image

composition, and superficiality in modifying image

elements. Based on this, it is necessary to make

strategic efforts in the learning process so that these

actions can be prevented as early as possible so that

acts of plagiarism can be avoided.

According to De Bono, the purpose of lateral

thinking is to view problems in different ways, to

rearrange patterns, and to generate alternatives.

Lateral thinking is related to the generation of new

ideas and is also related to the prison breakdown of

old concepts. Liberation from old ideas and

stimulation of new ideas is a twin aspect of lateral

thinking. Lateral thinking is very different from

vertical thinking that moves forward with sequential

steps. Lateral thinking opens alternative approaches

in each stage or process of thinking. Lateral thinking

is not a substitute for vertical thinking. Both are

needed and complementary. Lateral thinking is

generative, vertical thinking is selective (Kusumarini,

2004).

Lateral thinking ability has impact to the learning

achievement, which means that the better the lateral

thinking skills of students, the better the learning

achievement of the evaluation. There is a positive

learning ability towards learning achievement, which

means that the better the students' positive thinking

skills, the better their learning achievement

evaluation. This means that the lateral abilities and

positive thinking skills together influence on learning

performance evaluation, which means that the better

the lateral thinking skills and the ability to think

D. K., T., Bangun, D. and Anggar ini, A.

Application of Lateral Thinking Methods in Creative Process of Gestalt Images as a Plagiarism Prevention Efforts.

DOI: 10.5220/0009874800002905

In Proceedings of the 8th Annual Southeast Asian International Seminar (ASAIS 2019), pages 74-77

ISBN: 978-989-758-468-8

positively of students together, the better the learning

achievement of the evaluation (Leonardt, 2015).

2 METHODOLOGY

The method used in this study is to use a descriptive

hypothetical approach, which uses qualitative

analysis efficiently as a supporter. This method is

used to determine the actions needed in making

gestalt works. The qualitative approach results will be

strengthened by quantitative (comparing the images

before and after applying the application of lateral

thinking methods and matched with the reference

images used). If the percentage numbers show that the

images produced are different from the reference

images is higher than the similar one, then the

application of lateral thinking methods is said to be

successful in reducing plagiarism.

This study uses a filling system technique, namely

by making data categories classification based on the

equation of visual concepts, changes in shape,

changes in composition and elements combinations

of gestalt images. After that the data is interpreted by

the researcher, combined with concepts or theories

that support understanding of the phenomenon under

study. From data collection, data is processed through

observation, recording, in accordance with

predetermined categories.

The research was carried out with the flow

chart as follows:

Figure 1. Research Flow Chart

In this study, 40 respondents were given specific

and detail brief about the gestalt task. The task was to

create a whale and giraffe using gestalt principle

closure and create an apple and tree using gestalt

principle (figure ground). The lecturer has determined

the image of the whale, giraffe, apple and tree as a

reference, which will be compared or matched with

the results of the images produced by the students.

a. Phase 1

In the first phase, respondents were given the task

of creating gestalt images by applying the

predetermined gestalt principles (closures and

figure grounds). In this stage, the construction of

gestalt images has not been directed towards

applying lateral thinking methods. The resulting

image is matched with the reference image to be

analyzed by looking at the equation of the concept,

shape, composition and modification of the

resulting image.

b. Phase 2

The lecturer gives guidance on the process of

making gestalt images by applying the lateral

thinking method, namely by making several

alternative images in gestalt image assignments.

This initial stage is carried out so that students get a

general overview of the assignment and how to

solve it. Alternative image creation can be

generated by using several technics, which are

stylation, distortion, and deformation, described as

follows:

1. Stylation is simplifying or styling a form without

leaving its original form. In gestalt tasks,

stylation can be applied by simplifying the form,

becoming an iconic form that uses lines

(outlines), or reducing the details of the

anatomical structure of objects. The following is

the example of stylation drawing technic on

whale objects; The following is the example of

stylation drawing technic on whale objects;

Figure 2. Examples of picture using stylation technic

2. Distortion is distorting / exaggerating /

accentuating the shape of object. In gestalt tasks,

distortion can be applied by changing the shape

of the object of whales, giraffes, apples, and

trees so that the shape is no longer exactly the

same as the original shape, but objects can still

be identified. The following is the examples of

distortion drawing technic on whale objects;

Figure 3. Examples of picture using distortion technic

3. Deformation is rearanging the shape of the

object. In gestalt tasks, deformation can be

applied by rearranging the shape of objects of

Gestalt Image

Production by Using

Lateral Thinking Method

Implementation

Data and Information Analysis

Phase 2

Data Interpretation

Conclusion

Preliminary

Literature Study

Phase 1

Gestalt Image Production

Without Using Lateral

Thinking Method

Research Study

Report

Application of Lateral Thinking Methods in Creative Process of Gestalt Images as a Plagiarism Prevention Efforts

whales, giraffes, apples, and trees with other

forms, such as geometric shapes or abstract

shapes so that they eventually form objects of

whales, giraffes, apples, and trees. The

following is the examples of deformation

drawing technic on whale object ;

Figure 4. Examples of picture using deformation technic

In the sketching process, the lateral thinking methods

is applied by making 5 (five) alternative images for

each object and students are given the freedom to use

stylation, distortion, deformation, or a combination of

the three.

Figure 5. Lateral thinking method in gestalt images

making process

From several alternative images, one gestalt image is

selected and then be finalized. At the gestalt image

selection stage, there is a lecturer intervention on the

alternative image made by the respondent, which is

controlled through the assistance sheet.

Figure 6.Reference image of whale and giraffe using

closure principle of gestalt

Source : Google and Pinterest

Figure 7. Reference image of apple and tree using

figure ground principle of gestalt

Source : Google and Pinterest

3 RESULT AND DISCUSSION

The application of lateral thinking methods as a

prevention strategy for plagiarism in the making of

gestalt images, is achieved by comparing the results

of gestalt images produced without applying lateral

thinking and those produced by applying lateral

thinking. The comparation between those phases is

whether the respondent has changed the concept,

changed the form, changed the composition and

modified the reference / reference image used.

The comparation result is as follows :

Figure 8. Comparison result of gestalt images without

applying lateral thinking

Based on the table above, data shows that the gestalt images

made by respondents without applying the literal thinking

method are still indicated by plagiarism (having similarities

with the reference image used) more than 60%. Only 33.8%

made changes to the concept, 31.9% made changes in form,

29.4% made changes in composition and 31.3% modified

the reference image.

While the results of the comparison of gestalt images

produced by respondents after applying lateral thinking

methods are as follows:

100

120

changeinvisual

consep

changeinshape Changesin

Composition

Modification

Comparisonresultofgestalt imageswithout

applyinglateralthinking

yes no

Gestalt Ima

es Alternative Selection

Gestalt Ima

e Final

Gestalt Image Production by

Using Lateral Thinking Method

Gestalt Image Alternative 1

(Stylation)

Gestalt Image Alternative 2

(Distortion)

Gestalt Image Alternative 3

(Deformation)

Gestalt Image Alternative 4

(Combination between drawing

technic)

Gestalt Image Alternative 5

(

etc

)

ASAIS 2019 - Annual Southeast Asian International Seminar

Figure 9. Comparison result of gestalt images alternatives

after applying lateral thinking methods

Figure 10. Result of gestalt images alternatives before

applying lateral thinking methods

Based on the table above, data shows that after applying the

lateral thinking method, there is a change in the results of

the drawing made by the respondent. The majority (more

than 70%) are not indicated as plagiarism. The resulting

image has a difference with the reference image. 70.6% of

the concept changes have been made, 97.5% of the images

have been deformed, 83.9% of the images have been

changed in composition and 96.1% of the images have

modified the reference image into a new or different image.

Figure 11. Result of gestalt images alternatives after

applying lateral thinking methods

Based on the table above, there is a significant

difference in the number of plagiarism-indicated

works between the gestalt images made without

applying lateral thinking methods and alternative

gestalt image results are made by applying lateral

thinking methods. On images that do not apply lateral

thinking methods, 68% of the images indicated

plagiarism. Whereas in the results of the drawings

made by applying the lateral thinking method, 13% of

the images indicated plagiarism thus the majority

(87%) of the work of the respondents did not commit

plagiarism.

4 CONCLUSION

The application of lateral thinking methods in making

gestalt images can or successfully reduce the number

of works indicated by plagiarism. The better the

lateral thinking abilities possessed by students, the

more original work can be produced in the making of

gestalt images. The lateral thinking method in making

gestalt images is applied by making alternative

images using stylation, distortion, deformation, or a

combination of the three.

REFERENCES

Kusumarini, Yusita, 2004, Berpikir Lateral Dalam

Prespektif Pembelajaran Desain, Jurnal Dimensi

Interior. Vol. 2. No.1 Juni 2004 : 80-96.

Leonardt. 2015, Peran Kemampuan Berpikir Lateral Dan

Positif Terhadap Prestasi Belajar Evaluasi Pendidikan,

Cakrawala pendidikan, Jurnal Ilmiah Pendidikan, on

line ISSN 2442- 8620

Maheni, Tiyas dkk, 2017, Plagiarisme dalam Pembuatan

Karya Gestalt oleh Mahasiswa Program Studi Desain

Grafis Jurusan Teknik Grafika dan Penerbitan

Politeknik Negeri Jakarta”

Mochtar, Marhum. 2014. Kasus Plagiarisme Dan Upaya

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