Augmented Reality Utilization for Mathematical Thinking Skills in Indonesian Junior High Schools

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This study aims to determine the distribution of higher-order mathematical thinking skills of students of state senior high schools in Tasikmalaya City in the academic year 2018/2019, to find out whether there is a relationship between mathematical critical thinking abilities with students' mathematical creative thinking skills High School in Tasikmalaya City 2018/2019 academic year. This research is a type of descriptive research using quantitative descriptive methods. The population in this study were all students of Tasikmalaya City Senior High School in class X, class XI, and class XII, ranging in age from 16-18 years. The sampling technique in this study uses a probability sampling technique that is Proportionate Stratified Random Sampling, by taking 2 classes each school. The research instrument used in this study was a matter of high-level mathematical thinking ability tests which are slices of the cognitive dimension of Bloom's Taxonomy with the 2013 Curriculum Dimension dimension consisting of questions of critical and creative thinking skills. The results showed that the distribution of mathematical thinking ability levels in high school students in the City of Tasikmalaya academic year 2018/2019 as follows: a) mathematical HOTS ability with a very good category was obtained by 2 Schools or 20% of all High School Schools in Tasikmalaya City, the ability Mathematical HOTS with the good category is obtained by 7 Schools or 70% of all High Schools in Tasikmalaya City, Mathematical HOTS ability with a pretty good category is obtained by 1 School, namely SMAN J or 10% of all Public High Schools in Tasikmalaya City. There is a significant relationship between students' mathematical critical thinking skills with the mathematical creative thinking abilities of high school students in the City of Tasikmalaya 2018/2019 academic year. with the degree of correlation obtained a correlation coefficient of 0.283 or are in a low category. Keywords: Higher Order Mathematical Thinking Skills, mathematical critical thinking skills, mathematical creative thinking skills.

The purpose of this study were to (1) know the achievement of the guidance to learn the skills of mathematical creative thinking students in Treffinger learning, (2) know the increase of students ' mathematical creative thinking skills in Treffinger learning, and (3) describe students' mathematical creative thinking skills for each category of learning motivation in Treffinger learning. This research method is a mixed methods design with sequential explanatory. The population in the study were all students of class VII Junior High School 3 Semarang Year 2019/2020, and sampling was conducted by random sampling selected to be sampled is a class VII-H. The subject of research conducted by purposive sampling technique. Subjects consisted of 6 students. Subjects were interviewed by the results of tests of creative mathematical thinking skills and student motivation. The results showed that (1) students' mathematical creative thinking abilities in Treffinger learning achieve mastery learning. (2) There is an increase in students' mathematical creative thinking skills in Treffinger learning. Increased mathematical creative thinking skills are medium. (3) Subject to high learning motivation can meet the indicators flexibility, fluency, and novelty. Subject to being able to meet the learning motivation fluency and novelty or just fluency. Subjects with low learning motivation are only able to meet one indicator fluency.

The purpose of the study is to examine whether or not there is an increase in students’ critical and creative thinking skills using double-loop problem solving (DLPS) learning compared to ordinary learning. The method of this research is a quantitative method, with a pretest-posttest design. The population of this study involved all class VIII students in one of the Cimahi Junior High Schools, while the sample selected by two classes VIII consisted of the experimental class namely students who received DLPS learning and control classes namely students who received ordinary learning. The technique of processing N-gain scores using IBM-24 SPSS software. The results of this study are 1) increasing the ability of mathematical creative thinking of students who use DLPS learning better than students who use ordinary learning and 2) increasing the ability of mathematical critical thinking students who use DLPS learning is no better than students who use ordinary learning. In general it can be concluded that DLPS learning can improve students ‘creative mathematical thinking skills but have not been able to improve students’ mathematical critical thinking skills, especially in junior high school.

This research is motivated by the importance of creative mathematical thinking skills for students studying mathematics. This study aims to analyze students' mathematical creative thinking skills in terms of gender. This study used a qualitative descriptive method. The population in this study was 20 grade IX students of SMP Negeri 2 Cimahi who were used as a sample, consisting of 10 male students and 10 female students who were randomly selected. The instrument used in this study is to provide four mathematical creative thinking questions consisting of indicators of fluency, flexibility, originality, and elaboration. The data in this study were analyzed using the value of the percentage of students who had done mathematical creative thinking problems that had been given and then compared based on gender. The results of the research that has been conducted revealed that overall, the ability of female students to think creatively mathematically is valued higher than the ability of male students to think creatively mathematically. This can be seen in terms of the proportion of overall value or certain aspects. Regarding fluency, male students score higher than female students, while female students score higher on flexibility, originality, and elaboration. It can be concluded that gender can affect students' ability to creative mathematical thinking skills.

Mathematical critical thinking skills are critical thinking skills that involve cognitive processes and encourage students to think reflectively which are developed in mathematics learning. Mathematical critical thinking skill is necessary for students in solving mathematical problems. However, in reality, many students have low critical mathematical thinking skills. Several researchers have studied there is correlation between mathematical critical thinking skill to students habits of mind. Therefore, this research aims to determine the correlation between habits of mind and critical mathematical thinking abilities of class IX students at SMP Negeri 1 Montong Gading. This research is a non-experimental descriptive quantitative research with a correlation method. Sampling method used purposive sampling technique to obtain data from class IX B students of SMPN 1 Montong Gading with a total of 26 students as samples. Data collection techniques include giving habits of mind questionnaires, testing students' critical mathematical thinking skills and interviews. This research uses descriptive techniques and prerequisite tests. The research results show that habits of mind and mathematical critical thinking skills are included in the medium category with percentages of 65% and 62%. The results of the correlation analysis using the pearson product moment formula show that there is a significant relationship between habits of mind and students' mathematical critical thinking abilities with a correlation value of 0.481946, which is categorized as a medium level correlation. Keywords: Habits of mind, mathematical critical thinking

This study aims to analyze the students' critical thinking skills in triangular and quadrilateral material. This research is a descriptive study with a qualitative approach with the sample research involved 104 students, grade VII students of state junior high school 30 Bandar Lampung. The data collection technique used is a written test consisting of two essay questions. The results of this study indicate that indicators of critical mathematical thinking skills, students' critical thinking skills of mathematics, especially in the analysis, evaluation, and indicators of mathematical inference of students in SMP Negeri 30 Bandar Lampung are still relatively low. Keyword: mathematical critical thinking skills

Developing students' creative mathematical thinking skills is essential for problem-solving and innovation in mathematics education. GeoGebra, as a dynamic geometry software, has been widely used to support conceptual understanding and visualization. However, limited studies have explored its impact on creative mathematical thinking in schools with different characteristics. This study aims to analyze and provide an overview of the improvement in students’ creative mathematical thinking skills using GeoGebra software in schools with different characteristics. This research uses a quasi-experimental method with a pre-test and post-test design without a control group. The sample consists of 90 eleventh-grade students from three high schools in Padang City. Data were collected through tests of creative mathematical thinking skills and classroom observations. Statistical analyses, including Wilcoxon and t-tests, were conducted to measure the significance of changes in students' creative thinking skills. The results indicate that most aspects of creative thinking skills showed significant improvement, particularly in originality and flexibility, although there was a decline in some aspects, namely fluency and elaboration, in these schools. The Wilcoxon and t-test analyses showed a significant difference (p < 0.05) between students' pre-test and post-test creative mathematical thinking scores. Therefore, there is an improvement in students’ creative mathematical thinking skills after learning using GeoGebra. This study demonstrates that integrating GeoGebra into mathematics instruction enhances students’ creative mathematical thinking. The results suggest that GeoGebra can be an effective tool for fostering creativity in mathematics education. Future research should focus on addressing the decline in fluency and elaboration to optimize its implementation.

One of the important mathematical thinking skills that students master is critical thinking skills. In fact, students' mathematical critical thinking skills in Indonesia are still relatively low. One of the factors that cause students to have low mathematical critical thinking skills is the use of less creative media. This study was conducted by analyzing the effect of using H5P interactive media on mathematical critical thinking skills. The purpose of this study was to determine the effect of using H5P Interactive Media on the mathematical critical thinking skills of students in grade IX SMP Negeri 1 Ketapang. The samples in this study were students of class IX B as the experimental class and students of class IX C as the control class. The design used was a pretest-posttest control group design. The data of this research is quantitative data obtained from a mathematical critical thinking ability test. Based on the results of hypothesis testing using a t-test with α = 0.05, it was found that the increase in mathematical critical thinking ability of students who took part in learning by using H5P interactive media was higher than the increase in mathematical critical thinking ability of students who took part in learning without using H5P interactive media. It can be concluded that the use of H5P interactive media has an effect on students' mathematical critical thinking skills.

This study contains the effect of mathematical anxiety on the motivation to learn mathematics and the mathematical creative thinking abilities of junior high school students. Mathematics learning also needs to understand the psychological aspects of students, including about mathematical anxiety and motivation to learn mathematics. Mathematical anxiety and motivation to learn mathematics that are not immediately addressed properly and correctly will affect students' creative thinking skills in mathematics. The purpose of this study was to determine the effect of mathematical anxiety on learning motivation and mathematical creative thinking abilities of junior high school students. This study uses the literature review method with publication limitations of the last 5 years. Exploration of publication results using an open-access website taken from Google Scholar with research results published in Reputable National Journals at least Sinta 4 and Reputable International Journals at least Q3. Publication results are limited to searches using the keywords “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, “Junior High School Mathematics Learning”, “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, and “Mathematics Learning in Junior High School”. Exploration results of publications were analyzed using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) syntax. The results showed that mathematical anxiety had an effect on motivation to learn mathematics and students' mathematical thinking abilities. Students who have excessive mathematical anxiety tend to have low motivation to learn mathematics. Low motivation to learn mathematics will affect the way students think, especially with regard to the ability to think creatively mathematically. Therefore, teachers must be alert and communicative in order to overcome these problems and students become more comfortable when learning mathematics.

This study looks at mathematical thinking and self-efficacy, which is a wonderful idea because everyone needs to be innovative and creative to keep up with technology advancements in the age of society 5.0. Additionally, each student's self-efficacy may rise as a result. The study employed quantitative methodologies, with a sample size of thirty individuals for both the experimental and control groups. The researchers developed two instruments to facilitate the measurement of abilities. One of the instruments is a test with questions that are intended to assess the creative mathematical thinking skills of the subjects, including Agility (flexibility), Authenticity (originality), and Details (elaboration). Based on the study's findings, it can be concluded that the research findings indicate that students taught mathematics through the Open-Ended approach demonstrated a higher level of development of creative mathematical thinking skills compared to those taught through traditional approaches. end up outperforming others who were educated utilizing conventional approaches. The research discussion results revealed that students who were taught mathematics using an Open-Ended approach demonstrated a greater development in creative mathematical thinking abilities than those who were taught using a conventional method. This conclusion was reached based on the research findings and the debate that followed. completed the task more successfully than those instructed using conventional ways. The study's results and the discussion that followed led to the conclusion that, in terms of developing students' potential for mathematical creativity, there was no connection between the learning technique and students' baseline mathematical proficiency. There is no correlation between beginning mathematical competency and learning methodologies and increasing pupils' self-efficacy, according to research and discussion.

Creative thinking ability is an important ability for students and needed in future students. However, students’ creativity thinking ability in Indonesia is still low. This low ability is shown by the PISA results that put Indonesia in 63rd place. This study aims to analyze students’ creative thinking skills in the material solid figure. The subjects of this study were 33 grade IX junior high school students. This research is a qualitative descriptive study. The data collection technique in this study is a description of the techniques of creative thinking ability questions that represent each indicator of mathematical creative thinking skills. The results showed that overall mathematical creative thinking abilities of students were at a sufficient level. Based on gender, there are differences in students’ creative mathematical thinking skills, where female students’ abilities are better than male students’. In addition, their indicator are not yet well developed, namely elaboration.

The purpose of this study is to examine the average mathematical creative thinking ability of students who received learning with the Treffinger model assisted by Geoboard media compared to students who received learning with expository models, examining the difference in the average technical thinking ability of fourth-graders before and after the implementation of the Treffinger model with the help of Geoboard media, examining the creative thinking skills of students who received learning with the Treffinger model with the help of Geoboard media has reached KKM. Experimental Quasi research with pre-test post-test control group design is carried out in class IV. Analyze data using independent samples t-test, paired sample t-test, and one-sample t-test. The results showed (1) The average mathematical creative thinking ability of students who followed learning using the Treffinger learning model assisted by Geoboard media was better than the mathematical creative thinking skills of students who followed learning using expository learning models. (2) There is an average difference in the mathematical creative thinking ability of grade IV students before and after the use of Treffinger learning models assisted by Geoboard media on roving materials and flat build area. (3) The creative mathematical thinking skills of students who participate in math learning with Treffinger learning model assisted by Geoboard media can reach KKM which is 70.

In today’s world, it is important for individuals to have critical thinking and mathematical thinking skills, which are high-level thinking skills. In advanced education systems, it is among the important priorities that students not only learn knowledge but also acquire high-level thinking skills. This study aims to examine the relationship between mathematical and critical thinking skills and academic achievements of secondary school students. In the study, relational screening model, one of the quantitative research models, was used. The research was carried out in a province located in the southern region of Turkey in the 2022-2023 academic year with students studying in secondary school (n=346) who were determined by maximum variation method selected from the types of purposeful sampling. Mathematical thinking scale and critical thinking scale was used as a data collection tool. In the process of analyzing the data, one-way analysis of variance and regression analysis techniques were used. According to the research findings, it was observed that there was a relationship between the critical thinking and mathematical thinking skills of the students, both the critical and mathematical thinking skills of the students did not differ significantly according to gender, and the mathematical thinking skills differed significantly according to the grade level. In addition, it was concluded that both mathematical and critical thinking skills of the students increased according to their grade levels. In addition, students’ critical skills and academic achievement together explained 25.0% of the total variance of mathematical thinking skills. In other words, as students’ critical thinking skills and academic achievement increase, their mathematical thinking skills also increase.

This study examined whether student motivation mediates the relationship between perceived teacher support and creative thinking skills in mathematics among Filipino secondary students. A quantitative, descriptive-correlational design with mediation analysis was employed. The study involved 274 Grade 10 students from four public secondary schools in New Corella District, Division of Davao del Norte, selected through stratified random sampling. Data were collected using the Mathematics Motivation Questionnaire, Questionnaire for Perceived Teacher Support, and a researcher-developed Creative Thinking Skills in Mathematics test. Descriptive analyses, Pearson Correlations, and mediation analysis were conducted. Results revealed high levels of student motivation, perceived teacher support, and creative thinking skills in mathematics. Significant positive correlations were found between perceived teacher support and creative thinking skills, perceived teacher support and student motivation, and student motivation and creative thinking skills. However, mediation analysis revealed that no significant indirect effect was observed for student motivation in the relationship between perceived teacher support and creative thinking skills. The direct effect of perceived teacher support on creative thinking skills remained significant. The findings suggest that teachers’ supportive teaching practices directly influence mathematical creative thinking skills rather than operating through student motivational pathways. Results highlight the importance of teacher professional development focused on creativity-fostering pedagogies and suggest that future research should examine alternative mediating variables in the teacher support-creativity relationship.