Analysis of Self-Regulated Learning at Each Level of Mathematical Creative Thinking Skill

Abstract

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.

Analysis of Students' Mathematical Creative Thinking Ability in Solving Open-Ended Questions Based on Their Self-Concept

“…Moreover, a study was conducted to determine the effectiveness of a learning model on students' mathematical creative thinking abilities in self-regulated learning, indicating the interconnectedness of these factors (Novegitasari et al, 2023). Additionally, it highlighted the significant influence of selfefficacy, mathematical achievement, and metacognition on students' creative thinking abilities (Munahefi et al, 2022). These findings collectively suggest that self-concept, self-efficacy, and selfregulated learning play crucial roles in shaping students' mathematical creative thinking abilities.…”

Analyzing the students’ mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for?

“…To ensure the reliability of the findings, all instruments used, including test items, questionnaire sheets, and interview guidelines, were developed. The questions for measuring mathematical creative thinking ability were prepared based on indicators such as 1) thinking about more than one answer (fluency), 2) looking for several alternatives or different directions (flexibility), 3) thinking about unusual ways (authenticity), and 4) adding or breaking down the details of an idea, object, or situation to make it more interesting (elaboration) [ 19 , 33 , 34 ]. Each question represented one indicator, and for mathematical creative thinking ability test questions to be valid, reliable, discriminating, and appropriately challenging, it needs to meet certain criteria.…”

“…This is because it has been established that there is a significant relationship between mathematical creative thinking skills and self-regulated learning [ 18 ]. Specifically, self-regulated learning has a positive effect of 85.4 % on mathematical creative thinking skills [ 19 ].…”

Analysis of Mathematical Creative Thinking Ability in Terms of Self-Regulated Learning in the Creative Problem-Solving Learning Model

“…Menurut Kim et al (2019) Berdasarkan temuan tersebut, secara umum peserta didik dengan SRL tinggi mampu menyelesaikan soal kemampuan berpikir kreatif matematis karena SRL dan kemampuan berpikir kreatif matematis memiliki korelasi positif (Al-kreimeen, 2014). Selain itu Munahefi et al (2022) juga menyatakan bahwa SRL punya pengaruh positif terhadap kemampuan berpikir kreatif matematis peserta didik.…”