The relationship between creative thinking and mathematical proving abilities among junior high school students

Sari, Tri Hariyati Nur Indah

doi:10.1088/1755-1315/243/1/012100

Cited by 2 publications

(2 citation statements)

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“…Regarding the review and current search related to MCT conducted by researchers, they have demonstrated that open-ended questions on a test are frequently used as an assessment tool for MCT and that open-ended questions are used as the main instrument (Saputri, Pramudya & Slamet, 2020;Sari, 2019). The researchers also found open-ended questions based on ethnomathematics (Fig.…”

Section: Discussionmentioning

confidence: 99%

Assessment of mathematical creative thinking: A systematic review

Suherman

Vidákovich

2022

Thinking Skills and Creativity

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Section: Discussionmentioning

confidence: 99%

Assessment of mathematical creative thinking: A systematic review

Suherman

Vidákovich

2022

Thinking Skills and Creativity

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“…(Johnson, 2014) states that creative thinking comes from habits of mind that are trained through imaginative activities, opening different perspectives, and generating new understanding. Furthermore, (Ginting & Surya, 2017) and (Sari, 2019) also strengthened this opinion by stating that creative thinking skills are part of the thinking process by developing alternatives, imagination, intuition, and finding many ways to parse different answers. Therefore, teacher involvement and student cooperation in the learning process can provide a broad understanding for students in developing creative thinking skills.…”

Section: Although Not Fluent In Making Various Answers In Different W...mentioning

confidence: 98%

An Analysıs Of The Applıcatıon Thınk Aloud Protocol Strategy In Identıfyıng Students' Creatıve Thınkıng Skılls In Elementary Schools

Nurwalidainismawati,

Azra Fauzi

2024

JEE

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Creative thinking skills can encourage students to develop their thinking broadly, but in reality creative thinking skills will only develop if students practice continuously. Therefore, special strategies are needed to increase students' creativity, especially in learning mathematics. The aim of this research is to analyze the use of the Think Aloud Protocol strategy in identifying students' creative thinking abilities in elementary schools. This research uses qualitative research using a descriptive approach. The research subject was class V which was carried out in the odd semester of the 2023/2024 academic year. Data collection techniques through written tests and interviews. The validation process uses triangulation of sources and methods using 4 stages of analysis from Miles and Huberman. The results of the research showed that students in the very high creative thinking ability category mastered all 4 indicators of creative thinking ability, while those in the low creative thinking ability category mastered 1 of the 4 creative thinking ability indicators, this can be seen from their lack of fluency, flexibility, and lack of innovation in presenting. presentation of problem solving in questions. In conclusion, students' creative thinking abilities show different levels, especially in understanding the questions, describing the meaning of the questions, and explaining the answers to the questions. Therefore, involving students in habits of thinking will help students come up with different perspectives.

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The relationship between creative thinking and mathematical proving abilities among junior high school students

Cited by 2 publications

References 1 publication

Assessment of mathematical creative thinking: A systematic review

Assessment of mathematical creative thinking: A systematic review

An Analysıs Of The Applıcatıon Thınk Aloud Protocol Strategy In Identıfyıng Students' Creatıve Thınkıng Skılls In Elementary Schools

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