Analisis Berpikir Kreatif Siswa Berkemampuan Matematika Rendah Dalam Menyelesaikan Ill-Structured Problem

Ghofiqi, Maulana Al; Irawati, Santi; Rahardi, Rustanto

doi:10.17977/jptpp.v4i10.12883

Cited by 3 publications

(5 citation statements)

References 6 publications

(7 reference statements)

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“…S3 also fails to show a unique solution to ill-structured problems. This is consistent with the results of Al-Ghofiqi et al (2019), who discovered that students with low mathematical abilities fail to show the uniqueness of their answers. S3 only estimates the weight gain target for 6 months without considering whether the weight target that has been made can make a child who was originally not ideal become ideal.…”

Section: Researchersupporting

confidence: 92%

“…However, research that explores students' creative thinking abilities in ill structured problems still a little bit. Some of these studies, such as that conducted by Al -Ghofiqi et al, (2019) are concerned with the creative thinking abilities of students who have low mathematical abilities when solving illstructured problems. Then, Firdausi et al (2021) accomplished another study on the creative thinking processes of high-ability students when solving ill-structured problems.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake

Antika,

Anjasari,

Kohar

2023

J. Math. Pedagogy (JoMP)

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In math learning, creative thinking is very important because it allows broad thinking to find new solutions to problems. This study aims to describe the level of students' creative thinking in solving ill-structured problems in the context of calorie intake. This type of research was descriptive with a qualitative approach. Researchers chose three students in class VIII with different mathematical abilities (high, medium, and low) based on their value as research subjects. To collect data, researchers used ill-structured problem tests and interviews. The data were analyzed based on the level of students' creative thinking and follow-up interviews. The results showed that in aspect fluency, S1 and S2 could give two correct answers, while S3 only gave one correct answer. Aspects of flexibility: S1 and S2 can provide alternative answers using different mathematical concepts, while S3 only provides one way of providing alternative answers. Aspects of originality: S1 can provide two unique solutions, while S2 and S3 produce ordinary solutions. Based on this, S1 is included in level 4 (very creative), S2 is included in level 3 (creative), and S3 is included in level 0 (not creative). Based on the results of this study, designed learning must stimulate students' creative thinking abilities, such as by providing problem-solving questions that allow students to solve them with various strategies.

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Section: Researchersupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake

Antika,

Anjasari,

Kohar

2023

J. Math. Pedagogy (JoMP)

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“…Mathematical thinking literacy can be investigated through students' answers to the problems given. Mathematical problems induce students' desire to solve them with the correct (Al -Ghofiqi et al, 2019). As the current education goal is to accelerate students' problem-solving skills, habituation of contextual problem-solving activities helps students understand the mathematics concepts used in formal education and daily life.…”

Section: Introductionmentioning

confidence: 99%

Students' Thinking Literacy Process in Mathematical Problem-Solving

Mukhlis,

Sa’dijah,

Sudirman

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study explores and investigates the process of students’ mathematical thinking literacy in solving mathematical problems. This qualitative descriptive research used a test sheet consisting of one item adapted from the PISA mathematical problem model and interview guidelines, as the instrument. One male and two female participants were selected based on problem-solving characteristics. After that, task-based interviews were carried out to investigate the process of students’ mathematical thinking literacy. Data analysis was initiated by reviewing, reducing, and concluding all collected data to describe students’ mathematical thinking literacy in solving mathematical problems. The findings suggest that mathematical thinking literacy is initiated by understanding the problem (understanding), presenting the problem in a simpler form (specializing) to represent ideas, and creating patterns or relationships (generalizing). Based on the relationship between the problem, the subject predicts a solution (conjecturing) or determines the solution to the problem, re-checks (justifying) the problem-solving process to find a logical final result, and communicates the reasons (convincing) to convince the truth of the results obtained. The results of this study help teachers understand the process of students’ mathematical thinking literacy in solving mathematical problems so that it can be used to determine the appropriate strategy in the learning process to improve students' mathematical problem-solving abilities

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“…(Nurjamil & Kurniawan, 2017). Then, Davidson & Sternberg also argue that problems with clear directions are called well-structured problems, conversely problems with no ambiguity regarding directions in solving them are called ill-structured problems (Al -Ghofiqi et al, 2019). The unclear flow of ill-structured problems means that these problems cannot be solved only by general procedures (Al -Ghofiqi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Problem solving abilities have become an interesting research focus. Students use most of their previous experiences and knowledge to facilitate strategies for finding solutions in solving ill-structured problems (Al -Ghofiqi et al, 2019). However, many students have difficulty solving ill-structured problems.…”

Section: Introductionmentioning

confidence: 99%

Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks

Auni,

Kohar

2023

J. Math. Pedagogy (JoMP)

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This study aims to describe the differences in the problem-solving abilities of well-structured problems and ill-structured problems models related to the concept of opportunity for Grade VIII junior high school students. Two students with the same mathematical abilities were selected to be subjects according to our research objectives. The results show that the two samples find it more difficult to solve well-structured problems than ill-structured problems. When at the stage of understanding the problem students need to read the questions repeatedly and when asked to retell the students can't do it well. In the questions of the type of well-structured problems subject 1 can only mention what is asked, but it is not appropriate to state the conditions needed to solve the problem and in subject 2 it is found otherwise, while in ill-structured problems it is not appropriate to write down what is known but write down what is asked with precise and knowing the requirements to solve the problem. Subject 1 uses logical and logical reasoning strategies. Then, subject 2 uses a trial and error strategy with logical reasoning. The two subjects carried out problem solving according to plan, carried out the re-checking stage, and were able to find solutions to problems that did not require calculations in them but could not find solutions to problems that contained calculations and had to be solved by utilizing the probability theorem. These results can be used as an evaluation in the learning process or a reference for further research.

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Analisis Berpikir Kreatif Siswa Berkemampuan Matematika Rendah Dalam Menyelesaikan Ill-Structured Problem

Cited by 3 publications

References 6 publications

Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake

Students’ Creativity in Solving Ill Structured Problem Context Calorie Intake

Students' Thinking Literacy Process in Mathematical Problem-Solving

Comparing Students' Problem-Solving Processes on Probability Tasks: Well-Structured and Ill-Structured Tasks

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