Abstract
The purpose of this study is to determine the level of students' mathematical creative thinking ability in solving open-ended problems in discrete mathematics courses. This research uses descriptive qualitative method. The population in this research is the third semester students of Mathematics Education UMT. The sample was taken by norm referenced evaluation technique that is students in semester III-A3 who have high, medium and low mathematical ability. The instruments used include creative thinking ability tests, observation sheets and interview guides. The result of data analysis shows that the students with the category of creative mathematical thinking level with the percentage of respondents is 84.61%, the category of mathematical creative thinking level is very low with 12.82% percentage, the level of creative creativity level is not creative with 2.56% percentage. From the result, we get the average category of students' mathematical creative thinking ability in the third semester-A3 is 67,94 with medium category level.
Highlights
The purpose of this study is to determine the level of students' mathematical creative thinking ability in solving open-ended problems in discrete mathematics courses
The sample was taken by norm referenced evaluation technique that is students in semester III-A3 who have high, medium and low mathematical ability
The result of data analysis shows that the students with the category of creative mathematical thinking level with the percentage of respondents is 84.61%, the category of mathematical creative thinking level is very low with 12.82% percentage, the level of creative creativity level is not creative with 2.56% percentage
Summary
Penggunaan soal-soal terbuka (open-ended) memberikan solusi yang baik bagi tercapainya pembelajaran yang efektif. Peserta didik mampu mengespresikan ide-ide mereka dalam menjawab soal-soal terbuka (open-ended) dalam pembelajaran matematika hal ini sesuai dengan teori yang dikemukaan oleh Becker & Shimada (1997) yaitu dimana peserta didik dapat menjelaskan soal-soal yang memerlukan pembuktian dapat dirubah oleh peserta didik dalam menemukan hubungan dari sifat-sifat/ unsur-unsur, siswa mampu menemukan suatu aturan matematika dari soal-soal terbuka (open-ended) yang diberikan. Keberagaman kemampuan berpikir kreatif matematis peserta didik dalam penelitian ini akan diukur melalui tes tertulis yang telah diujikan melalui tahap validitas dalam menyelesaikan soal-soal terbuka (open-ended) yang diberikan di kelas, peserta didik yang memiliki kemampuan berpikir kreatif matematis akan digolongkan berdasarkan tingkat kemampuan berpikirnya, kemampuan peserta didik dalam memahami masalah, menemukan pemecahan masalah. Selanjutnya jawaban peserta didik dikoreksi dan dikelompokkan berdasarkan tingkat kemampuan berpikir kreatif matematis, seperti pada tabel berikut: Tabel 1.
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