Validity Of Mathematical Learning Material Based On Model Eliciting Activities (MEAS) Approach To Improve Mathematical Creative Thinking Skill Of Students

Abstract

This paper discusses the validity of mathematical learning material based on MEAS approach in improving mathematical creative thinking skills of high school students. This learning material was validated by experts from mathematics, language and educational technology backgrounds. The conclusion that the learning material was categorized valid and can improve students’ creative thinking skills.

Mathematics Creative Thinking Skills Instrument to Solve Cube and Rectangular Prism Volume Problems for Elementary School Students

“…Meanwhile, mathematical creative thinking skills are needed for students to solve mathematical problems in particular and generally solve problems in everyday life through information or knowledge that students have previously understood. Studies prove that mathematical creative thinking skills are skills to produce or develop something new, which is unusual, different from students' ideas by utilizing previously acquired concepts (Aziz & Irwan, 2020). Thus, the need for a measuring instrument that can measure students' creative thinking skills well.…”

Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

“…The results obtained by researchers have a relationship with the results of previous studies conducted by Sarah Nurshiami Sopandi, the results of his research showed that increasing the critical thinking skills of students who obtained model-learning activities (MEAs) increased (Delfia, et all, 2020). Furthermore, research conducted by S A Aziz and I Irawan which results of the research show that mathematics learning tools based on the MEAS approach can improve students' creative thinking abilities ( Aziz, S. A., & Irwan, I, 2020), Research from Made Juniantari states that there is a positive influence on the eliciting activities model on students' mathematics learning achievement (Juniantari, 2019), Subsequent research from Zairisma, et al with the results of his research that the mathematical representation ability of students taught using MEA with STAD type is better than conventional learning (Graphs, 2020), research from Rema Anggralia, et al whose research results show that there is a significant effect of the MEAs approach to students' mathematical communication skills (Anggralia et al, 2019), research from Winda, Sufyani and Elah shows that the Model Eliciting Activities (MEAs) can be one of the approaches used to improve students' mathematical creative thinking abilities (Winda et al, 2018), Other research conducted by Irwan, Asmar and Syarifuddin concluded that the learning process based on the MEAs approach applied to class X students in the first semester was valid, practical and effective (Irwan et al, 2018), Furthermore, research from Nina Santia et al can be concluded that the application of contextual-based Eliciting Activities (MEAs) models can improve students' mathematical understanding abilities and contextual-based Eliciting Activities (MEAs) models are more effectively used compared to conventional learning (Pemahaman & Siswa, 2020), the research from Pertamawati and Retnowati, the research shows that the implementation of MEAs is able to prepare students to solve real-life problems in the future by applying mathematical concepts that have been learned in school (Pertamawati & Retnowati, 2019), and finally research from Setiani, Waluya and Wardono shows that MEAs learning using the MT approach achieves both quantitative and qualitative criteria for student self-efficacy (Setiani et al, 2018).…”

“…Several studies related to the Eliciting Activities Model that have been done previously by several researchers show that the Eliciting Activities Model is effective for improving students' critical thinking skills (Delfia, et all, 2020), think creatively ( Aziz, S. A., & Irwan, I, 2020), mathematics learning achievement (Juniantari, 2019), ability of representation (Graphs, 2020), mathematical communication skills (Anggralia et al, 2019), and students' mathematical understanding abilities (Santia, et all, 2020), mathematical creative thinking (Winda et al, 2018), the learning process based on the MEAs approach applied to class X students in the first semester is valid, practical and effective (Irwan et al, 2018), able to prepare students to solve real-life problems by applying mathematical concepts (Pertamawati & Retnowati, 2019), and MEAs learning using the MT approach achieves both quantitative and qualitative criteria for student self-efficacy (Setiani et al, 2018).…”