Mathematical Representation of Deaf Students in Problem Solving Seen from Students’ Creative Thinking Levels

Arnidha, Yunni; Hidayatulloh,

doi:10.1088/1742-6596/1155/1/012030

Cited by 3 publications

(6 citation statements)

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“…The first important item that was analyzed for all the selected articles was the characterization of the concept of creativity. In nine articles [ 29 , 31 , 35 , 45 , 46 , 47 , 48 , 49 , 51 ], it is not explicitly stated which theory of creativity the authors are drawing on. Daramola et al [ 30 ] provide a characterization ability to perceive the world in new ways to find hidden patterns, make connections between seemingly unrelated phenomena, and generate solutions.…”

Section: Resultsmentioning

confidence: 99%

“…Three studies [ 29 , 31 , 48 ] were concerned with describing different activities that can lead to the development of creativity in individuals with DHH. These include various activities in mathematics, drama, or art.…”

Section: Resultsmentioning

confidence: 99%

“…A total of seven studies (see Table 5 ) focused on this area. Arnidha and Hidayatulloh [ 29 ] and Kaltsounis [ 38 ] conclude that it cannot be proven that specific activities can lead to the development of creativity in individuals with DHH. However, others [ 31 , 36 , 42 , 48 , 52 ] reach the opposite conclusion.…”

Section: Discussionmentioning

confidence: 99%

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The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review

Potměšilová,

Potměšil,

Klugar

2023

Children

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The scoping review aimed to describe differences in creativity between deaf and hard of hearing and typically hearing people. The research question for the review was: what are the differences in the creativity of deaf and hard-of-hearing people in comparison with people with typical hearing? A total of eleven databases were used for the search, as well as sources of the unpublished studies/gray literature. The scoping review was prepared following the Joanna Briggs Institute methodology and PRISMA frame as a basis for reporting scoping reviews. A total of 30 studies were analyzed concerning the selected research areas. Intrinsic creativity was the first area identified. Specific activities for the development of creativity formed the second area for analysis. The third area focused on differences in creativity between deaf and hard of hearing and typically hearing. The fourth area includes studies that call for an equitable research environment.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review

Potměšilová,

Potměšil,

Klugar

2023

Children

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“…Several aspects of the ability to think creatively include the ability to identify problems, construct various original ideas and ideas, and examine and assess relationships between choices (Desmayanasari, Hardianti, I, & Rohaeti, 2020). Creative thinking skills can be interpreted as the activities of finding problems (identifying problems), efficiency (generating ideas), flexibility (generating ideas that characterize flexible understanding), originality (generating unusual ideas), and elaboration (developing ideas) (Arnidha & Hidayatulloh, 2019).…”

Section: Analysis Of Student's Mathematical Creative Thinking Ability...mentioning

confidence: 99%

Analysis of Students' Mathematical Creative Thinking Ability in the Math Essentials at an Islamic Middle School in Bandung

Subhi,

Herman,

Darhim

2023

PJPM

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Creativity is an important ability for students to have in the 21st century. The ability to think creatively is very important for innovation, developing original ideas, and finding new ways of thinking for students. In the context of mathematics, the mathematical creativity thinking ability to solve mathematical problems related to everyday life is important. However, the results of previous studies revealed that students' mathematical creative thinking abilities were still relatively low. This study aims to analyze the level of students' mathematical creativity thinking ability at an Islamic Middle School in Bandung. The research method used is descriptive-quantitative. The sampling technique used is purposive sampling. The subjects in this study were 17 eighth-grade students at an Islamic Middle School in Bandung. while the data collection techniques used are tests, questionnaires, and interviews. The test consists of four questions on math essentials based on indicators of mathematical creative thinking ability: fluency, flexibility, originality, and elaboration. The questionnaire consists of 15 closed statements based on 5 attitudes related to mathematical creative thinking abilities, namely: curiosity, imaginativeness, liking challenges, courage, and respect. Unstructured interviews were conducted as a validation of the results of the questionnaire. The results showed that the level of students' mathematical creative thinking ability was divided into 29% of students at level 3, 24% of students at level 2, 18% of students at level 1, and 29% of students at level 0.

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“…Faktor penyebab kesalahan penyelesaian masalah matematika pada siswa tunarungu yang terungkap melalui hasil wawancara kepada siswa tunarungu dan guru kelasnya dalam penelitian ini didukung dengan beberapa hasil penelitian sebelumnya, yakni (1) penelitian terdahulu (Anditiasari, 2020;Khaerani & Sutama, 2019;Nurhanifah & Utami, 2021) mengungkapkan bahwa siswa tunarungu sulit memahami konsep baru atau maksud dari soal yang diberikan, bingung cara menentukan operasi yang akan dipakai dalam soal cerita dan sulit mengonversikan soal cerita ke bahasa matematika, (2) penelitian (Arnidha & Hidayatulloh, 2019;Scott & Hansen, 2020) bahwa anak tunarungu kesulitan untuk memahami secara abstrak, sehingga proses Journal of Education Research pencapaian pengetahuan matematika menjadi terhambat, (3) penelitian (Balik et al, 2022;Firdaus et al, 2021;Putra et al, 2018) bahwa sebagian besar siswa menyelesaikan matematika dengan santai atau tidak serius dan hanya mengandalkan menghafal pola-pola tanpa memahami prinsip dasarnya sehingga mudah lupa rumus yang mana harus digunakan, (4) penelitian oleh (Utari et al, 2019) bahwa orang tua sering bekerja sehingga jarang meluangkan waktu untuk mendampingi siswa belajar di rumah dan hal ini menyebabkan siswa kurang mendapatkan dukungan dari orang tua setiap kegiatan belajar siswa di rumah dan (5) penelitian (Pramesti & Rini, 2019) mengungkapkan bahwa penyebab kesalahan siswa dalam menyelesaikan tes kemampuan pemecahan masalah dengan langkah Polya, yaitu: siswa belum terbiasa menghadapi dengan bahasa soal yang kompleks atau sukar, kurang cermat sehingga terjadi kesalahan saat memakai rumus, kurang teliti membawa dampak kesalahan perhitungan dan salah membuat langkah penyelesaian, dan memanfaatkan waktu penyelesaian belum cukup baik.…”

Section: Hasil Dan Pembahasanunclassified

Analisis Kemampuan Siswa Tunarungu dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Prosedur Polya

Elevena Laras Suci Juniar,

Kowiyah

2023

J. Educ. Res.

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Latar belakang penelitian ini adalah kemampuan siswa tunarungu dalam mengerjakan soal cerita matematika masih rendah. Penelitian ini ditujukan untuk mendeskripsikan kemampuan penyelesaian soal cerita matematika berdasarkan prosedur Polya pada materi keliling bangun datar kelas V SDLB Jakarta Selatan. Penyelesaian masalah menurut prosedur Polya dikelompokkan menjadi 4 tahap, yakni pemahaman masalah, pembuatan rencana penyelesaian, pelaksanaan rencana/perhitungan, dan pemeriksaan ulang. Jenis penelitian ini yang dipakai adalah kualitatif deskriptif. Subjek penelitian ini yang diambil ialah 4 siswa tunarungu dan guru kelas V. Untuk mengumpulkan data digunakan metode observasi, tes dan wawancara. Teknik keabsahan data dilaksanakan dengan teknik triangulasi. Teknik analisis data yang dipakai dengan model Miles dan Huberman. Hasil penelitian ini memperlihatkan bahwa hasil penyelesaian masalah soal cerita oleh siswa tunarungu berdasarkan prosedur Polya belum sepenuhnya sempurna. Faktor utama yang menyebabkan kesalahan siswa tunarungu dalam mengerjakan soal cerita matematika adalah keterlambatan bahasa dikarenakan siswa tidak bisa mendengar atau yang disebut tunarungu.

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Mathematical Representation of Deaf Students in Problem Solving Seen from Students’ Creative Thinking Levels

Cited by 3 publications

References 10 publications

The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review

The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review

Analysis of Students' Mathematical Creative Thinking Ability in the Math Essentials at an Islamic Middle School in Bandung

Analisis Kemampuan Siswa Tunarungu dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Prosedur Polya

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