Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi, Turmudi

doi:10.22342/jme.7.1.2813.9-18

Cited by 50 publications

(31 citation statements)

References 5 publications

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“…The results of this investigation are in line with the findings which reported by Nishitani (2011), their findings reported that open inquiry learning approach is more effective than that shown in conventional learning process. This is also in line with what has been found by Fatah, et al (2016) that learning through open-ended approach can better increase the students' mathematical creative thinking ability despite the different school category. Furthermore, viewed from the school category, the self-esteem of students at high and middle school categories who learn through open-ended approaches better than that of those who learn conventionally.…”

Section: Mathematical Creative Thinking Skills (Mcts)supporting

confidence: 91%

The Implementation of Open-Inquiry Approach to Improve Students’ Learning Activities, Responses, and Mathematical Creative Thinking Skills

Kadir

Lucyana

Satriawati

2016

Journal. Math. Edu.

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This study aims to reveal the improvement of the students' learning activities, responses, and mathematical creative thinking skills (MCTS) through open-inquiry approach (OIA). Other relevant studies in mathematics learning tend to focus on guided inquiry, and especially in Indonesia, OIA is still less applied. This study is conducted at State Junior High School in Indonesia. The method used in this study is Classroom Action Research (CAR) consists of four stages: planning, acting, observing, and reflecting. Data is collected through observation, journal reviews, interview, and test. The result of the study shows that the implementation of OIA enhances the students' MCTS. It is shown by the improvement of the average of students' score from 73.05 in the first cycle to 78.95 in the second cycle. The increasing of MCTS includes some aspects: fluency, flexibility, and originality. The result also shows that in general, the students give positive response and engage well in learning activities with OIA. It can be concluded that the implementation of OIA enhances learning activities, gives positive response towards mathematics, and improves students' creative thinking skills. AbstrakTujuan penelitian ini adalah untuk mengungkapkan peningkatan aktivitas, respon, dan kemampuan berpikir kreatif matematis siswa melalui pendekatan open-inquiry (POI). Penelitian sebelumnya dalam pembelajaran matematika, cenderung fokus kepada guide inquiry, khususnya untuk konteks Indonesia pendekatan open-inquiry, masih sedikit digunakan. Penelitian ini dilakukan di salah satu Sekolah Menengah di Indonesia. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) berisi empat tahap, yaitu: perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi, journals, wawancara, dan test. Hasil penelitian mengungkapkan bahwa penggunaan POI dapat meningkatkan kemampuan berpikir kreatif matematis (KBKM) siswa. Hal ini ditunjukkan oleh rata-rata peningkatan siswa dari 73,05 pada siklus pertama ke 78,89 siklus kedua. Peningkatan KBKM tersebut meliputi aspek fluency, flexibility, and originality. Selain itu, hasil penelitian juga menunjukkan bahwa pada umumnya siswa mempunyai respon positif dan aktivitas dalam kategori baik terhadap pelaksanaan POI. Kesimpulan penelitian ini adalah penggunaan POI dapat meningkatkan aktivitas belajar matematika siswa, memberi sikap positif terhadap mathematika dan meningkatkan KBKM siswa.Creative thinking is one of the fundamental capabilities which is possessed by the learners in the era of information and technology which is developing rapidly at present time. Educational institution as a conducive space to position the learners as a subject educational system to foster creative behavior, positive attitude and excellent character. Mathematics at school is a means to educate the students to become creative human. This is in accordance with the purpose of studying mathematics is to train and foster students how to think systematically, logical, creative, critic, consistent, developing a neve...

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Section: Mathematical Creative Thinking Skills (Mcts)supporting

confidence: 91%

The Implementation of Open-Inquiry Approach to Improve Students’ Learning Activities, Responses, and Mathematical Creative Thinking Skills

Kadir

Lucyana

Satriawati

2016

Journal. Math. Edu.

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“…The Open-Ended Approach is a mathematics learning approach that can help develop creative activities and mathematical mindset and provide opportunities for students to investigate various strategies and ways that they believe in accordance with their elaboration abilities. The use of the Open-Ended approach as an approach that is able to overcome the problem of mathematical creative thinking is also shown from the many researches on this subject, including in Japan, Munroe [3]; in Thailand, Inparashita [4]; in Indonesia, Murni, [5]; Riyanti, [6]; Fatah, [7]; and Irawan [8]; in Jordan, Al-Absy [9]; and in Portugal Viseu [10]. The results show how the Open-Ended approach can be used to overcome students' mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Open-Ended Approach to Mathematical Creative Thinking Ability of 5th Grade Students Elementary School in Padang

Sabrina¹,

Iswari²,

Yerizon³

2018

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018)

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Mathematical creative thinking ability of elementary school students in Padang is still low. This is due, among other things, to the learning that is still dominated by the teacher, students are still focused on the way taught by the teacher and have not been able to solve the problem properly and creatively. To overcome this problem, learning process is used through an open-ended approach. This study aims to determine the effect of the open-ended approach on students' mathematical creative thinking skills. This type of research is quasi-experiment. The population of this study is all students of grade V elementary school in Padang city, registered in group IV Padang Timur sub-district in the first semester of the academic year 2017/2018. Sample selection is done by random sampling. The experimental class is VA class students at SD Negeri 23 Marapalam and as a control class are fifth-grade students of SD Negeri 20 Air Camar, Padang city. The research instrument is a prior ability test and a test in the form of mathematical creative thinking skills. Data analysis was carried out using two-way t-test and ANAVA for interaction. The results of the analysis show that: (1) students' creative thinking ability taught with the open-ended approach is better than students taught with conventional learning. (2) The ability to think creatively of high and low students taught with an open-ended approach is better than students taught with conventional learning. (3) There is no interaction between learning through an open-ended approach and prior ability to students'mathematical creative thinking abilities.

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“…With the increased student ability of algebraic thinking, student learning achievement was increasing (Widodo, Prahmana, & Purnami, 2018;Permatasari & Harta, 2018;Kurniati, et al 2015;Fatah, et al 2016;Widyatiningtyas, et al 2015). It is the evident from the results of proportional tests that show that more than 70% of students meet learning completeness.…”

Section: Resultsmentioning

confidence: 97%

Improvement Algebraic Thinking Ability Using Multiple Representation Strategy on Realistic Mathematics Education

Kusumaningsih¹,

Darhim²,

Herman³

et al. 2018

J. Math. Educ.

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The study aimed at improving students’ algebraic thinking ability in the eighth-grade junior high school student through multiple representation strategies using realistic approach. The multiple representation strategies consist of orientation, exploration, internalization, and evaluation. This is a quasi-experimental study with nonrandomized pretest-posttest control group design. The population of this study was the student the eighth grade in Kudus city. Two classes were selected and classified as a class experiment that subject are given multiple representation strategies using realistic approach, and one other class as a control class that subjects are given scientific approach. Data obtained was analyzed by the independent t-test and proportions test. The result showed that there was an interaction between the multiple representation strategies using the realistic approach on the ability of algebraic thinking. The students with multiple representation strategies had better algebraic thinking ability than those with current scientific learning. In addition, more than seventy-five percent of the students with multiple representation strategies using realistic approach fulfill the learning completeness.

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Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

Cited by 50 publications

References 5 publications

The Implementation of Open-Inquiry Approach to Improve Students’ Learning Activities, Responses, and Mathematical Creative Thinking Skills

The Implementation of Open-Inquiry Approach to Improve Students’ Learning Activities, Responses, and Mathematical Creative Thinking Skills

The Influence of Open-Ended Approach to Mathematical Creative Thinking Ability of 5th Grade Students Elementary School in Padang

Improvement Algebraic Thinking Ability Using Multiple Representation Strategy on Realistic Mathematics Education

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