This study is an experiment with pretest postest control group design having a goal to examine the role of open-ended approach  (OEA) on enchancing student’s mathematical critical thinking ability  (MCTA) and mathematical self regulated learning  (MSRL). Sample of this study are 59 seventh grade students from two classes selected randomly from 5 classess in in a Junior  High School in Garut. Instruments of this study were an essay MCTA test, and a MSRL Likert model scale. The study found on MCTA and on MSRL students getting treatment with OEA obtained higher grades than the grades of students taught by SA. The first group students attained MSCA and MSRL at fairly good grade level, while the second group students obtained at medium grade level, and they still encountered some difficulties on solving MCTA tasks. Besides that, the study also found  there is high asociation between MCTA and MSRL  and student performed active learning during OEA lessons.Keywords: mathematical critical thinking ability, self-regulated learning, open-ended approach
This article reported the findings of an experiment research having a goal to enchance students’ mathematical probelm solving ability (MPSA) and self regulated learning (SRL) by using realistic mathematics education (RME). Subjects of this research were 60 seventh grade students of a Yunior High School in Garut, and the instruments this research were an essay MCTA test, and a SRL scale. The research found that the grades of MPSA of students getting treatment with RME were higher than the grades of students taught by scienctific approach, however those grades were at low grades qualification. In addition, there were no different grades on student’s SRL. Beside that, stdudents in both classess still encountered difficulties on solving MPSA tasks, and there was no association between student’s MCTA and student’s SRL.Keyword: mathematical problem solving ability, mathematical self regulated learning, realistic mathematics education,
This article reported the findings of an experiment having a goal to enchance students’ mathematical creative thinking ability (MCTA) and disposition (MD) by using exploration approach (EA). Subjects of this research were 60 seventh grade students which selected puposively from 5 classes in a Yunior High School in Garut. The instruments of this research were test of an essay MCTA test, and a MD scale, The research found that the grades of MCTA of students getting treatment with EA were higher than the grades of students taught by scienctific approach (SA), however there was no different grades on student’s MD. Beside that, stdudents in both classess still realized some difficulties on solving MCTA tasks, and there was moderate association between student’s MCTA and student’s MDKeyword: mathematical creative thinking ability, mathematical disposition, exploration approach
This research was a pre test-post test experimental control group design having a goal to analyze  the role of Inductive-Deductive Approach (IDA) on improving  students’ mathematical creative thinking ability (MCTA) and self efficacy (MSE). Subjects of this research were  70  eleventh grade students from two classes selected purposively in a Senior High School in Garut. Instruments of this research were a MCTA test, and a MSE scale. The research found that the role of IDA was greater than the role of scientific approach (SA) on improving  students’ MCTA and MSE. Students getting treatment with IDA approach obtained MCTA and MSE at good grades qualification. While students taught by SA attained MCTA and MSE at low-moderate grades level.  Apart of those findings, the research found that students getting treatment with IDA encountered a litle bit difficulty  in solving MCTA tasks. In contrast students taught by SA experienced in allmost items of MCTA tasks. In addition, the research also found there was no assocition between MCTA and MSE and students performed good and active learning during IDA lessons.Keyword: mathematical creative thinking, mathematical self efficacy, model eliciting activities (IDA)
This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA test, and an MSC scale. The findings of this research were: students getting treatment with MTA reached MRA at a moderate grade level, and students taught by problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.
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