Cultivating divergent thinking in mathematics through an open-ended approach

Kwon, Oh Nam; Park, Jee Hyun; Park, Jung Sook

doi:10.1007/bf03036784

Cited by 173 publications

(143 citation statements)

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“…This research result is in line with the research conducted by Kwon, et al (2006) which finds out that the students' divergent thinking who learn through open-ended approach is better than those who learn through conventional way. This is also in line with what has been found by Alhadad (2010) that open-ended approach with its openness characteristics will lead the students to think more creatively (Shimada and Becker, 1997;Nohda, 2001;Takahashi, 2005;Kwon et al, 2006).…”

Section: The Improvement Of Mathematical Creative Ability (Mcta) Viewsupporting

confidence: 89%

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Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

Fatah

Suryadi

Sabandar

et al. 2016

Journal. Math. Edu.

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The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; a high, middle and low group in Kota Serang, Banten Province. In every school category, two classes were chosen; one class was the experimental group which was taught by the open-ended approach, while another class was a control group which was shown by conventional way. This quasi-experimental research employed MCTA test and SE in mathematics scale as the instruments. In general, the research result shows that the MCTA improvement and SE level of the students who are taught by open-ended approach are better than those who are taught conventionally. The results of students' MCTA and SE viewed from school category will be further discussed. Keywords: mathematical creative thinking ability, self-esteem, open-ended approach AbstrakPenelitian ini bertujuan untuk mengkaji pendekatan open-ended untuk meningkatkan kemampuan berpikir kreatif matematis (KBKM) dan self-esteem (SE) dalam matematika pada siswa SMA ditinjau dari ketagori sekolah. Subjek penelitian ini adalah siswa kelas XI pada tiga sekolah dengan kategori sekolah tinggi, sedang dan rendah di Kota Serang Provinsi Banten. Pada tiap kategori sekolah dipilih dua kelas, satu kelas menjadi kelas eksperimen yang menerapkan pendekatan open-ended, dan satu kelas lainnya sebagai kelas kontrol yang menerapkan pendekatan biasa. Instrumen penelitian kuasi eksperimen ini adalah tes KBKM dan skala SE. Hasil penelitian secara umum menunjukkan peningkatan KBKM dan pencapaian SE siswa yang mendapatkan pembelajaran open-ended lebih baik dari pembelajaran biasa. Disajikan juga pembahasan mengenai peningkatan KBKM dan pencapaian SE siswa tersebut ditinjau dari tiap kategori sekolah.Kata Kunci: kemampuan berpikir kreatif matematis, self-esteem, pendekatan open-ended

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Section: The Improvement Of Mathematical Creative Ability (Mcta) Viewsupporting

confidence: 89%

“…This is also in line with what has been found by Alhadad (2010) that open-ended approach with its openness characteristics will lead the students to think more creatively (Shimada and Becker, 1997;Nohda, 2001;Takahashi, 2005;Kwon et al, 2006).…”

Section: The Improvement Of Mathematical Creative Ability (Mcta) Viewsupporting

confidence: 88%

Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

Fatah

Suryadi

Sabandar

et al. 2016

Journal. Math. Edu.

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show abstract

“…Focusing on divergent thinking, Kwon, Park and Park (2006) defined creativity as a high-dimensional human activity or skill to think up something new. Some researchers even included ethical (Cropley, 2001) and autonomical (Hodges, 2005;Sawyer, 2004) issues in creativity.…”

Section: Foundations and Creativity In Mathematicsmentioning

confidence: 99%

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Park¹

2013

The Mathematical Education

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“…The development of creative thinking is now expected to be the focus of mathematics education in which students are given the freedom to try to give original or new possible solutions from themselves (Kwon, Park, & Park, 2006). It means, learning mathematics should avoid the use of traditional learning methods that leads to convergent thinking in which students only remember mathematical theorems and rules to solve problems.…”

Section: Introductionmentioning

confidence: 99%

Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem

Maharani

Sukestiyarno

Waluya

2017

Int. J. Emerg. Math. Educ.

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AbstrakSuatu hal yang sulit bagi guru SMP adalah memposisikan dan mengembangkan anak didiknya yang masih berada pada masa transisi dalam berpikir kreatif. Penelitian ini bertujuan untuk mengevaluasi proses berpikir kreatif siswa berdasarkan model Wallas. Penelitian ini ada penelitian deskriptif kualitatif menggunakan data triangulasi. Subjek dikategorikan pada kemampuan tinggi, sedang, dan rendah setelah diberikan tes kemampuan berpikir kreatif. Objek pada penelitian ini adalah eksistensi bagaimana siswa SMP dalam menyelesaikan masalah matematika. Data dianalisis melalui klasifikasi, representasi, dan kesimpulan. Hasil penelitian menunjukkan 1) terdapat 23,33% siswa tidak tuntas dan hanya mencapai tahap persiapan, disebut kelompok kategori rendah; 2) terdapat 60% siswa mencapai tahap iluminasi meskipun untuk sampai pada tahap ini siswa memerlukan waktu lama, disebut kelompok kategori sedang; dan 3) 16,67% siswa telah tuntas sampai tahap verifikasi, disebut kelompok kategori tinggi. Bagi siswa dengan kategori kemampuan rendah dan sedang masih membutuhkan pendampingan saat mengalami hambatan pada proses berpikir kreatifnya, sedangkan siswa kategori kemampuan tinggi membutuhkan materi pengayaan. Kata kunci: proses berpikir kreatif, masalah matematika, Model WallasAbstract Developing student's creative thiking is difficult for teacher, especially when they are still in transtition. This study aims to evaluate students' creative thinking process based on the model of Wallas. This is a descriptive and qualitative research where data triangulation is employed. Subjects are categorized into upper, middle, and low category after doing creative thinking ability test. The object of the study is the existence of how junior high school's students solving mathematics problems. Data were analyzed through classification, data representation, and conclusions. The results showed 1) 23,33% of students only reached preparation stage, called low category, 2) 60% of students reached illumination stage though students take a long time, called middle category, and 3) 16,67% of students have completed up to verification stage, called upper category. For students in low and middle category, they still need assistance when experiencing obstacles in the creative thinking process, while the upper category students need enrichment materials.

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Cultivating divergent thinking in mathematics through an open-ended approach

Cited by 173 publications

References 5 publications

Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem

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