Students’ Creativity: Problem Posing in Structured Situation

Studentsr Creative Thinking in Posing Mathematical Problem with Different Context

“…The indicators of CTL that is used in this study explain in Table 1. Adapted from reference [1] III. RESULT…”

“…Creative thinking is needed to create a new idea. Creative thinking is defined as a combination of logical and divergent thinking based on intuition under consciousness [1]. Creative thinking occurs when someone intentionally produces a new product or when someone is doing the task [2].…”

Penjanaan Masalah Matematik dalam kalangan Pelajar: Kajian Literatur Bersistematik

“…Tajuk Hendriana et al (2019) Enhancing students mathematical creative skill and resilience by using problem posing approach Titikusumawati et al (2019) An analysis of students' creative thinking skill in creating openended mathematics problem through semi-structured problem posing Van Harpen & Presmeg (2013) An investigation of relationships between students' mathematical problem-posing abilities and their mathematical content knowledge www.msocialsciences.com Ulfah, Prabawanto, & Jupri (2017) Students' mathematical creative thinking through problem posing learning Candiasa, Santiyadnya, & Sunu (2018) Using puzzle to encourage students to do problem posing Amalina, Amirudin, & Budiarto (2018) Students' creativity, problem posing in structured situation Dewi & Marsigit (2018) Mathematical creative thinking and problem posing: an analysis of vocational high school students' problem posing How does HOTS based problem posing model improve students' attitudes toward mathematics? Supandi et al (2020) The improvement of students' mathematics critical thinking abilities in topic prism and pyramid by using the problem posing approach Zulfikar, Anwar, & Yusrizal (2020)…”

“…The impact of scientific approach and what-if-not strategy utilization towards student's mathematical problem posing ability Azlina, Amin, & Lukito (2018) Creativity of field-dependent and field-independent students in posing mathematical problems Isnani, Waluya, & Rochmad (2020) Problem posing in the proof process identifying creative thinking in mathematics Suarsana, Lestari, & Mertasari (2019) The effect of online problem posing on students' problem solving ability in mathematics Cahyani, Putri, & Fitriani (2020) The influence of problem posing learning on mathematical solution ability of junior high school Nuraeni & Rosyid (2019) Implementation of index card match learning model with problem posing approach assisted by MATLAB software to improve students' problem solving ability Mahendra, Slamet, & Budiyono (2017) Problem posing with realistic mathematics education in geometry learning Darhim, Sufyani, & Bambang (2020) The effect of problem-based learning and mathematical problem posing in improving student's critical thinking skills Nuha, Waluya, & Junaedi (2018) mathematical creative process wallas model in students problem posing with lesson study approach Puspitasari et al (2019) Mathematical problem posing ability in terms of student learning style Toheri, Widodo, & Arif (2020) Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning Fauziah et al (2019) Student's creative thinking skill in mathematical problem posing based on lesson study for learning community Afrilianto, Sabandar, & Wahyudin (2019) Improving students' mathematical problem posing ability using PACE model Awi et al (2018) The profile of creativity and proposing statistical problem quality level reviewed from cognitive style Kadir, Adelina, & Fatma (2018) Solorzano (2014) Problem-posing as a didactic resource in fomal mathematics courses train future secondary school mathematics teachers The relationship between students' problem posing and problem solving abilities and beliefs: A small-scale study with Chinese elementary school children Van Harpen & Sriraman (2013) Berdasarkan Rajah 2 dapat disimpulkan bahawa kajian empirikal terpilih paling ramai dilaksanakan di negara Indonesia sebilang 26 kajian (Afrilianto, Sabandar, & Wahyudin, 2019;Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;…”

“…Berdasarkan Rajah 6, terdapat sembilan interpretasi berbeza berkenaan dengan definisi penjanaan masalah di bidang pendidikan matematik. Interpretasi yang paling banyak digunakan adalah bahawa keupayaan pelajar menjana masalah merupakan sumber pemikiran aras tinggi iaitu berfikir kreatif (Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Hendriana et al, 2019;Isnani, Waluya, & Rochmad, 2020;Nuha, Waluya, & Junaedi, 2018;Pelczer, Singer, & Voica, 2013;Puspitasari et al, 2019;Titikusumawati et al, 2019;Toheri, Widodo, & Arif, 2020;Ulfah, Prabawanto, & Jupri, 2017;Van Harpen & Sriraman, 2013). Interpretasi kedua tertinggi berkait dengan keupayaan menjana masalah ialah keupayaan berfikir secara menyeluruh dimulakan dengan membina masalah diteruskan dengan menyelesaikan masalah yang dibina (Amalina, Amirudin, & Budiarto, 2018;Candiasa, Santiyadnya, & Sunu, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Zahra & Md Nor Bakar, 2013;Gonzales, Gomez, & Alex, 2016;Hendriana et al, 2019;Nuraeni & Rosyid, 2019;Pelczer, Singer, & Voica, 2013;Siswono, Hartono, & Kohar, 2019;Titikusumawati et al, 2019).…”