Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

rosita, dwi; Manuharawati, Manuharawati; Khabibah, Siti

doi:10.12973/eu-jer.11.1.117

Cited by 6 publications

(4 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is following the opinion which states that in PBL the task of the teacher or lecturer is as a tutor or facilitator whose job is to develop the knowledge and skills of community members (students). The learning steps carried out include; (Dwi Ferdiani et al, 2022) 1. Lecturers provide lecture material based on active, creative, effective, and fun learning in elementary school, ideal for learning to be carried out according to theory.…”

Section: Resultsmentioning

confidence: 99%

Implementation of Problem-Based Learning to Develop Students Creative Thinking Ability

Utomo

2023

J. Edu. Method. Learn. Strategy.

View full text Add to dashboard Cite

This study aims to describe the application of problem-based learning to develop the creative thinking skills of PGSD. One of the advantages of the problem-based learning model is being able to train students in using the various concepts, principles, and skills they have learned to solve the problems they are facing. With the application of problem-based learning, the ability to think creatively can develop, because the creative thinking skills observed in this study are in the form of the ability to identify, analyze, solve problems, think logically, and make decisions correctly. Because the results of the verification process show that it is significant. There are many types of creative thinking-based learning models used to address educational problems, but one of the most effective is the problem-based learning model, which requires each child to have a unique set of beliefs and values. Complement one another, enabling teachers to think creatively for each student as they tackle a given problem.

show abstract

Section: Resultsmentioning

confidence: 99%

Implementation of Problem-Based Learning to Develop Students Creative Thinking Ability

Utomo

2023

J. Edu. Method. Learn. Strategy.

View full text Add to dashboard Cite

show abstract

“…The Pythagorean Theorem states that in a Rightangle triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. To master the Pythagorean Theorem, it requires ideas about angles and trigonometry (Dwi et al, 2022). Therefore, to solve it requires the ability to process and analyze problems and solve them with their own abilities.…”

Section: Introductionmentioning

confidence: 99%

Students Activities in Learning Pythagoras Theorems Using Desmos Application

Wulandari,

Siswono

2024

J. Math. Pedagogy (JoMP)

View full text Add to dashboard Cite

This study aims to describe the creative thinking skills of students in solving problems related to the Pythagorean Theorem using Desmos application. This descriptive research involved 3 Junior High School students in grade 9 in Sidoarjo (Indonesia) who each had high, medium, and low ability backgrounds. The task in the form of questions consisted of two questions asking students to create two different triangles. The results of the analysis showed that high-ability students were able to create two different triangles if they were given sides 3 and 4 in the form of a right triangle and an equilateral triangle. Students with moderate and low abilities were able to draw right triangles with Desmos, but had difficulty drawing isosceles triangles. Both of them drew an isosceles triangle, but with side lengths of 3, 4, and 6. These results illustrate that the use of Desmos helps students' ideas in finding answers in drawing triangles, but the basic abilities that students have can be an obstacle in completing the given tasks.

show abstract

“…Besides that, the problems given must be open-ended problems (Siswono, 2017;Sa'idah et al, 2021;Rivera & Lugo, 2020). Creative thinking skills can be seen when students are able to solve problems by proposing new ideas or resolving a problem (Liljedahl and Sriraman, 2006;Dwi et al, 2022). Exactly, there are three components involved in assessing creativity: fluency, flexibility, and novelty (Silver, 1997) Providing open-ended problems gives students an opportunity to use their skills to dig up information, link it to related concepts, and solve the problem in their own way.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Potential of Open-Ended Problem to Improve Students' Creative Thinking Skills in Mathematics Learning

Prasetyo,

Tuanaya,

Sangkala

2023

View full text Add to dashboard Cite

Abstrak Penelitian ini dilakukan untuk mengukur potensi penggunaan masalah terbuka dalam meningkatkan kemampuan berpikir kreatif siswa dalam konteks pembelajaran matematika. Metode penelitian yang digunakan adalah sistematik literature review dengan sumber data dari Google Scholar, Eric, DOAJ, Scopus, dan Science Direct menggunakan kata kunci "open-ended problem" dan "creative thinking". Hasil analisis data menunjukkan bahwa pemberian masalah terbuka berpengaruh positif pada kemampuan berpikir kreatif siswa. Literatur menyatakan hampir semua artikel mengakui bahwa masalah terbuka meningkatkan kemampuan berpikir kreatif siswa dalam pembelajaran matematika, bahkan pembelajaran berbasis masalah terbuka dapat lebih efektif. Kesimpulannya, soal terbuka berpotensi meningkatkan kemampuan berpikir kreatif siswa dalam matematika dan dapat dilatih melalui pembelajaran berbasis masalah (PBL). Penelitian lanjutan dianjurkan untuk mendalami pengaruhnya secara lebih rinci.AbstractThis research aimed to assess the potential use of open-ended problems in enhancing students' creative thinking abilities within the context of mathematics education. The research methodology employed was a systematic literature review, drawing data from sources such as Google Scholar, Eric, DOAJ, Scopus, and Science Direct, using the keywords "open-ended problem" and "creative thinking." The data analysis results revealed that the provision of open-ended problems had a positive impact on students' creative thinking skills. The literature consistently indicated that nearly all articles acknowledged that open-ended problems could enhance students' creative thinking abilities in mathematics learning, with some suggesting that open problem-based learning could be even more effective. In conclusion, open-ended problems have the potential to improve students' creative thinking skills in mathematics and can be cultivated through problem-based learning (PBL). Further research is recommended to delve deeper into their influence.

show abstract

Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

Cited by 6 publications

References 31 publications

Implementation of Problem-Based Learning to Develop Students Creative Thinking Ability

Implementation of Problem-Based Learning to Develop Students Creative Thinking Ability

Students Activities in Learning Pythagoras Theorems Using Desmos Application

Assessing the Potential of Open-Ended Problem to Improve Students' Creative Thinking Skills in Mathematics Learning

Contact Info

Product

Resources

About