Creative thinking in mathematics curriculum: An analytic framework

Hadar, Linor L.; Tirosh, Mor

doi:10.1016/j.tsc.2019.100585

Cited by 66 publications

(68 citation statements)

References 38 publications

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“…Definisi ini dibangun di atas aspek kreativitas menjadi sembilan konstruksi: fluency (kelancaran), flexibility (fleksibilitas), novelty (kebaruan), synthesis (sintesis), analysis (analisis), reorganization/redefinition (reorganisasi/ redefinisi), complexity (kompleksitas), dan elaboration (elaborasi) (Guilford, 1967). Dalam (Hadar & Tirosh, 2019) terdapat tiga proses berpikir kreatif yaitu berpikir lateral, berpikir divergen dan berpikir konvergen-integratif. De Bono dalam (Hadar & Tirosh, 2019) menyatakan bahwa berpikir lateral adalah berpikir secara fleksibel melompat dari satu aspek ke aspek lain daripada hanya mengikuti jalur yang sudah ada sebelumnya.…”

Section: Latar Belakangunclassified

“…Dalam (Hadar & Tirosh, 2019) terdapat tiga proses berpikir kreatif yaitu berpikir lateral, berpikir divergen dan berpikir konvergen-integratif. De Bono dalam (Hadar & Tirosh, 2019) menyatakan bahwa berpikir lateral adalah berpikir secara fleksibel melompat dari satu aspek ke aspek lain daripada hanya mengikuti jalur yang sudah ada sebelumnya. Berpikir lateral membutuhkan kemampuan untuk berpikir secara asosiatif, menggunakan perspektif yang berbeda dalam berpikir di luar kotak untuk menciptakan ide-ide baru.…”

Section: Latar Belakangunclassified

“…Berpikir lateral membutuhkan kemampuan untuk berpikir secara asosiatif, menggunakan perspektif yang berbeda dalam berpikir di luar kotak untuk menciptakan ide-ide baru. Berpikir divergen adalah aspek jawaban untuk pertanyaan tentang apa yang dilakukan individu ketika mereka berpikir kreatif (Hadar & Tirosh, 2019). Dalam berpikir divergen, individu menghasilkan banyak solusi untuk masalah yang tidak memiliki jawaban benar atau salah.…”

Section: Latar Belakangunclassified

“…Deskripsi tentang pemikiran konvergen-integratif sebagai jawaban ketiga yang individu mengidentifikasi elemen-elemen kunci dari suatu masalah, mencari tahu bagaimana bagian-bagian tersebut saling bersesuaian (Hadar & Tirosh, 2019). Berpikir konvergen-integratif melihat hubungan baru, menggabungkan ide-ide yang berbeda, menentukan pola, dan membentuk hubungan baru antara entitas yang sebelumnya berbeda.…”

Section: Latar Belakangunclassified

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Eksplorasi berpikir kreatif melalui discovery learning Bruner

Nu’man

2020

hum

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Creative thinking is an essential component of advanced mathematical thinking. The components of creative thinking are lateral thinking (creating one’s own and non-routine ways), divergent thinking (using a variety of ways), and convergent-integrative thinking (using patterns in other situations). One way to develop creative thinking is learning with Bruner’s discovery learning model, namely learning with an enactive, iconic, and symbolic stage. Learning activities with Bruner’s discovery learning on the material of the two-variable linear equation system (SPLDV) to explore creative thinking are: 1) preliminary activities: goals and perceptions, 2) core activities include: the enactive stage, which is giving contextual problems to be solved themselves of students to explore lateral thinking, the iconic stage, which is writing solutions and presentations to explore divergent thinking, and the symbolic stage, which is the elaboration of the results of the previous stages to be brought to the mathematical process in the form of modeling and elimination and substitution methods to explore lateral thinking, divergent thinking, and convergent thinking integrative, and 3) closing activities: feedback and conclusions.

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Section: Latar Belakangunclassified

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Eksplorasi berpikir kreatif melalui discovery learning Bruner

Nu’man

2020

hum

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“…This is because creativity is associated with academic achievement, divergent thinking, and self-efficacy [3]. Therefore, many countries promote creativity to develop the next generation of innovators [4]. In other words, students must be trained to develop creativity to the fullest.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Blended Learning on Elementary School Students' Creativity and Activeness

Miskiah¹,

Suryono²,

Sudrajat³

2020

ujer

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Creativity is one of the important components of success in 21st-century learning. Creativity needs to be developed and taught in the classroom. This study was conducted to know the difference in the effect of blended learning on students' creativity and activeness. This study also aimed to find out the significant improvement on students' creativity and activeness in elementary school. This study is of a quasi-experimental type with a non-equivalent comparison group design. The research subjects were fifth-grade students (32 students as experimental groups and 29 students as a control group) of public elementary schools in Bantul Regency, SDN Kasihan, and SDN Kalipucang, in the academic year 2019/2020. Rubric for Creativity (RC) and Rubric for Activeness (RA) were administered for pretest and posttest. The duration of the experimental learning was three meetings and one meeting for examination. The data analysis technique used independent samples t-tests and paired samples t-tests at the significance level of .05. The results of the study show that there was a significant difference in creativity between the experimental group (applying blended learning) and the control group (applying scientific learning). Experimental group students had higher scores on both variables compared to their counterparts. Thus, it can be concluded that blended learning is effective in improving creativity and activeness of elementary school students.

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