Mathematical Creativity Research Articles

ANALYSIS OF MATHEMATICAL CREATIVE THINKING ABILITY OF MIDDLE SCHOOL STUDENTS ON DATA PRESENTATION MATERIALS

This article is the result of research that aims to find out how students' mathematical creative thinking abilities solve questions related to data presentation material. This research uses a quantitative approach with descriptive methods. Data presentation material is one of the mathematical materials contained in the basic competencies that must be mastered by class VII students and is closely related to everyday life. In this study, the population consisted of students of class VII at a state junior high school in the city of Tangerang for the 2022/2023 academic year. Selection of the sample utilizing purposive sampling with 34 students of class VII-D. Data collection techniques by giving creative thinking tests in the form of descriptions that were previously validated. The results of this study showed that the students' mathematical creative thinking test scores were 20.6% in the high category, 67.6% in the medium category, and 11.4% in the low category.

Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics

Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 students in a national high school in the Philippines. In order to compare the differences between the critical thinking skills and creativity of sixty respondents in mathematics depending on their thinking styles—inchworm and grasshopper—a comparative descriptive research design was used in the study. The results showed a significant difference in the critical thinking skills in mathematics as to interpreting information component only of critical thinking skills. Furthermore, thinking style is not a determinant in students’ mathematical creativity due to non-existence of significant difference. The study recommends that teachers consider students’ thinking styles when developing instructional materials and strategizing their instruction because this helps students interpret information and decide whether the evidence and conclusions obtained from mathematical problems can be generalized. To confirm the study’s conclusions, a similar study with a high number of respondents for each thinking style is recommended.

Relationship between ethnic identity, attitude, and mathematical creative thinking among secondary school students

Several studies have investigated the relationship between attitude, ethnicity, and mathematical creative thinking among secondary school students. Nonetheless, there is a lack of information regarding how ethnicity serves as a mediator in the correlation between attitude towards mathematics and mathematical creative thinking. To address this gap, the current study employed a descriptive correlational structural equation model to examine a hypothetical model. A survey was conducted among 896 secondary school students, consisting of 415 males and 481 females. Descriptive and correlational data analysis was performed using SPSS and Mplus. Ethnicity/culture and attitude significantly promoted creativity in mathematics, suggesting that an increase in ethnicity leads to a better attitude toward mathematics and higher mathematical creative thinking. Additionally, a positive relationship was observed between attitude toward mathematics and mathematical creative thinking, indicating that students who have positive attitude are more likely to perform creative thinking. Mathematical creative thinking increased as attitude and ethnicity increased. Overall, the correlation between attitude and ethnicity was significantly impacted by the promotion of critical thinking skills in mathematics. These findings are beneficial for mathematics educators in designing more effective courses that align with 21st century educational trends.

Ways of Developing Creative Thinking and Reasoning of Students in Mathematics Learning

Reasoning skill is one of the main components of mathematical competency (NCTM, 2014). Mathematics students use mainly two types of reasoning skills namely imitative reasoning and creative reasoning in solving mathematical tasks. The textbook tasks in our context are of routine types which are solvable using imitative reasoning. Most mathematics teachers use prescribed textbooks in lesson planning and teaching (Thomson & Fleming, 2004) which ultimately promotes imitative reasoning among the students as compared to creative reasoning. Moreover, many mathematics teachers still follow the traditional chalk-and-talk banking pedagogy which does not support the enhancement of creative thinking and reasoning skills. This literature-based research study has identified some of the ways to develop the creative thinking and reasoning skills of mathematics students through the intense study of the available research articles, thesis, and books in the field of mathematical thinking and creativity. This study has found the positive impact of productive struggle and adversity quotient on students’ creative thinking and reasoning skills. Likewise, problem-posing and problem-solving skills have been found to be essential skills for enhancing creativity. This study has also found modern student-centric teaching approaches like the ADI (Argument-Driven Inquiry) approach and the RME (Realistic Mathematics Education) approach beneficial in improving reasoning skills. This study also found CMR (Creative Mathematically Founded Reasoning) tasks to be helpful in increasing the creative reasoning skills of mathematics students.

Pengembangan Modul Matematika Dengan Strategi Problem Solving Untuk Mengukur Tingkat Kemampuan Berpikir Kreatif Matematis Siswa Di SMP Muhammadiyah Kupang

The objectives of this study were to discover the development of mathematics modules with problem-solving strategies to assess students' mathematical creative thinking abilities, and also to describe teachers' and students' reactions to the development of mathematics modules with problem-solving strategies to assess students' mathematical creative thinking abilities. The method used in this study is Research and Development (R&D), which includes stages such as define, design, develop, and disseminate. In this study, data was collected through a validation questionnaire administered by material and media specialists, as well as small group trials and teacher response surveys.Based on the results of stage I validation by the experts, a cumulative average score of 4.08% "very good" with a cumulative score of 4.51% was obtained; in stage 2 validation, the cumulative score was 4.19% "very good" with a cumulative score of 4.68% and testing was appropriate. The result on teacher's responseachieved an average score of 4.04% with the "very good" criteria. In the small group trials, an average score of 3.69% was achieThe objectives of this study were to discover the development of mathematics modules with problem-solving strategies to assess students' mathematical creative thinking abilities, and also to describe teachers' and students' reactions to the development of mathematics modules with problem-solving strategies to assess students' mathematical creative thinking abilities. The method used in this study is Research and Development (R&D), which includes stages such as define, design, develop, and disseminate. In this study, data was collected through a validation questionnaire administered by material and media specialists, as well as small group trials and teacher response surveys.Based on the results of stage I validation by the experts, a cumulative average score of 4.08% "very good" with a cumulative score of 4.51% was obtained; in stage 2 validation, the cumulative score was 4.19% "very good" with a cumulative score of 4.68% and testing was appropriate. The result on teacher's responseachieved an average score of 4.04% with the "very good" criteria. In the small group trials, an average score of 3.69% was achieved with "very good" criteria, while the results of the students' creative thinking test obtained 89.5% with "very good" criteria. Whereas practicality of the module to which the teacher responded received an average score of 4.04% in the "very practical" category and student responses to the module received an average score of 3.69% in the "very practical" category, the module's effectiveness received an average score. -an average of 3.69% in the "very effective" category.The results of the creative thinking test on 10 students VIII B at SMP MuhammadiyahKupang showed that one student had an average test score of 75 in the "quite creative" category, while two students achieved 80. While Seven students are in the "very creative" category between 85-100. it is indicated that the module is acceptable and suitable to be used as teaching material.ved with "very good" criteria, while the results of the students' creative thinking test obtained 89.5% with "very good" criteria. Whereas practicality of the module to which the teacher responded received an average score of 4.04% in the "very practical" category and student responses to the module received an average score of 3.69% in the "very practical" category, the module's effectiveness received an average score. -an average of 3.69% in the "very effective" category.The results of the creative thinking test on 10 students VIII B at SMP MuhammadiyahKupang showed that one student had an average test score of 75 in the "quite creative" category, while two students achieved 80. While Seven students are in the "very creative" category between 85-100. it is indicated that the module is acceptable and suitable to be used as teaching material.

THE INFLUENCE OF INDONESIA'S REALISTIC MATHEMATICS EDUCATION APPROACH ON STUDENTS' CREATIVE THINKING ABILITY

This research aims to explore how PMRI, a student-centered and contextualized mathematics learning approach, can foster students' creative thinking abilities in the morning, when students may have different levels of alertness, motivation, and mood, which are the result of applied science, in the field of mathematics education. The research method used is a quantitative method with Posttest-Only Control Design. The population of this study was class VIII students. The sample used was 2 classes with a quota sampling technique where classes determined from the school were used as samples. The data collection techniques used are tests and observations. Based on the student test results, a significance value of 0.00 was obtained, which means a value of 0.00 < 0.05. Observations are carried out to see the implementation of learning. Based on the results of observations, the learning carried out was following PMRI characteristics, which means the learning was carried out well. From the research results, it was concluded that using the Indonesian realistic mathematics education approach in the morning influenced the creative thinking abilities of class VIII students at Lais State Middle School. The novelty of this research is that it introduces a new experiment of PMRI learning in the morning on students' creative thinking abilities. The research contributes to the literature on mathematics education and creative thinking by highlighting the role of PMRI in improving students' creative thinking abilities in the morning.

Mathematical Connection is at the Heart of Mathematical Creativity

Abstract Although teaching mathematics for creativity has been advocated by many researchers, it has not been widely adopted by many teachers because of two reasons: 1) researchers emphasized and investigated mathematical creativity in terms of product dimension by looking at what students have at the end of problem-solving or -posing activities, but they neglected the creative processes students use during mathematics classrooms, and 2) creativity is an abstract construct and it is hard for teachers to interpret what it means for students to be creative in mathematics without further guidance. These can be eliminated by employing techniques of mathematical connections as tools because using mathematical connections can help teachers make sense of how to promote the creative processes of students in mathematics. Because making mathematical connections is a process of linking ideas in mathematics to other ideas and this is a creative act for students to take to achieve creative ideas in mathematics, using the strategies of making mathematical connections has the potential for teachers to understand what it means for students to be creative in mathematics and what it means to teach mathematics for creativity. This paper has two aims to 1) illustrate strategies for making mathematical connections that can also help students’ creative processes in mathematics, and 2) investigate the relationship among general mathematical ability, mathematical creative ability, and mathematical connection ability by reviewing theoretical explanations of these constructs and several predictors (e.g., inductive/deductive ability, quantitative ability) that are important for these constructs. This paper does not only provide examples and techniques of mathematical connection that can be used to foster creative processes of students in mathematics, but also suggests a potential model depicting the relationship among mathematical creativity, mathematical ability, and mathematical connection considering previously suggested theoretical models. It is important to note that the hypothesized model (see Figure 4) suggested in the present paper is not tested through statistical analyses and it is suggested that future research be conducted to show the relationship among the constructs (mathematical connection, mathematical creativity, mathematical ability, and spatial reasoning ability).

수학 스토리텔링 자료 활용이 수학적 창의성 및 태도에 미치는 효과

Objectives In this study, mathematical storytelling materials were developed using situations or mathematical history that students could easily experience with the aim of enhancing mathematical creativity and mathematical attitudes. In this way, the purpose of this study was to investigate the effect on the improvement of students' mathematical creativity and mathematical attitudes after conducting learning activities.
 Methods This study was conducted on 56 students in two classes in the second grade of 00 High School in the humanities of 00 metropolitan city. Based on the midterm exam results of the first semester of the second grade, two classes with similar averages were selected, one class was divided into experimental classes and the other class was divided into comparative classes, and 13 classes were conducted for about two months from May 3 to July 4, 2020. The experimental group (28 students) conducted classes using mathematical storytelling materials developed by the researcher, and the comparative group (28 students) conducted traditional classes centered on textbooks and teacher guidance.
 Results The results were obtained as follows by analyzing the effect of classes using mathematical storytelling materials on students' mathematical creativity and mathematical attitudes. First, mathematical creativity and mathematical attitude could be enhanced by classes using mathematical storytelling materials. Second, the mathematical creativity of each group of experimental and comparative classes was analyzed. Classes using mathematical storytelling materials were more effective in mathematical creativity and mathematical attitudes compared to traditional classes centered on textbooks and teacher guides for students in the upper, middle, and lower grades. Third, classes using math storytelling materials changed students' interest. However, students in the lower group tended to bring inferiority within the team. Therefore, in classes using math storytelling materials, it should be guided that lower-class students should learn in cooperation with other students without feeling inferior.
 Conclusions In conclusion, the experimental class that used mathematical storytelling data was more effective in mathematical creativity and mathematical attitudes than the comparative class.

Magic Forms and The Mathematical Creative Thinking Ability of Secondary School Students

A growing body of literature has shown that mathematics learning is expected to facilitate students to develop creative thinking abilities. In reality, students' creative thinking abilities are not fully accommodated through mathematics learning. Therefore, this research aims to explore middle school students' mathematical creative thinking abilities based on learning experiences with Magic Forms. This qualitative research with an explorative approach focuses on the participation of three class VII students at a state junior high school in Jakarta (MA, LS, and YC). Data collection techniques used in this study were learning outcomes tests and interviews. Data analysis techniques in this study used data reduction, data presentation, and drawing conclusions. Based on the results of the study, it was found that: MA meets the four indicators of mathematical creative thinking ability, MA felt helped by the experience of learning with Magic Forms and challenged by the experience of working on the ability to think creatively. LS met the four indicators of mathematical creative thinking ability, LS also felt helped by the experience of learning with Magic Forms and amazed by the experience of working on the ability to think creatively. YC met the four indicators of mathematical creative thinking ability, for the subject's authenticity indicator reached a percentage of 68.75% (higher indicator). Moreover, YC did not feel helped by the experience of learning with Magic Forms and was confused by the experience of working on the ability to think creatively.

Influence of learning motivation on high school students' mathematical creative thinking ability

This research aims to investigate the impact of learning motivation on students' mathematical creativity. Employing correlational research techniques with a quantitative approach, the study focuses on the entire Class X population at MIPA Rajagaluh High School. The purposive sampling method was applied to select 30 students from Class X MIPA 6. Research tools included tests on creative thinking and surveys to gauge students' enthusiasm for learning. Data analysis involved correlation, linearity, and normalcy tests. The results revealed a noteworthy correlation between learning motivation and enhancing students' mathematical creative thinking skills. Learning motivation has a statistically significant influence on mathematical creative thinking abilities. These results underscore the importance of cultivating and sustaining students' learning motivation. It is recommended that teachers actively provide encouragement and guidance to nurture robust learning motivation among students.

Effect of Mathematical Disposition on Students' Mathematical Creative Thinking Abilities in Class XI

Mathematics as a lesson that is useful for the development of thinking, thinking becomes an important process in it, where students are expected to be able to think deductively. Students are asked to understand the concept of the material that has been delivered with an active and conscious attitude, or referred to as a disposition. The purpose of this research was to find out the effect of mathematical disposition on students' mathematical creative thinking abilities in class XI MIPA MAN 2 Banyumas. The population in this research were all students of class XI MIPA totaling 243 students, 153 students were taken as samples using simple random sampling technique. This research was conducted using quantitative research methods where data was obtained by distributing research instruments in the form of questionnaires and tests. The analysis technique uses a simple linear regression analysis technique. Before the analysis test was carried out, the data went through analysis prerequisite tests, namely the normality test, regression significance test, and linearity test. The results of this study indicate that there is an influence of mathematical disposition on students' mathematical creative thinking abilities of 12,6%. Also regression equation obtained, Ŷ=8.325+0.730X which shows that the regression coefficient value is positive, which means that if the mathematical disposition (X) increases by 1 unit, the student's mathematical creative thinking ability (Y) will increase by 0.730 units.

Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?

Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.

Deskripsi Kreativitas Siswa dalam Menyelesaikan Soal TIMSS

This research explores students' creativity in solving problems using the TIMSS cognitive domain. This qualitative study employs a descriptive method with two eighth-grade students in Gowa as the research subjects. The selection of subjects is based on their initial mathematical abilities in the eighth grade, and students with high capabilities are grouped accordingly. The instruments used for data collection include a mathematics creativity test and interview guidelines. The study focuses on three aspects of creative thinking abilities: fluency, flexibility, and originality. The result of this study indicates that (1) the subject in the cognitive domain of applying algebraic content, high initial abilities meet the aspects of fluency and flexibility. This meant that obtained creative thinking ability level 3 (creative); (2) in the cognitive domain of reasoning, the subject's algebraic content fulfills the flexibility aspect. This means obtaining creative thinking ability level 2 (creative enough).

Pendampingan Model Pembelajaran Kooperatif Bagi Guru Matematika SMP/MTs se-Kabupaten Maros

Teacher quality can be improved by increasing knowledge about various methods, approaches and strategies that can be applied in learning to overcome learning problems in the classroom so that innovative learning can be realized which will maximize student achievement. In connection with this problem, the cooperative learning model was socialized to improve students' mathematical generalization abilities. This community service aims to socialize the application of the Active, Collaborative and Inductive (AKI) Cooperative learning model to teachers in Maros Regency. This activity was attended by 23 teachers and lecturers from various schools and universities. During the activity, the teachers were interested and motivated to develop creative mathematics teaching skills using the AKI type cooperative learning model as a solution to the low mathematical generalization abilities experienced by students.

The Effectiveness Of Problem Based Learning Model Base On Open-Ended To Improve Mathematical Creative Thinking Skills

Abstract: The ability to think mathematically creative students is very important in mathematics teaching. students' mathematical creative thinking ability is still relatively low can be seen from various factors. This study aims to find out how the implementation of Problem Based learning model based on open-ended to improve students' mathematical creative thinking skills, and to determine the effectiveness of open-ended based Problem Based learning model based on open-ended to improve students' mathematical creative thinking skills. This type of research is quantitative research with experimental methods. The population in this study were all grade VIII MTs N 1 Purbalingga students. The sample of this research is students of grades VIII G and VIII H with sampling techniques using Convenience Sampling. The instruments used in this study were pretest and posstes description questions with data analysis using the T-test. Based on the research that has been done, it can be concluded that the implementation of the based learning model based on open-ended is done very well, with an observer score of 3.46. From the results of data analysis, namely the T-test, it can be seen that the based problem-based learning model based on open-ended is effective for improving students' mathematical creative thinking skills, it can be seen from the significance value of 0.006 < 0.05, then H0 is rejected and H1 is accepted, which means that the problem based learning model based on open-ended effective to improve students' mathematical creative thinking skills

Students’ Mathematical Creative Thinking Obstacle and Scaffolding in Solving Derivative Problems

The difficulties experienced by students in studying derivative material are difficulties understanding the definition of derivatives and representations of these derivatives. Derivatives are a material that is quite difficult to develop mathematical creative abilities because they have many functions and symbols. This difficulty indicates a barrier to thinking in students. This research is descriptive qualitative research with five research subjects of Tadris Mathematics at the Curup State Islamic Institute. Each student can think creatively mathematically on the indicators of flexibility, fluency, and originality, but the levels are different. The level of mathematical creative thinking ability can depend on the questions or problems and the material being studied. However, one of the indicators of the ability to think creatively mathematically, which is very weak for students, is originality because students seem rigid with what they have obtained from lecturers and books. Students find it difficult to come up with ideas in solving problems. Barriers to thinking creatively mathematically can occur due to several factors, including 1) due to a lack of prior knowledge of students in understanding problems and determining ideas in planning solutions; 2) a lack of strong concepts possessed by students. One way for lecturers to overcome these obstacles is to provide scaffolding. The provision of scaffolding is carried out using Treffinger learning with several stages, namely basic tools, practice with process, and working with real problems. In practice with process stage, students solve problems by using analogical reasoning to develop their mathematical creative thinking abilities. The stages of analogical reasoning used to consist of the stages of recognition, representation, structuring, mapping, applying, and verifying. This study's findings are that two new stages are added to the early stages of analogical reasoning, namely the stages of recognition and representation.

Analysis of Students’ Mathematical Creative Thinking Process Based on Cognitive Style

An in-depth examination of the topic using the reflective cognitive style can answer questions regarding one’s capacity for creative thought. It is accomplished through preparation, intuition, incubation, and verification. The stages of incubation and illumination are carried out once the verification stage has been completed. During the verification phase, they are coding on the shape of the flat side. Process of reflective student intuition according to characteristics of students who apply the appropriate completion strategy. Students who act without thinking first have yet to answer questions requiring creative thinking successfully. It can be seen from the preparation process, which needs to be more thorough to produce correct answers.

Telaah Challenge Based Learning (CBL) Bernuansa Etnomatematika Berbantuan Instagram terhadap Kemampuan Berpikir Kreatif Matematis

Mathematical creative thinking ability is an important aspect in facing the era of disruption. Based on the results of PISA and TIMSS studies, the mathematical creative thinking ability of students in Indonesia is still low. Challenge Based Learning (CBL) presents an alternative solution to address this problem. On the other hand, ethnomathematics and instagram will bring their own meaningfulness to students' learning. The innovation of CBL with an ethnomathematics nuance, supported by instagram, becomes one alternative in developing mathematical creative thinking abilities. This study aims to describe the effect of CBL with an ethnomathematics nuance supported by instagram on mathematical creative thinking ability through a literature review. The literature review analysis was conducted on relevant national and international studies. The facts show that the use of CBL models makes students more creative and innovative, thus developing their mathematical creative thinking ability. The CBL framework integrated with ethnomathematics supported by instagram will provide a unique learning significance for students. The results of the literature review indicate that the innovative CBL model with an ethnomathematics nuance supported by instagram can have a positive impact on students' mathematical creative thinking ability.

Efektivitas Model Pembelajaran Problem Based Learning (PBL) Terhadap Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa SMK

The main problem in this research is the low ability of students' mathematical creative thinking. the purpose of this study was to determine the effectiveness of the problem-based learning model for the mathematical creative thinking skills of vocational students. This research was carried out at SMK Negeri 5 Kuningan. The sample was taken by purposive sampling consisting of class X TKJ D (Experimental Class) and class X TKJ E (Control Class). The number of students in both classes is 70 students. The results of testing the hypothesis on the posttest data using the independent t-test showed that the hypothesis (????0) was rejected while the alternative hypothesis (????1) was accepted. This shows that there are differences in students' mathematical creative thinking abilities after applying the problem-based learning model to the experimental group and the conventional model to the control group. Improving students' mathematical creative thinking skills using the problem-based learning model based on the pre-test and post-test scores (N-Gain 0.4197 medium category). So, the conclusion of this study is that the use of problem-based learning models is effective in improving students' mathematical creative thinking skills, and almost half of students, namely 46.32%, respond well to problem-based learning models in learning mathematics.

BEHAVIORAL ANALYSIS OF STUDENTS' CREATIVE THINKING ABILITY IN LEARNING MATHEMATICS

The purpose of this research is to explain the ability of students' creative thinking in learning mathematics in regards to their behavior in class VIII. This is a descriptive qualitative research. Written tests and questionnaire procedures were utilized to gather data. A number of data analysis methods have been employed in this research: (1) data collecting; (2) data reduction; (3) data presentation; and (4) conclusion drawing. This study concentrated on four elements: (1) fluency; (2) flexibility; (3) originality; and (4) elaboration. According to the findings of this research, the creative thinking ability of grade VIII students is included as part of the creative category with an average percentage of 63.75%. While the attitude of grade VIII pupils is regarded as good, with an average percentage of 73.10%. In the creative thinking ability as good, students with a positive attitude have a creative thinking rate of 63.19%. Overall, students with very good and good attitudes have creative thinking ability.