Improving Students’ Critical and Creative Thinking through Realistic Mathematics Education using Geometer’s Sketchpad

Dhayanti, Decy; Johar, Rahmah; Zubainur, Cut Morina

doi:10.23917/jramathedu.v3i1.5618

Cited by 23 publications

(18 citation statements)

References 2 publications

(1 reference statement)

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“…Hasil yang diperoleh pada penelitian ini mengungkapkan bahwa meskipun mayoritas siswa pada sekolah level tinggi, sedang, dan rendah memiliki kemampuan berpikir kreatif matematis yang cukup baik, siswa perlu lebih difasilitasi dalam mengembangkan kemampuannya tersebut khususnya dalam menyelesaikan soal open-ended jenis PISA agar menjadi lebih baik. Beberapa penelitian terdahulu telah merekomendasikan alternatif strategi yang dapat digunakan oleh guru untuk memfasilitasi pengembangan kemampuan berpikir kreatif matematis siswa, mulai dari menerapkan model pembelajaran tertentu (misalnya, Apino, 2016;Fitrianawati & Hartono, 2016;Maskur et al, 2020;Rochani, 2016), membiasakan siswa untuk menyelesaikan masalah yang bersifat open-ended (misalnya, Kwon et al, 2006), hingga memanfaatkan teknologi pembelajaran (misalnya, Calder, 2018;Dhayanti et al, 2018;Saputra, 2016).…”

Section: Pembahasanunclassified

Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah

Arista

Mahmudi

2020

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA ditinjau dari level sekolah. Jenis penelitian ini adalah penelitian survei dengan sampel penelitian terdiri dari 10 sekolah SMA di Kabupaten Lampung Timur dengan level sekolah tinggi, sedang, dan rendah berdasarkan akreditasi. Sampel penelitian ditentukan dengan stratified proporsional random sampling. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif jenis soal open-ended PISA yang terdiri atas enam butir soal uraian dan pedoman wawancara. Instrumen tes yang digunakan telah dilakukan validasi isi oleh tiga orang ahli dengan rata-rata hasil validasi berkategori baik. Kami menganalisis data yang terkumpul secara deskriptif berdasarkan indikator dan kategori kemampuan berpikir kreatif matematis. Hasil penelitian menunjukkan bahwa siswa yang dijadikan sampel penelitian memiliki kemampuan berpikir kreatif matematis dengan indikator fluency, flexibility, originality, dan elaboration. Kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal open-ended jenis PISA mayoritas berada pada kategori cukup baik, baik di sekolah level tinggi, sedang, maupun rendah. Mathematical creative thinking skills in solving open-ended PISA-type problems based on school levelAbstractThis research aimed to describe the ability of students’ mathematical creative thinking in solving open-ended problems of PISA type based on the school level. This is survey research which involved 261 tenth graders from 10 schools with categories of the high, medium, and low school based on their accreditation in the district of Lampung Timur as the sample. We used stratified proportional random sampling to determine the sample. The instruments used in this research consisted of a creative thinking ability test with six constructed response items and interview guidelines. The instrument in the form of a test had been validated by three experts and it was proved to be valid in terms of its content with a good category. We analyzed the collected data descriptively based on the indicators and categories of creative thinking ability. The results show that students who became research samples have creative thinking ability with indicators of fluency, flexibility, originality, and elaboration. The majority of students’ mathematical creative thinking ability in solving open-ended problems of PISA type were in a fairly good category, both in high, medium, and low levels of school.

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Section: Pembahasanunclassified

Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah

Arista

Mahmudi

2020

Pytha Jurnal Pend. Math

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“…Mathematical creative thinking abilities of students have been extensively studied before, including creative thinking abilities that are influenced by the project based learning stem model (Prastowo et al, 2019), abilities that are influenced by Problem Based Learning models, the relationship of creative thinking and critical thinking of students, increasing the ability to think creatively with ethnomatematics-based on mathematical. (Anita 2017;Dhayanti, Johar, & Zubainur 2018;Tanujaya, Prahmana, & Mumu, 2017;Sariningsih & Herdiman 2017;Ismayani 2016;Nasution, 2017). Based on the previous article, this research update is looking at the effectiveness of both learning models, namely the Problem Based Learning model and the Aptitude Care Interaction model of students' creative thinking abilities applied in the 2013 curriculum.…”

Section: Figure 1percentage Of Correct Answers Of Indonesian Studentmentioning

confidence: 99%

The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013

Maskur¹,

Sumarno²,

Pujianti³

et al. 2020

EUROPEAN J ED RES

107

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The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to see which results are more effective in improving students' thinking skills between the two learning models applied. The two models are Problem Based Learning (PBL) and Aptitude Treatment Interaction (ATI) models. This research method uses quasi experimental method with a posttest only control test design not control group. This study uses two group subjects with two experimental classes. The analysis of the data used the hypothesis testing of the non-correlated 2-sample t-test. Based on the research results obtained Aptitude Treatment Interaction (ATI) models have a better effect on students' creative thinking abilities compared to Problem Based Learning (PBL) models.

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“…Thus, the current set of TTGJ can be used in the learning process at school to create a realistic and fun learning atmosphere (De Gloria, Bellotti, & Berta, 2014;Vlachopoulos & Makri, 2017). Additionally, through the traditional game of TTGJ, students can train critical and creative thinking so that they have problemsolving skills (Dhayanti, Johar, & Zubainur, 2018). For example, in the second stage of TTGJ, a player doesn't want to leave the game, then he can use the modulo concept to predict the number of fingers he has to stretch out in the game.…”

Section: Figure 3 the Third Stage Of The Game Of Ttgjmentioning

confidence: 99%

Ethnomathematics: Mathematical Concept in the Local Game of Tong Tong Galitong Ji for High School

Susanti

2021

Participatory Educational Research

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The aim of this research was to describe the results of the exploration of mathematical concepts in Malang City's traditional game Tong Tong Galitong Ji or Nasi Goreng Kecap. This research is a qualitative study with an ethnographic approach. Data were collected through field observations, documentation (photographing and video recording), and in-depth interviews. Data analysis to explore the internal structure of mathematical concepts in the five stages of the game Tong Tong Galitong Ji was performed by taxonomic analysis. Exploration of the concept of basic mathematical operations (addition, subtraction, and multiplication) occurs in stages one through five, exploration of the concept of arithmetic modulo 6 and 3 operations in stages two through four, and exploration of the concepts of arithmetic sequence and probability in stage five of the game Tong Tong Galitong Ji. Stage five features basic mathematic operations of addition, subtraction, and multiplication (division excluded), as well as the concept of arithmetic sequence during the determination of punishment quantity. Punishment quantity is determined by operating any one of the numbers 10, 4, and 7 decided on in stage three with a natural number (ji, ro, lu, …, n) in stage five. The concept of probability also appears in stage five during simultaneous finger showing.

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Improving Students’ Critical and Creative Thinking through Realistic Mathematics Education using Geometer’s Sketchpad

Cited by 23 publications

References 2 publications

Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah

Kemampuan berpikir kreatif matematis dalam penyelesaian soal open-ended jenis PISA berdasarkan level sekolah

The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013

Ethnomathematics: Mathematical Concept in the Local Game of Tong Tong Galitong Ji for High School

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