Students’ creative thinking process in completing mathematical PISA test concerning space and shape

Leksmono, A; Sunardi, Sunardi; Prihandoko, Antonius Cahya; Murtikusuma, Randi Pratama

doi:10.1088/1742-6596/1211/1/012073

Cited by 8 publications

(12 citation statements)

References 11 publications

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“…Pada penilaian PISA tahun 2018 membuktikan kemampuan literasi matematika siswa Indonesia masih dibawah rata-rata dibanding negara lain, siswa Indonesia berada pada posisi ke 73 dari 79 negara (OECD, 2019); (Putra & Vebrian, 2019). Sedangkan hasil TIMSS menunjukkan siswa Indonesia berada pada posisi 45 dari 50 negara (Leksmono et al, 2019).…”

Section: Pendahuluanunclassified

Kemampuan Penalaran Matematis Siswa Dalam Menyelesaikan Soal Literasi Matematika Kontekstual

Vebrian

Putra

Saraswati³

et al. 2021

AJPM

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Literasi matematika penting dimiliki seseorang karena merupakan kemampuan untu bernalar secara matematis dan untuk merumuskan, menerapkan, serta menafsirkan pemecahan masalah dalam berbagai konteks sehari-hari. Sesuai dengan studi PISA yang menilai siswa berumur 15 tahun dengan usia siswa SMA maka penelitian ini bertujuan untuk mengetahui kemampuan penalaran siswa SMA dalam menyelesaikan soal literasi matematika. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Subjek penelitian sebanyak 22 siswa kelas X salah satu SMA Swasta di Pangkalpinang. Teknik pengumpulan data adalah tes tertulis dan wawancara. Instrumen tes berupa 10 butir soal literasi matematis hasil pengembangan yang memenuhi kriteria valid, praktis, dan efek potensial terhadap kemampuan penalaran siswa. Soal yang dikembangkan menggunakan konteks Bangka Belitung. Hasil jawaban siswa dinilai berdasarkan rubrik penskoran melalui indikator kemampuan dasar matematika penalaran dan argument. Sedangkan wawancara dilakukan kepada 6 siswa yang diambil dengan teknik purposive sampling yang memiliki kemampuan penalaran tinggi, sedang, dan rendah. Data wawancara digunakan untuk menggali lebih dalam mengenai kemampuan penalaran siswa saat menyelesaikan soal tersebut. Data dianalisis berdasarkan pada persentase indikator kemampuan penalaran matematis siswa yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Dari hasil analisis diperoleh bahwa taraf penguasaan kemampuan penalaran siswa sangat rendah pada semua indikator. Pada indikator mengajukan dugaan, manipulasi matematika, menyusun bukti dan alasan mencapai taraf sebesar 42,88% sedangkan pada taraf penguasaan indikator menarik kesimpulan dari pernyataan sebesar 41,36%. Penyebab dari kesulitan siswa memunculkan kemampuan penalaran diantaranya siswa belum terbiasa menyelesaikan soal-soal yang menuntut kemampuan penalaran yang tinggi seperti pada soal-soal literasi matematika yang dikerjakan dan kurangnya penguasaan konsep matematika yang telah dipelajari sehingga sulit memunculkan kemampuan penalaran.

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Section: Pendahuluanunclassified

Kemampuan Penalaran Matematis Siswa Dalam Menyelesaikan Soal Literasi Matematika Kontekstual

Vebrian

Putra

Saraswati³

et al. 2021

AJPM

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“…Due to its importance, creative thinking ability is one of the metrics used by the Program for International Student Assessment (PISA) [24][25][26]. Given that it is a PISA assessment metric, most countries focus on improving learners' creative thinking ability [27][28][29].…”

Section: Introductionmentioning

confidence: 99%

Improving the Creative Thinking Skills of the Next Generation of Mathematics Teachers Using Dynamic Mathematics Software

Wijaya

Zhou

Ware

et al. 2021

Int. J. Emerg. Technol. Learn.

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The case study reported in the paper investigated the effect of Project-based learning on students training to be mathematics teachers, pursuing their final projects. The final projects had as an aim of designing attractive and interactive mathematics learning material. This study used a qualitative method to assess the impact on the trainee teachers in terms of their creative design thinking. The research made use of the Hawgent dynamic mathematics software package. The study participants were all students at Guangxi Normal University, China. The students were divided into three groups, each with four or five members. The results presented show that selecting material and combining it with art using dynamic mathematics software can improve the communication skills, problem-solving and creative thinking skills, and improve the prospective teachers' self-confidence. Moreover, it was found that prospective mathematics teachers need motivation and support during their projects' lifecycle and that motivation has a positive effect on improving self-confidence.

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“…Geometry is one of the materials in mathematics that can be used as a means to foster student creativity (Aini et al, 2020;Utami et al, 2019). The geometry problem in the PISA test is a non-routine mathematical problem solving, so that, it can be used to support students' creative (Leksmono et al, 2019;Novita & Putra, 2016). One of the non-routine mathematical problems is an open-ended problem.…”

Section: A Introductionmentioning

confidence: 99%

“…Schoevers et al conducted research about effects of the Mathematics, Arts, and Creativity in Education (MACE) program on students' ability in geometry and visual arts in the upper grades of elementary school (Schoevers, Leseman, Slot, et al, 2019). Leksmono et al conducted research about junior high school students' creative thingking process in completing mathematical PISA test corcerning shape and space (Leksmono et al, 2019). Aini et al conducted a research about senior high school student's creative thinking level.…”

Section: A Introductionmentioning

confidence: 99%

“…Research about student creativity, who has a high level of visual-spatial intelligence, in solving geometry problems at the university level is still limited. Research from Aini et al (Aini et al, 2020) and Leksmono et al (Leksmono et al, 2019) are still limited to the subject of high school students. Shoimah et al (Shoimah et al, 2018) and Singer et al (Singer et al, 2017) in their research suggested that there is a need for further research on student creativity in solving geometry problems with variations in the cognitive or intelligence types students have.…”

Section: A Introductionmentioning

confidence: 99%

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High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

Triutami

Hariyanti

Novitasari

et al. 2021

JTAM

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Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected by written test and interview. The test consisted of two open-ended geometry problems about transforming 3-dimensional images into 2-dimensional images and making 2-dimensional images with a predetermined circumference. The problems are modification of the 2006 PISA test. The result showed that subjects with high visual-spatial intelligence levels met all indicators of creativity. In solving problems that meet the aspects of fluency, flexibility and originality, they combine mental rotation and mental visualization abilities and include using their visual experience by modifying the information obtained and the initial problem solving ideas obtained. This also enables them to produce original problem solutions. The results of this research can be used as an illustration and a guideline to assess students’ creativity with high visual-spatial intelligence level.

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Students’ creative thinking process in completing mathematical PISA test concerning space and shape

Cited by 8 publications

References 11 publications

Kemampuan Penalaran Matematis Siswa Dalam Menyelesaikan Soal Literasi Matematika Kontekstual

Kemampuan Penalaran Matematis Siswa Dalam Menyelesaikan Soal Literasi Matematika Kontekstual

Improving the Creative Thinking Skills of the Next Generation of Mathematics Teachers Using Dynamic Mathematics Software

High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

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