Profil Kemampuan Berpikir Kreatif Mahasiswa dalam Mengajukan Masalah Persamaan Diferensial

Abstract

Problem Posing approach is necessary for teacher training students. Problem Posing can train students to create questions/problems and their solutions. Make problem then solve it is part of student’s creative thinking ability. Differential equations problem is one of the materials that learned in mathematics education courses. Every teacher training student of mathematics has diverse skills. This diversity certainly brings various creative thinking skills as well. The purpose of this study is to determine the ability of student’s creative thinking in mathematical education courses, differential equation problem posing. This study uses a qualitative approach with descriptive methods. Sources of data in this study are the students of mathematics education consist of one student of each with high, medium, and low begining math ability. The data collection was conducted by using observation, testing, and interviews. Technique authenticity of data using a triangulation method. Data analysis technique done in stages, data reduction, data presentation, drawing conclusions, and verification. The result of this study were (1) Students with high initial capability not have fluency and flexibility of thought, but it shows the novelty think that qualifies as a Creative Thinking Ability Level (CTAL) 2 is creative enough, (2) Students with prior knowledge currently have the fluency of thought, but do not have the flexibility and novelty think that qualifies as a Level capabilities creative thinking (CTAL) 1 is less creative, (3) Students with prior knowledge low yet has grace, eloquence, and the novelty of thought that goes into the criteria of creative thinking ability Level (CTAL) 0 is not creative.

Analysis Of Mathematical And Disposition Creative Thinking Ability Of Students Through Learning Alternative Solution Worksheet

“…Some experts say that creative thinking in mathematics is a combination of logical thinking and divergent thinking based on intuition but in awareness that takes into account flexibility, fluency and novelty [19]. Students who have different abilities will have different creative abilities [20]. Students are categorized as having fluency in thinking if they are able to solve problems at least using two ways to answer the questions correctly.…”

Kemampuan Berpikir Kreatif Mahasiswa Pendidikan Matematika dalam Memecahkan Masalah Open-Ended Trigonometri

“…Kondisi ini mengindikasikan bahwa mahasiswa telah memiliki pengetahuan dasar terkait materi trigonometri. Pengetahuan dasar yang telah dimiliki oleh mahasiswa juga didasari oleh keberagaman latar belakang, hal ini memungkinkan beragamnya tingkat berpikir kreatif yang dimiliki oleh mahasiswa (Murtafiah, 2017). Bersumber dari uraian di atas, peneliti merasa penting untuk meneliti lebih dalam terkait kemampuan berpikir kreatif mahasiswa Pendidikan Matematika dalam menyelesaikan masalah trigonometri.…”

The Identification of Students’ Mathematical Creative Thinking Ability on Transformation Geometry

“…Students' mathematical creative thinking abilityis still low. There are previous studies which stated that students' creative thinking ability does not meet expectations, including as has been done by Murtafiah (2017) Based on the description above, this study has the aim to identify the mathematical creative thinking abilityof Transformation Geometry on fourth semestermathematics education students of STKIP Sebelas April Sumedang. The benefit of this research isit can be used as a material for consideration to develop learning models that can improve students' mathematical creative thinking ability.…”