The Effect of Mathematical Habits of Mind Learning Strategy Based on Problem Toward Students’ Mathematical Creative Thinking Disposition

Abstract

One of the evaluation standards given by the National Council of Teachers of Mathematics (NCTM) is mathematical disposition. Disposition refers not simply to attitudes but to a tendency to think and to act in positive ways. Creative thinking disposition is the tendency to thinking and acting creatively in mathematics. The aims of this research is to determine the effect of mathematical habits of mind learning based on problems toward the students' mathematical creative thinking disposition. This research was conducted at one of SMPN (Junior High School) Padang Ratu, Indonesia. The method used in this research is quasi experiment with posttest only control group research design. The population of this research is 214 students. The sample of this study is 70 students at grade VII which consists of 36 students in experimental group and 34 students in control group. The experimental group was taught by mathematical habists of mind learning strategy based on problem and the control group was taught by conventional learning strategy (teacher centered). The sampling technique used is cluster random sampling. The instrument used to collect data in this research is questionaire checklist to determine students' mathematical creative thinking disposition. Data analysis used in this research is t-test. The results showed that students' mathematical creative thinking disposition which is taught by mathematical habits of mind learning strategy based on problem are better than the students which taught by conventional learning strategy. In future research, we recommend to use the mathematical habits of mind learning strategy based on problem in learning process to increase student's creative thinking disposition.

Faktor Mathematical Habits of Mind dan Kemampuan Literasi Matematis Siswa SMP di Kabupaten Bandung Barat

“…Dari pendapat tersebut, salah satu kemampuan afektif yang harus dimiliki dan ditingkatkan pada diri setiap siswa ialah MHM (Mathematical Habits of Mind) atau kebiasaan berpikir matematis. Mathematical habits of mind didefinisikan menurut Cuoco (Andriani, Yulianti, Ferdias, & Fatonah, 2017) bahwa sebagai kebiasaan berpikir yang dilakukan oleh matematikawan dalam memikirkan konsep dan masalah matematis. Dalam kutipannya menyatakan: "Mathematical habits of mind can motivate the students to make connection between mathematics ideas".…”

Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education

“…Gordon (2011) emphasizes the importance of developing mathematical habits of mind, suggesting that these habits are crucial for a deep understanding of mathematics, which aligns with our focus on enhancing mathematical connections. Mathematical habits of mind also encompass affective abilities related to mathematical connection skills, reflecting students' habitual mathematical thinking in various contexts (Andriani et al, 2017). These habits influence students' motivation to learn mathematics and their ability to solve mathematical problems (Kurniansyah et al, 2022;Maarif & Fitriani, 2023;Yustinah et al, 2023).…”

"Mathematical Habits of Mind in Solving Non-Routine Problems and Academic Performance of Grade 9 Students "

“…It is imperative that students be exposed to problem solving activities that require critical thinking for them to develop desirable habits of mind necessary towards successful and fulfilling problem-solving (Libutaque, 2011). Some studies were conducted on habits of mind on young children (Goldenberg, Shteingold & Feurzig, 2002), on junior high school students (Andriani, Yulianti, Ferdias, & Fatonah, 2017), and on postgraduate students (Alhamlan, Aljasser, Almajed, Almansour, & Alahmad, 2017) while studies on non-routine problem solving was done on elementary students (Yazgan, 2015) and high school students (Maulana & Yuniawati, 2018), among others. However, literature review suggests that MHoM in solving non-routine problems in the Philippine setting remains understudied and there is a need to ascertain certain habits of mind that predict academic performance in relation to the five (5) components suggested by UPNISMED (in Arellano, 2013).…”