The Elements of Creativity and Giftedness in Mathematics

doi:10.1007/978-94-6091-439-3

Cited by 26 publications

(8 citation statements)

References 35 publications

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“…Consequently, mathematics learning at school should be emphasized on developing students' creative thinking ability which is one of the characteristics in the high-thinking level. Creative thinking ability is also called creativity, that may assure the growth of mathematics as a whole (Nugraha & Mahmudi, 2015;Nuryanti, 2016;Pehkonen, 1997;Sriraman & Lee, 2011;Sunaryo, 2014).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students’ Creative Thinking in Solving Arithmetic Problems

Puspitasari

In’am

Syaifuddin

2018

Int Elect J Math Ed

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It is aimed at analyzing students' creative thinking in solving arithmetical problems in State Junior High School 11 Malang, Indonesia. It is a qualitative approach with the type of case study where the number of the subjects were 6 students consisting of two students with high ability, two with moderate ability and two with low ability in mathematics. The results showed that the subjects under the category of high ability in mathematics did not show problems dealing with fluency, flexibility, and originality aspects, except in elaboration aspect. Students with moderate ability in mathematics still had difficulty in understanding mathematical problems, it may be seen from their steps in their less structured, detailed, and systematic solutions especially for the first problem. When they solved the problems given, their computation process was less careful, and trial and error strategies were mostly adopted in solving them. Students with low ability had difficulty in understanding the problems. Their ideas appearing in their mind were still trial and error in nature, not well structured, less systematic and detailed so that in solving and arranging the solution steps, they still encountered a lot of obstacles.

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Section: Introductionmentioning

confidence: 99%

Analysis of Students’ Creative Thinking in Solving Arithmetic Problems

Puspitasari

In’am

Syaifuddin

2018

Int Elect J Math Ed

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“…Hal tersebut merupakan penyebab peserta didik mengalami kesulitan dalam memahami konsep materi pembelajaran matematika, sehingga ketika mengerjakan soal-soal yang berbeda dari contoh yang diberikan dalam pembeljaaran peserta didik mengalami kesulitan karena mereka hanya menghafalkan rumus saja tanpa memahami konsep (Estuningsih et al, 2013;Gruver, 2018;Huang et al, 2021;Sofronas et al, 2011). Lain daripada hal tersebut, dalam pembelajaran pendidik hanya mengandalkan sumber belajar berupa buku paket saja (Hallberg, 2006;Sriraman & Hwa Lee, 2011). Permasalahan yang sering dihadapi dalam dunia pendidikan diantaranya adalah lemahnya proses pembelajaran (Hunt et al, 2016;Nurrita, 2018;Tabach & Nachlieli, 2015).…”

Section: Pendahuluanunclassified

Pengembangan Alat Peraga M3 (Mean, Modus, Median) dengan Menerapkan Konsep Statistika untuk Siswa di Tingkat Menengah

Saidah¹,

Faizah

2023

JRHotsPM

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Pembelajaran matematika memiliki beberapa permasalahan diantaranya rendahnya minat belajar, metode pembelajaran konvensional, dan terbatasnya penggunaan sumber belajar. Hal ini mengakibatkan terjadinya kesulitan siswa dalam memahami materi yang disampaikan. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan hasil pengembangan alat peraga M3 untuk materi statistika. Penelitian ini menggunakan pendekatan Research and Development (R&D) model Borg & Gall yang terdiri dari tujuh tahapan yaitu: (1) potensi dan masalah; (2) pengumpulan data; (3) desain produk; (4) validasi desain; (5) revisi desain; (6) percobaan penggunaan; dan (7) revisi produk. Subjek uji coba dalam penelitian ini adalah siswa kelas VIII B SMP Islam Mbah Bolong Watugaluh yang berjumlah 25 orang. Dari hasil penelitian menunjukkan bahwa alat peraga yang dikembangkan berkualitas baik karena memenuhi tiga kriteria yakni valid, praktis, dan efektif.

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“…Creativity is a cognitive activity that produces a new way of looking at a problem (Solso, 1995). Creativity in mathematics is defined as the ability to see and choose a solution in mathematics (Sriraman, 2011). Some aspects of mathematical creativity, namely flexibility, fluency, novelty, sensitivity, originality, and elaboration (Evans, 1991;Silver, 1997).…”

Section: High Order Thinking In Mathematicsmentioning

confidence: 99%

Impact of Heuristic Strategy on Students’ Mathematics Ability in High Order Thinking

Tambunan

2018

Int Elect J Math Ed

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The purpose of this study is to determine the impact of heuristic strategy on students' mathematical abilities in high order thinking. This descriptive research uses a correlation design. The population of this study were all second-grade public and private high school students representing schools from eight districts in North Sumatra province, and samples (N = 257) were taken randomly. Based on linear regression analysis through analysis of variance (ANOVA) results obtained that heuristic strategy has a very strong influence on students 'mathematical abilities in high order thinking, and partially heuristic strategies affect students' ability in (1) understanding of concepts, (2) creativity, (3) mathematical communication, (4) problem solving, and (5) reasoning ability.

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The Elements of Creativity and Giftedness in Mathematics

Cited by 26 publications

References 35 publications

Analysis of Students’ Creative Thinking in Solving Arithmetic Problems

Analysis of Students’ Creative Thinking in Solving Arithmetic Problems

Pengembangan Alat Peraga M3 (Mean, Modus, Median) dengan Menerapkan Konsep Statistika untuk Siswa di Tingkat Menengah

Impact of Heuristic Strategy on Students’ Mathematics Ability in High Order Thinking

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