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

Jaenudin, Agus; Kartono,; Sukestiyarno, YL; Mariani, Scolastika

doi:10.2991/assehr.k.200620.020

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Indeed, it needs training and to be applied as a habit (Permata et al, 2017). In general, thinking creatively can be triggered through the presentation of a challenging problem (Jaenudin et al, 2020). Students' inability to think creatively through their lessons results in low ability in solving math problems (Saironi & Sukestiyarno, 2017).…”

Section: Pedagogical Practicesmentioning

confidence: 99%

Students’ Creative Thinking Ability on Problems of Mathematics Literacy

Agustina,

Zaenuri,

Isnarto

et al. 2024

JHETP

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One of the skills that we are expected to have now and in the future is the ability to think creatively and demonstrate literacy. This article explores the field of qualitative descriptive research, with a focus on evaluating students' proficiency in creatively approaching challenges related to mathematical literacy. Data collection was carried out by means of tests and interviews, and the four subjects were students at Indraprasta PGRI University. The research results show that there are five components in measuring a person's creative thinking ability in mathematical literacy problems, namely fluency, flexibility, originality, elaboration and communication. Mathematical communication here is related to how students can understand, comprehend and solve mathematical problems presented in the form of narratives, tables, pictures or graphs of data.

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Section: Pedagogical Practicesmentioning

confidence: 99%

Students’ Creative Thinking Ability on Problems of Mathematics Literacy

Agustina,

Zaenuri,

Isnarto

et al. 2024

JHETP

View full text Add to dashboard Cite

show abstract

“…The achievement of mathematical creative thinking skills can be measured by identifying it through open questions (Indah, Budiarto, & Lukito, 2018;Jaenudin, Kartono, Sukestiyarno, & Mariani, 2020). Studies suggest that mathematical creative thinking skills can be measured by tests (Suwandari & Ibrahim, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Creative Thinking Skills Instrument to Solve Cube and Rectangular Prism Volume Problems for Elementary School Students

Yuliyanto

Turmudi

Syaodih

et al. 2021

MaPan

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Mathematical creative thinking skills can help students solve mathematical problems with diverse, unique, and detailed solutions and strategies. This study aims to produce an instrument capable of obtaining information about students' mathematical creative thinking skills to solve the cube and rectangular prism volume problems for elementary school students. Research and development are applied in this research. The population of this research was sixth-grade elementary school students in Jakarta and West Java. The participants were 33 students in East Jakarta and 15 students in Purwakarta. The sample is based on purposive sampling. The instrument developed was an essay test question. The item validity test shows that the three items are considered accurate for measuring mathematical creative thinking skills correctly. The instrument is considered consistent for measuring mathematical creative thinking skills and can measure mathematical creative thinking skills on similar subjects at different times and places. The difficulty level of the three items is moderate, so that belonging is not too difficult or easy. The discrimination power of the questions is very good to discriminate the skills of students who are classified as high and low. Thus, the mathematical creative thinking skills instrument can be used to understand the mathematical creative thinking skills of sixth-grade and can also be used to measure the mathematical creative thinking skills of fifth-grade elementary school students on the same material for further research.

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Student learning trajectories in finding the perimeter and area of a rectangular in the context of a fishing pond

Darto,

Kartono,

Widowati

et al. 2024

EURASIA J Math Sci Tech Ed

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Mathematics is a difficult subject for elementary school students. One of the causes is errors in mathematical concepts and principles made by students. For this reason, efforts need to be made to improve the concept and principles of quadrilaterals. The aim of this research is to design student learning trajectories in finding the perimeter and area of a rectangle in the context of a fishing pond. This is research with a design research approach. The subjects of this research were 50 students divided into two groups, 25 people each. Data collection techniques through observation, interviews and documentation. The data analysis technique used is qualitative and is developed through certain relationship patterns. The results of this research show that the mathematics learning trajectory design was implemented very well. It improves the ability of understanding about quadrilaterals. The learning path is activity-1: students create a representation of the context of a fishing pond and a rectangular image. Activity-2: students determine the perimeter of a rectangular image by placing match sticks around the rectangle in sequence, holding them tightly together. Activity-3: students determine the circumference of the fishing pond. Activity-4: students determine how to calculate the circumference of the pond by drawing a rectangle using matchsticks. Activity-5: students discover the principle of perimeter of a rectangle. The conclusion of this research is that the mathematics learning trajectory design is valid, practical, and increases the ability to understand concepts and principles from quadrilaterals.

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

Cited by 3 publications

References 3 publications

Students’ Creative Thinking Ability on Problems of Mathematics Literacy

Students’ Creative Thinking Ability on Problems of Mathematics Literacy

Mathematics Creative Thinking Skills Instrument to Solve Cube and Rectangular Prism Volume Problems for Elementary School Students

Student learning trajectories in finding the perimeter and area of a rectangular in the context of a fishing pond

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