Tingkat Berpikir Kreatif Peserta Didik Dalam Menyelesaikan Masalah Matematika Open Ended Berdasarkan Gaya Kognitif Reflektif Dan Impulsif

Abstract

This study aims to determine the level of creative thinking of students in solving math problems. This type of research is a verification qualitative research. The research subjects were eight people, the first grade students of Ar-Raniry Banda Aceh UIN. Subject selection was made based on the Matching Familiar Figure Test (MFFT), namely four reflective students and four impulsive students. The research data were obtained from the research subjects' written answers, namely the mathematics creative thinking test (TBKM) and the results of the interview. To test the credibility of the data the researcher triangulated. In this study, the triangulation used was the method triangulation by comparing TBKM and interviews. Students' creative thinking skills can be seen based on the achievement of mathematical creative thinking indicators. The results of the study are as follows, the reflective subject's creative thinking level 1 on compound interest calculation material is level 4, which meets four indicators of fluency, novelty, flexibility, and elaboration, the creative thinking level of reflective subject 1 on the straight-line equation related to supply and demand functions is the level 3 namely meeting the three indicators of fluency, flexibility, and elaboration. The reflective subject's creative thinking level 2 on compound interest calculation material is level 3, which is fulfilling three indicators of fluency, flexibility, and elaboration, the reflective subject's creative thinking level 2 on the straight-line equation related to supply and demand functions is level 4, which meets four indicators of fluency, novelty , flexibility and elaboration. The level of reflective subject creative thinking 3 on compound interest calculation material is level 3, which is fulfilling three indicators of fluency, novelty, and elaboration, the level of creative thinking reflective subject 3 on the material of straight-line equations related to supply and demand functions is level 1 namely meeting two indicators of fluency and elaboration. The reflexive subject's creative thinking level 4 on compounded calculation material is level 4, which is fulfilling four indicators of fluency, novelty, flexibility, and elaboration, the reflective subject's creative thinking level 4 on the straight-line equation material related to supply and demand functions is level 4, which is meeting four indicators fluency, novelty, flexibility and elaboration. The level of creative thinking of the subjects Impulsive 1, Impulsive 2, and Impulsive 4 on the compound interest calculation material and on the straight line equation material is level 1 which satisfies two indicators of fluency and elaboration. The level of creative thinking of the impulsive subject 3 on the compound interest calculation material and on the straight line equation material is level 3 which is to fulfill three indicators of fluency, flexibility, and elaboration.

The Students' Creative Thinking Process based on Wallas Theory in Solving Mathematical Problems viewed from Adversity Quotient /Type Climbers

“…These changes and developments require that human resources have the capacity to think logically, critically, creatively, initiatively and adaptively to change and development (Prianggono, 2013). Based on the standard content of the basic and secondary education units of mathematics subjects that mathematics lessons are given to students have the ability to think logically, analytically, systematically, critically, and creatively, as well as the ability to cooperate (Febriani & Ratu, 2018;Ngilawajan, 2013;Rahmatina, Sumarmo, & Johar, 2014;Sasmita, Hudiono, & Nurasangaji, 2015). In line with the curriculum development aims to improve the quality of the student in order to develop creative thinking skills so the student can follow the development of the era of globalization (Kurniawan, Kusmayadi, & Sujadi, 2015).…”

“…The Characteristic of creative thinking include fluency (fluency that is able to generate many ideas and associations), flexibility (the flexibility of producing different ideas about the similiar stimulus and using different approaches to each other), originality (originality that produces new ideas, uncommon and rare) and elaboration (elaboration is applying a careful and detailed process to expand the simple stimulus available) (Andiyana et al, 2018;Bakır & Öztekin, 2014;Rahmatina et al, 2014). The creative thinking theory is developed by Wallas (1926) is one of the most common categories are used to find out the creative thinking process which includes four stages, namely the preparation stage, incubation stage, illumination stage, and verification stage (Defitriani, 2014;Fauziyah, Usodo, & Ch., 2013;Kurniawan et al, 2015;Rusdi, 2018;Sari et al, 2017).…”

“…The results of research conducted show that each student at each level of creativity has different characteristics in each stage of the thinking process (Aziz et al, 2014;Febriani & Ratu, 2018). Many factors influence the level of students' creative thinking inproblems solving such as personality types (Aziz et al, 2014;Hasanah & Putra, 2017), gender differences (Hendriyati et al, 2017;Sunarya, Kusmayadi, & Iswahyudi, 2013), cognitive style (Argarini et al, 2014;Rahmatina et al, 2014;Susandi & Widyawati, 2017), Adversity Quotient (Widyastuti, 2015) produces different creative thinking abilities.…”

“…Then the research using Wallas's theory to think creatively in solving mathematical problems has also been carried out (Defitriani, 2014;Fauziyah et al, 2013;Kurniawan et al, 2015;Ratnasari, Hobri, & Trapsilasiwi, 2015;Sari et al, 2017). The Research by solving mathematical problems using Wallas theory to see the students' creative thinking processes can be viewed from gender differences (Hendriyati et al, 2017), in terms of student intelligence (Hidaya & Sutarni, 2017), in terms of cognitive style (Ngilawajan, 2013;Rahmatina et al, 2014;Susandi & Widyawati, 2017) and viewed from mathematical anxiety (Machromah et al, 2015) and to see the creative thinking process of students in solving mathematical problems in terms of personality types (Aziz et al, 2014;Hasanah & Putra, 2017) There has also been research on creative thinking using the theory of solving mathematical problems in terms of Adversity Quotient (AQ) (Widyastuti, 2015). This study conducted a renewal, the writer used Wallas theory to see the creative thinking process of students in terms of Adversity Quotient type of climbers.…”

Analisis Komponen Language Kerangka Kerja Elpsa Terhadap Kemampuan Mengajukan Masalah Matematika Siswa SMP Ditinjau Dari Gaya Berpikir Kognitif

“…Philip (Widadah, 2013), mendefinisikan Gaya Berpikir Kognitif reflektif sebagai cara siswa mempertimbangkan banyak alternatif sebelum merespon, sehingga tinggi kemungkinan bahwa respon yang diberikan adalah benar. Senada dengan pendapat tersebut Readance & Bean (Rahmatina, 2014) mengatakan anak reflektif biasanya lama dalam merespon, namun mempertimbangkan semua pilihan yang tersedia, mempunyai konsentrasi yang tinggi saat belajar. Orang yang memiliki Gaya Berpikir Kognitif reflektif sangat berhati-hati di dalam merespons sesuatu, dia mempertimbangkan secara matang-matang dan memanfaatkan semua alternatif.…”