Optimising the Mathematical Creative Thinking Process of Deporter's Learning Style Assisted E- Module Strukbar Based on Case Method

The purpose of this study was to determine the effect of learning models on students' creative thinking abilities in mathematics, the influence of learning interest on students' creative thinking abilities and the interaction of learning models and learning interests on students' creative thinking abilities. The research method used was an experiment conducted at schools in Serang District, namely at SMAN 1 Pontang and SMAN 1 Tirtayasa class XI IPA even semester by taking a sample of one school as an experimental class and one other school as a control class with the population being all students of class XI IPA and the samples are students of class XI IPA 4 of SMAN 1 Pontang and class XI IPA 1 of SMAN 1 Tirtayasa with a random sampling technique that is a random sampling strategy based on the assumption that members of the population are homogeneous. Data is collected by testing the ability to think creatively and through interest in learning mathematics. Analysis of data with descriptive statistical methods, with two-way ANAVA test. This research was conducted in March to June 2014. The results of the study with the two-way ANAVA test showed: (1). There is an influence of learning models on students' creative mathematical thinking abilities, this can be proven by the value of F = 37,202 and sig.0,000 <0.05 (2). There is an influence of interest in learning on students' mathematical creative thinking abilities. This can be proven by the value of F = 136,463 sig. = 0.00 <0.05 (3). There is no effect of interaction between learning models and learning interest on students' creative mathematical thinking abilities. This can be proven by the value of F = 1,293 sig. 0.260> 0.05. The implication of this is that an educator must be able to design or design learning activities effectively, attractively and fun with a variety of learning methods in accordance with the learning material and students 'abilities in an effort to improve students' mathematical creative thinking abilities. Jigsaw model can be a reference in learning activities.The purpose of this study was to determine the effect of learning models on students' creative thinking abilities in mathematics, the influence of learning interest on students' creative thinking abilities and the interaction of learning models and learning interests on students' creative thinking abilities. The research method used was an experiment conducted at schools in Serang District, namely at SMAN 1 Pontang and SMAN 1 Tirtayasa class XI IPA even semester by taking a sample of one school as an experimental class and one other school as a control class with the population being all students of class XI IPA and the samples are students of class XI IPA 4 of SMAN 1 Pontang and class XI IPA 1 of SMAN 1 Tirtayasa with a random sampling technique that is a random sampling strategy based on the assumption that members of the population are homogeneous. Data is collected by testing the ability to think creatively and through interest in learning mathematics. Analysis of data with descriptive statistical methods, with two-way ANAVA test. This research was conducted in March to June 2014. The results of the study with the two-way ANAVA test showed: (1). There is an influence of learning models on students' creative mathematical thinking abilities, this can be proven by the value of F = 37,202 and sig.0,000 <0.05 (2). There is an influence of interest in learning on students' mathematical creative thinking abilities. This can be proven by the value of F = 136,463 sig. = 0.00 <0.05 (3). There is no effect of interaction between learning models and learning interest on students' creative mathematical thinking abilities. This can be proven by the value of F = 1,293 sig. 0.260> 0.05. The implication of this is that an educator must be able to design or design learning activities effectively, attractively and fun with a variety of learning methods in accordance with the learning material and students 'abilities in an effort to improve students' mathematical creative thinking abilities. Jigsaw model can be a reference in learning activities.

This study aims to determine the process of mathematical creative thinking in solving graph problems based on students' learning styles. This research method เว็บสล็อต uses descriptive qualitative. This study was conducted on 5th semester students of the Mathematics Education Study Program, Universitas PGRI Semarang in the 2024/2025 Academic Year. Subjects were taken by purposive sampling. The research instruments were in the form of mathematical creative thinking tests, learning style questionnaires and interview guidelines. R4shub Data analysis techniques included validity, reliability, discriminatory power and difficulty level tests. Furthermore, data validity tests were carried out using the technical triangulation method and qualitative data analysis using an interactive analysis model. The results of the study showed that the mathematical creative thinking process of the average of the four students' learning styles at the preparation stage did not meet the indicators of flexibility and originality. The incubation and illumination stages still need assistance to bring up the originality indicators. เว็บสล็อต While the verification stage has met the four indicators of mathematical creative thinking ability completely. Thus, the findings of this study can be used as a consideration for lecturers in understanding the differences in students' learning styles. Lecturers can provide appropriate scaffolding to make it easier for students to solve graph problems.

The creative thinking process of students needs to be developed to generate new ideas when solving mathematical problems. One of the causes of students' difficulties in developing a creative thinking process is different learning styles because differences can affect the student's understanding. This study aims to describe the creative thinking process of students in solving mathematical problems based on learning styles. The subjects of this study are 3 students of MTsN 1 Makassar, each representing one subject: visual, auditory, and kinesthetic learning styles. The study results showed that at the preparation stage, subjects with visual, auditory, and kinesthetic learning styles could carry out the creative thinking process well, as shown by expressing essential ideas from the questions. At the incubation stage, subjects with visual, auditory, and kinesthetic learning styles can develop ideas for solving problems by writing step by step. In the illumination stage, the subject's visual, auditory, and kinesthetic learning styles allow them to express their ideas verbally well. At the verification stage, the visual learning style has not been verified compared to other alternative solutions; auditory and kinesthetic always re-check the answers, re-verify the work results, and compare with other alternative solutions. Thus, auditory and kinesthetic subjects can produce creative thinking processes in solving mathematical problems based on indicators developed by Wallas. In contrast, visual subjects cannot produce creative thinking processes in solving mathematical problems based on indicators developed by Wallas.

The STEM-integrated PjBL learning model is one solution to enhance students’ creative mathematical thinking skills. Efforts to maximize students’ mathematical creative thinking abilities involve using a metacognitive approach. This research aims to (1) determine the effect of the STEM-integrated PjBL learning model on students’ mathematical creative thinking abilities in terms of metacognition and (2) investigate the interaction between the learning models and students’ metacognition levels (high, medium, and low) on students’ mathematical creative thinking abilities between the experimental and control classes. The population in this study consisted of all eighth-grade students at SMP Negeri 6 Jepara for the 2022/2023 academic year. The samples for this research were selected from class VIII-E and class VIII-G using a cluster random sampling technique. The research design employed was the posttestonly control group design. Data collection in the research included metacognitive questionnaires, written creative thinking tests, and documentation. Data were analyzed using a two-way ANOVA test followed by the Scheffe test. The results of the research indicate that (1) there is an influence of the STEM-integrated PjBL learning model on students’ mathematical creative thinking abilities in terms of metacognition, and (2) there is an interaction between the learning model and students’ metacognition levels on mathematical creative thinking abilities. Students who received STEM-integrated PjBL learning showed better results in terms of mathematical creative thinking abilities when compared to students who underwent conventional learning. Keywords: STEM integrated PjBL, think creatively, metacognitive

This study aims to obtain the explanation of mathematical creative thinking skills based on visual and kinesthetic learning styles from mathematical communication skills. The subject of this study is a collection of scores on mathematical creative thinking abilities, learning styles and mathematical communication skills of 26 students of the Laboratory High School UPI, tenth-grade (14 students of visual learning styles and 12 students of kinesthetic learning styles). This study is a comparative causal study. Analysis of data using ANCOVA because in this study involved one dependent variable namely the ability of interval-scale creativity and two independent variables namely category-scale learning style and interval-scale mathematical communication skills as well as covariates. The results of the study show that;1) there is a linear relationship between mathematical communication skills and creative thinking abilities, which that the assumption of ANCOVA is fulfilled;2) there are differences in creative thinking skills between students who have a visual learning style with students kinesthetic learning styles without regard to mathematical communication skills, and based on the average creative thinking abilities of with kinesthetic learning styles higher than visual learning styles;3) there is a simultaneous influence between mathematical communication skills and learning styles towards creative thinking abilities.

This research aimed to analyze undergraduate students’ mathematical creative thinking abilities (MCTA). This study employs a qualitative descriptive method, with the research subjects being Mathematics Education Study Program students. Tests and interviews were the instruments used for mathematical creative thinking ability. The results of the research show that students' mathematical creative thinking abilities vary, as many as 20% are in the low category (CCTA < 33%), 60% are in the medium category (CCTA between 33% and 67%) and 20% are in the high category (CCTA > 67 %). Understanding mathematical concepts, learning experiences, and motivation all have an impact on students creative mathematical thinking skills. It is hoped that the results of this research can be considered when designing learning that can develop students' mathematical creative thinking abilities. Keywords: analyze, mathematical creative thinking abilities, undergraduate students’

As a result of the increased focus on creative mathematical thinking in mathematics education during the covid-19 pandemic, there has been an increase in the need to investigate how to assess mathematical creative thinking skills in online learning environments. As a result, a systematic review was carried out to determine how mathematical creative thinking has been evaluated in the literature. We examined 124 journal articles from SCOPUS, ELSEVIER, WoS, ERIC, and SAGE to analyze specific MCT assessments from four perspectives: assessment of the familiar mathematics context, an indicator of measurement test, assessment of the unfamiliar mathematics context, and measurement test. We discovered that (a) the most familiar mathematics context for assessing mathematical creative thinking is based on students' curriculum according to their class level, and (b) indicators for assessing mathematical creative thinking frequently used open-ended questions to gather information. During this systematic review, we identified research gaps and potential future research topics to conceptualize and assess mathematical creative thinking skills while participating in online learning activities. Researchers and teachers are expected to benefit from the findings, which will aid them in determining the most effective method of teaching and assessing mathematical creative thinking

<p>This research implements Problem Based Learning and Discovery Learning model to analysis the increase of mathematical creative thinking skills, mistakes in the process of mathematical creative thinking, and self-efficacy of high school students in Tasikmalaya. The research method used is descriptive, data collection techniques through creative thinking ability tests and questionnaires mathematics self-efficacy. The instruments were previously assessed by experts in mathematics education. Based on the data analysis, it is concluded that the mathematical creative thinking abilities of students through Problem Based Learning is increasing compared to the mathematical creative thinking abilities of students through Discovery Learning. Mistakes students of mathematical creative thinking processes in Problem Based Learning, generally on flexibility and originality indicators. While at Discovery Learning, mistakes students of mathematical creative thinking processes is generally on sensitivity, flexibility and originality indicators. Flexibility is solving the problem with a variety of different ways, but the result is the same, and originality is to solve the problem in its own way does not use a standard formula. Sensitivity is the ability to detect problems. Self-efficacy of students in Problem Based Learning and Discovery Learning are both at high qualifications.</p>

Most individuals do not understand creative mathematical thinking only as a cognitive factor, whereas creative mathematical thinking plays a role in affective factors. Self-regulated learning is considered an affective factor that influences mathematical creative thinking skill. The purpose of this study determines the effect of SRL on mathematical creative thinking skill and analyzes in detail the components of SRL at each level of creative mathematical thinking. This study uses an explanatory sequential combination research design. The study population was high school students at SMAN 3 Klaten. The sampling technique used in this study is simple random sampling. The research sample measured mathematical creative thinking ability ( Y ) as a dependent variable, and SRL consists of three components, namely metacognition ( X1 ), motivation ( X2 ), and behavioristic ( X3 ). At the same time, the research subject selection technique is purposive sampling. The researcher chose to divide students' mathematical creative thinking skills into three levels: high, medium, low, where in each level was selected three research subjects. SRL has a positive effect on the ability to think mathematically creative by 85.4%. Metacognitive has the strongest influence on mathematical creative thinking skills. The SRL component has a role in every aspect of creative mathematical thinking consisting of fluency, flexibility, elaboration, and originality. Therefore, for improving mathematical creative thinking skills, students should be given learning based on SRL.

Mathematical creativity is still lacking in Revany Indra Putra Vocational School in Jambi City when it comes to solving mathematical puzzles. The purpose of this study is to ascertain the following: 1. How students' mathematical creative thinking abilities are affected when Discovery Learning, Problem Based Learning, and Direct Instruction models are applied; 2. How students' mathematical abilities are affected when they self-directed learn; and 3. How students' mathematical creative thinking abilities are impacted when learning models are applied and self-directed learning occurs. With an experimental group and a control group, this study is quasi-experimental in nature. Using the Simple Random Sampling method, samples were drawn at random. Mathematical creative thinking ability test questions, self-directed learning questionnaires, and observation sheets for learning models are the tools employed. Two-way ANOVA analysis was used to assess the data from this study. First hypothesis findings were 0.017 <0.05, second hypothesis results were 0.019 <0.05, and third hypothesis results were 0.000 <0.05. The following conclusions can be drawn: 1. The use of Discovery Learning, Problem Based Learning, and Direct Instruction models has an impact on students' mathematical creative thinking abilities; 2. Learning independence has an impact on students' mathematical creative thinking abilities; and 3. There is an interaction between the use of model learning and students' self-directed learning with regard to their capacity for mathematical creativity.

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.

Mathematical creative thinking abilities is one part of the purpose of learning mathematics in school. For that capability needs to be improved. Learning the scientific approach can improve students' mathematical creative thinking abilities. This is in line with the government program through curriculum development in 2013 as Permendikbud 65/2013 on standards process, that the scientific approach is one of solutionsto solve some problems in learning. This study aims to: (1) determine the increase mathematical creative thinking abilities of students; (2) increase students' ability to think creatively mathematically in terms of early mathematical ability (high, medium, low); (3) determine the interaction between learning and early mathematical ability (high,medium, low) of the mathematical creative thinking abilities of students. The used research methodis the experimental method. The study was conducted at SMAN 1 Purwadadi Kab. Subang. The subjects were students of class XI Science, the samples weretwo classes. Theusedresearch instrument is descriptiontest. Processing data using ANOVA statistical test two paths. The results showed that: (1) there is no difference in improvement between the mathematical creative thinking abilities class scientific and conventional classes; (2) there are differences in the increase in the ability to think creatively in terms of early mathematical ability of students (high, medium, low); (3) there isan interaction between early learning and mathematical ability (high, medium, low) of the mathematical creative thinking abilities of students;

The purpose of this study is that researchers want to better identify students' mathematical creative thinking abilities in solving mathematical problems on the subject of opportunity. This research is a descriptive research conducted at STKIP Muhammadiyah Pringsewu Lampung, with data analysis used is descriptive analysis of quantitative and qualitative. The subjects of this study are students who take basic statistics courses in the academic year 2016-2017. The result of the analysis of the ability of mathematical creative thinking in this study obtained the average value of the smoothness of the aspect reached 65.24; The average aspect of flexibility score reached 45.83; and the average aspect elaboration value reached 66.67. Thus the level of students' mathematical creative ability in the subject of opportunity is still low because the new score is 59.26. Keywords : mathematical creative thinking skills, problem solving

The process of creative thinking and personality types are two important things that must be considered but often overlooked. The purpose of this study to the investigated mathematical creative thinking process seen the stages of Wallas and personality types of Keirsey. This research is in junior high school in Indonesia with survey research methods. Participants 4 students with the guardian, artisan, rational, and idealist personality types. Data were collected with the Myers-Briggs Type Indicator (MBTI) tests, mathematical creative thinking tests, and interviews. The conclusion shows that mathematical creative thinking process of guardian and artisan type: the preparation stage tends to long to understand the problem and in the illumination, a phase is more focused on the ways that have been taught by teachers and less able to develop an idea. While the process of mathematical creative thinking rational type: the preparation phase tends to be faster in understanding the problem, the illumination stage can find ideas and build an idea to develop ideas and ideas unusually. The creative thinking process of idealistic type: in the preparation stage tends to be quick in understanding the problem, the illumination stage is more attached to the ways that teachers have taught.

The authors distinguished both theoretically and empirically between academic and creative abilities in mathematics. The former was postulated as intelligence applied to mathematics and the latter as creative thinking, operationally defined as ideational fluency, applied to mathematics. The findings of a large-scale study of 10th and 11th grade students (N = 1,090) conducted in Israel indicated that creative thinking constitutes a necessary but not sufficient component in creative thinking in mathematics. The practical implications of these findings are that it would be worthwhile to add reliable measures of both general creative thinking and domain-specific creative ability in mathematics, such as the ones developed in the current study, to IQ scores and school grades in order to identify pupils with such abilities and to help them realize their mathematical talent.