Mathematic creative thinking ability based on student metacognition in blended learning model with e-module

Abstract

The objectives of this study are 1) to find out how the effectiveness of the Blended Learning model with E-Module in improving creative thinking skills. 2) Describe the ability to think creatively in terms of students’ metacognition. This research is a mix method research with a sequential explanatory design that combines quantitative analysis and qualitative analysis. Quantitative analysis is used to determine the effectiveness of the Blended Learning model while quantitative analysis is to determine the creative thinking process in terms of students’ metacognition. The research subjects were students of class X SMA Negeri 1 Salatiga. The results showed that the Blended Learning Model with E-Module was effective for increasing students’ creative thinking abilities. Qualitative analysis showed that students with high metacognition were able to meet all the criteria for creative thinking abilities including fluency, flexibility, novelty and elaboration. Students with moderate metacognition cannot meet all indicators of creative thinking ability, students still have difficulty in flexibility and novelty indicators. Students with low metacognition have many deficiencies in fulfilling creative thinking skills, only fluency indicators can be fulfilled properly by these students. Based on these results, it shows that metacognition has a role in students’ creative thinking abilities.

Students’ Creative Thinking Ability on Problems of Mathematics Literacy

“…As for development, creative thinking expands when there is an evaluation or assessment to follow up with the development of the learning and to formulate an evaluation (Kusuma et al, 2019). Students' creativity basically does not appear on its own.…”

Assessment of mathematical creative thinking: A systematic review

“…In addition, we found a literature review that used open-ended questions based on ethnomathematics (e.g., Nuqthy Faiziyah et al, 2020;Zaenuri et al, 2019). An open-ended question can be formulated in several ways to obtain many correct solutions; otherwise, it can be solved in various ways.…”

“…For example, Zaenuri presented problems in learning by using a cultural context, especially Indonesian artifacts, namely, the Tomb of Kyai Semar, which are related to content on squares and rectangles. In addition, in measuring CT, open-ended questions integrated with ethnomathematics are used (Zaenuri et al, 2019). Furthermore, Indonesian batik motifs as a part of cultural heritage can be used to assess creative mathematical thinking regarding the geometry of transformation chapter (Faiziyah et al, 2020).…”

Analisis Kemandirian Belajar Mahasiswa Dalam Pembelajaran Berbasis Moodle Pada Flearn UKSW

“…Aspek kemandirian belajar dan inisiatif belajar siswa termasuk dalam kategori rendah. Rendahnya kemandirian belajar siswa di sebabkan oleh kebiasaan pembelajaran di kelas yang masih bergantung penuh dari guru, guru kurang memberikan kebebasan untuk belajar dari berbagai sumber, sumber dan bahan belajar di tentukan guru secara sepihak sehingga siswa hanya mengikuti, dan proses pembelajaran masih dilaksanakan secara tradisional tanpa menggunakan sistem/media pembelajaran yang terkait (Kusuma et al, 2021). Di era modern saat ini kemandirian belajar merupakan kunci dalam mencapai capaian akademik yang baik, karena informasi semakin terbuka dengan sumber belajar yang semakin banyak.…”