Mathematical creative thinking skill of middle-ability students in solving contextual problems

Handayani, Ucik Fitri; Sa’dijah, Cholis; Sisworo,; Sa’diyah, Mukhtamilatus; Anwar, Lathiful

doi:10.1063/5.0000645

Cited by 14 publications

(6 citation statements)

References 12 publications

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“…They do not think what the components must be applied when problem solving (Hidajat et al 2019). It is consistent with the research by Handayani et al (2020) that they do not understand the purposes of the problem. The students can't use experience and ideas for problem solving.…”

Section: Discussionmentioning

confidence: 61%

How are students’ reflective thinking for problem solving?

Kholid

Sa’dijah

Hidayanto

et al. 2020

Journal for the Education of Gifted Young Scientists

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Mathematics students with a reflective thinking tend to have self-confidence in solving mathematics easily. In recent years, however, there have not been the results of the researches that classify students' reflective thinking for solving non-routine questions of Analytical Geometry questions, in particular. The present research paper reveals the new classification of the students' reflective thinking for solving the problems. These are solving Analytical Geometry which can cause the students' confusion to apply their reflective thinking. The classification of the study comprises four components. It employed a descriptive-qualitative approach. The amounts of the subjects were 21 out of 140 students who used their reflective thinking for solving questions. The data collection consisted of test, observation, and in-depth interview. The data validation employed a method triangulation technique. The results of the study show there are three classification of reflective thinking, namely: assumptive, virtual, and connective. The three classifications differ in the way they deal with confusion. Meanwhile, the three classifications have similarities. The students tended to use all of the reflective thinking components although there were a few indicators that were not realized maximally. These were making a plan before solving the problems, using an efficient way, and relating among concepts. The factor is students play an inactive role or low active in reflective thinking. Moreover, they think that the most important thing is answering the questions correctly and they do not understand the purposes of the problem. Therefore, the students need to get the treatments.

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Section: Discussionmentioning

confidence: 61%

How are students’ reflective thinking for problem solving?

Kholid

Sa’dijah

Hidayanto

et al. 2020

Journal for the Education of Gifted Young Scientists

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“…This is a part of the problem-solving process in creating a sense of confidence about their answers [30]. This is relevant to the statement that in solving problems the prospective mathematics teacher checks their steps in ensuring the answers are correct [41,42]. Monitoring usually appears in open-ended problems [43,44], but this study shows that the monitoring aspect also appears in non-routine problems.…”

Section: Discussionmentioning

confidence: 88%

Are there Differences in Reflective Thinking Between Male and Female Prospective Mathematics Teachers?

Sa’dijah¹,

Kholid²,

Hidayanto³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Reflective thinking is a thinking process involves re-investigations to overcome confusion for problem solving. This type of thinking is important for prospective mathematics teachers because the thinking can be a competence for them to teach mathematics effectively. In Indonesia, in the last three years there have been more female prospective mathematics teachers than male. Geometry is one of the difficult topics for the prospective teachers. There are four aspects of reflective thinking, namely techniques, monitoring, insight, and conceptualization. This study examines the differences in reflective thinking of male and female prospective mathematics teachers in solving analytical geometry problems in the four aspects. This research approach is qualitative. The research instrument was developed by the researchers and already valid. This research conducted at the Universitas Negeri Malang and Universitas Muhammadiyah Surakarta. The amount of the subjects were 83 prospective mathematics teachers who have taken analytical geometry courses in 2019/2020. Researchers collected data through test and interview techniques. The instrument validation and triangulation processes are carried out as an effort to validate the data. Data analysed through the stages of reduction, presentation, and verification. The results of this study indicate that the differences in reflective thinking of both lies in the three aspects.

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“…Subjek KS juga kurang berhati-hati dalam mengerjakan soal serta kebanyakan menggunakan strategi cobacoba dalam melakukan penyelesaian (Puspitasari, In'am, & Syaifuddin, 2018). 145 Kurangnya kehati-hatian pada perencanaan dan pemecahan masalah membuat meereka banyak melakukan kesalahan (Handayani et al, 2020).…”

Section: Kemampuan Berpikir Kreatif Subjek Kemampuan Rendah (Kr)unclassified

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Kadir¹,

Alifah²,

Amir³

2022

Riset_Konseptual

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Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif siswa materi segitiga dan segiempat kelas VIII MTs Madani Alauddin. Jenis penelitian yang diaplikasikan yaitu penelitian deskriptif dengan pendekatan kualitatif yang melibatkan 6 orang siswa sebagai subjek penelitian dengan tingkat kemampuan yang berbeda tinggi, sedang dan rendah. Data dianalisis berdasarkan hasil tes kemampuan berpikir kreatif yang diperkuat dengan wawancara mendalam. Hasil penelitian menunjukkan siswa kemampuan tinggi mampu menunjukkan kemampuan yang baik dalam aspek kefasihan dan fleksibilitas tapi masih kurang dalam aspek kebaruan. Subjek kemampuan sedang tidak menunjukkan aspek kefasihan, fleksibilitas dan kebaruan. Mereka memahami maksud soal tetapi masih kekurangan strategi dan informasi penyelesaian. Subjek kemampuan rendah tidak memahami maksud pertanyaan, tidak mempunyai strategi penyelesian serta jawaban yang dihasilkan salah. Hal tersebut mengindikasikan subjek kemampuan rendah tidak menunjukkan kemampuan berpikir kreatif dari aspek kefasihan, fleksibilitas dan kebaruan. Hasil analisis menujukkan kemampuan berpikir kreatif topik segitiga dan segiempat memiliki perbedaan berdasarkan tingkat kemampuan siswa.

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Mathematical creative thinking skill of middle-ability students in solving contextual problems

Cited by 14 publications

References 12 publications

How are students’ reflective thinking for problem solving?

How are students’ reflective thinking for problem solving?

Are there Differences in Reflective Thinking Between Male and Female Prospective Mathematics Teachers?

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