The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers

Didi Suryadi,Yeni Yuniarti,Bana G Kartasasmita,Yaya S Kusumah

doi:10.29333/iejme/640

Abstract

This study aims to analyze the achievement of mathematical creative thinking ability of pre-service elementary school teachers who received open-ended problems based analytic-synthetic learning and conventional learning. This study is a quasi-experimental research with pretest-posttest control group design to pre-service elementary school teachers in a state university of West Java with 136 students divided into two groups of research subjects, of 68 students each. The instrument used in this research are prior mathematical knowledge test, mathematical creative thinking ability tests, and interview guidance. The results of data analysis using statistic of parametric and non-parametric showed that: 1) The Achievement mathematical creative thinking ability of students who received open-ended problems based learning analytic-synthetic better than those conventional learning is reviewed whole and each level prior mathematical knowledge as well; 2) the effect size of open-ended problems based analytic-synthetic learning on the achievement of students' mathematical creative thinking ability in high category. The research recommended that open-ended problems based analytic-synthetic learning can be used achievement of mathematical creative thinking ability.

Highlights

IntroductionBecome a creative human being (BSNP, 2006)
Every educational system aims to encourage students to have creative ability
The results of the analysis indicate that open-ended problems based analytic-synthetic learning can further develop students' mathematical creative thinking skills at each prior mathematical knowledge (PMK) level rather than conventional learning

Summary

Introduction

Become a creative human being (BSNP, 2006). Neumann (2007) that throughout human history, creativity is considered the driving force behind all innovation. In the context of the 21st century, the key skills that must be possessed are learning and innovation skills that include creative thinking skills and problem-solving skills, communication and collaboration skills, and creativity and innovation skills (Trilling & Fadel, 2009) In parallel with it the National Research Council (2012) places creativity on one of the three domains of competence in this century, the cognitive domain that involves reasoning and memory that includes three groups of competencies: cognitive processes and strategies; knowledge; and creativity

Objectives

Methods

Results

Conclusion