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

Abstract

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.

Analysis of Improving Mathematical Analogy Ability in Snow Cube Throwing Based on Exploration Learning

“…Several previous research results state that high-level schools are more supportive of improving students' mathematical abilities compared to middle and lower level schools (Shodikin, 2015;Arista & Mahmudi 2020;Sugiman & Kusumah, 2010). Contrary to the results of these studies, in this study, middle-level schools in SCTBE learning are actually superior to upper-level schools which both receive SCTBE learning.…”

Magic Forms and The Mathematical Creative Thinking Ability of Secondary School Students

“…This result is in line with the research results of Junaedi et al (2021) that achievement in the originality aspect is the lowest of the three existing aspects of mathematical creative thinking ability, namely fluency, flexibility and originality. Arista & Mahmudi (2020) reinforced that students' mathematical creative thinking abilities are basically related to students' knowledge of problem formulation or problem solving in mathematics so that students can use unique strategies and creative problem solving steps.…”

“…The results obtained in this research reveal that students have quite good mathematical creative thinking abilities, students need to be more facilitated in developing these abilities, especially in solving problems that can develop mathematical creative thinking abilities, for example PISA type questions. Several previous studies have recommended alternative strategies that can be used by teachers to facilitate the development of students' creative mathematical thinking abilities, starting from implementing certain learning models (for example, Apino, 2016;Fitrianawati & Hartono, 2016;Maskur et al, 2020;Rochani, 2016), getting students used to solving open-ended problems (for example, Arista & Mahmudi, 2020;Kwon et al, 2006), to utilizing learning technology (for example, Calder, 2018;Dhayanti et al, 2018;Isnaniah & Imamuddin, 2020;Tran et al, 2017).…”

“…This is in line with research from Amidi & Zahid (2016); Calder Apart from that, students become more challenged to do things related to creative thinking because they feel that creative thinking questions are new things so they are more excited to do. These creative thinking questions also include open-ended questions and non-routine questions, as conveyed by Maskur et al (2020) who stated that open-ended questions can improve students' creative thinking abilities and Arista & Mahmudi (2020) 1533 Muntazhimah who also said that non-routine questions can stimulate students' creative mathematical thinking.…”

Kemampuan Berpikir Kreatif Matematika Materi Kubus Dan Balok Siswa MTsN 1 Makassar

“…Menurut Amidi & Zahid (2016) menyatakan bahwa kemampuan berpikir kreatif matematis adalah kemampuan menemukan solusi bervariasi yang bersifat baru terhadap masalah matematika yang bersifat terbuka secara mudah dan fleksibel, namun dapat diterima kebenarannya. Arista & Mahmudi (2020), menyatakan bahwa orang yang memiliki kemampuan berpikir kreatif dapat dicirikan dari rasa keingintahuan yang dimilikinya dan kemampuannya dalam mengeksplorasi beragam pendekatan, cara, atau metode untuk menyelesaikan suatu masalah yang bersifat baru. Adapun menurut Darwanto (2019), berpikir kreatif adalah aktivitas mental yang terkait dengan kepekaan terhadap masalah, mempertimbangkan informasi baru dan ide-ide yang tidak biasanya dengan suatu pikiran terbuka, serta dapat membuat hubungan-hubungan dalam menyelesaikan masalah tersebut.…”