Analysis of mathematical creativity in mathematics learning is open ended

Abstract

The ability of mathematical creativity is needed by every mathematics education student. Mathematical creativity is an important part of Mathematics education. But the mathematical creativity of most Mathematics Education students is still low. Therefore, mathematical creativity is needed for students in Mathematics Education, especially for students who are studying Real Analysis courses. Based on the results of the Open-Ended Real Analysis course, it can be seen the quality of the students’ mathematical creativity. The purpose of this study is to analyze the location, causes, and types of student errors in doing Open-Ended Real Analysis test questions through the use of the Newman Error Analysis (NEA) medium. Newman Error Analysis includes Reading Error, Comprehension Error, Error Transformation, Skill Error Process, and Encoding Error. This research is a type of qualitative research. The subjects of this study were students taking Real Analysis courses in the Mathematics Education Study Program at Pancasakti University, Tegal Indonesia. The research subjects were 64 students. The results showed that students in doing the Open-Ended Real Analysis test questions were still confused using the theorem that was right to use. It means that students in the transformation process discuss problems and the skill process is still lacking. This is by the five types of errors / Newman Error Analysis described by experts in Mathematics Education. The new findings in this study are errors of carelessness not working on problems, and misconceptions.