Mathematics Learning Syntax Model Using Open-Ended Problem Solving To Develop Students’ Creativity

Abstract

The focus of this research was to develop a syntax model forMathematics learning using open-ended problem solving that can develop students' creativity. The emphasis on creativity development was done since the curriculum and the experts also emphasize it. This can be understood since someone with high creativity can quickly make innovations or new breakthroughs. The design research used in this study followed Plomp's design research (2007), which consisted of: (1) preliminary research phase; (2) prototyping phase; and (3) assessment phase. The syntax model produced in this research has five phases, namely: (1) introduction; (2) concept tracking; (3) open-ended problem presentation; (4) presentation of work; and (5) closing. Key Words:Syntax Model, Open-Ended Problem Solving, Creativity A. BackgroundIt is important for teachers at schools to emphasize the development of creativity. This can be seen from the standards of the 2013 Curriculum process which contains activity-based learning for elementary and secondary schools and gives enough space for the development of creativity. This is also in line with the wishes of Indonesia's Deputy Minister of Education, who believes that learning should support the students' creativity development. More specifically, Wardhani (2011) recommends that Mathematics learning needs to be triggered by Mathematics problems that require reasoning, trial, nontrivial solution, which triggers the students' curiosity on related mathematical ideas. The emphasis on this kind of learning can be understood since someone with high creativity can quickly create innovations or new breakthroughs.

Mathematical Creativity of Pre-service Teachers in Solving Non-routine Problems in State University in Laguna

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“…Judging from the differences in these steps, it can be seen that the ATI model at the grouping stage of students and the intensive treatment given to students has a high influence on improving students' mathematical creative thinking abilities (Syazali et al, 2019), since students can implement new ideas in a group and find various solutions from an issue. Besides there is room for an approach between the teacher and students by giving appropriate treatment to the aptitude of students as a result of learning mathematics in the classroom experiencing optimal improvement in results (Laurens et al 2017;Suastika, 2017;Sitorus & Masrayati 2016;Tohir et al 2018;Yew & Goh 2016;Lehmann, Goussios, & Seufert 2016;Pamungkas & Afriansyah 2017).…”