Abstract
Mathematical creative thinking skills can help students solve mathematical problems with diverse, unique, and detailed solutions and strategies. This study aims to produce an instrument capable of obtaining information about students' mathematical creative thinking skills to solve the cube and rectangular prism volume problems for elementary school students. Research and development are applied in this research. The population of this research was sixth-grade elementary school students in Jakarta and West Java. The participants were 33 students in East Jakarta and 15 students in Purwakarta. The sample is based on purposive sampling. The instrument developed was an essay test question. The item validity test shows that the three items are considered accurate for measuring mathematical creative thinking skills correctly. The instrument is considered consistent for measuring mathematical creative thinking skills and can measure mathematical creative thinking skills on similar subjects at different times and places. The difficulty level of the three items is moderate, so that belonging is not too difficult or easy. The discrimination power of the questions is very good to discriminate the skills of students who are classified as high and low. Thus, the mathematical creative thinking skills instrument can be used to understand the mathematical creative thinking skills of sixth-grade and can also be used to measure the mathematical creative thinking skills of fifth-grade elementary school students on the same material for further research.
Highlights
Mathematical creative thinking skills are one of the skills that students in the 21st century must have and are classified as skills that require deep thinking
The development of mathematical creative thinking skills instrument in high school students is only done through face validity by experts, namely some teachers, these results indicate the instrument is feasible to be applied to eleventh-grade high school students (Fitriani & Yarmayani, 2018)
The validity test is carried out by considering the extent to which the question score of the developed indicators supports the total score or variables shown in the correlation coefficient with the instrument criteria considered valid if the significance is ≤ 0.05 (Creswell, 2009; Muhsin, Slamet, & Wahyudin, 2017)
Summary
Mathematical creative thinking skills are one of the skills that students in the 21st century must have and are classified as skills that require deep thinking. This refers to mathematical creative thinking skills included in High-Order Thinking Skills (HOTS) (Pitrianti, 2017). Creative thinking skills are needed to face globalization by increasing students' skills to a higher level in taking the initiative to overcome global problems, especially in the development of science (Al-Mahasneh, 2018). Creative thinking skills require deep thinking as a part of HOTS. Teachers must familiarize students with HOTS questions to find out students' mathematical creative thinking skills. Research proves students are worried about being asked to do higher-order thinking problems (Rahayu & Ulya, 2017)
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