DEVELOPING TEACHER PERFORMANCES TO IMPROVING STUDENTS CREATIVE THINKING CAPABILITIES IN MATHEMATICS

Teacher performances to improving students creative thinking is still weakness. The research report finds out those 130 elementary teachers could not impress and direct students developing students’ creative thinking. Therefore, it is needed a strategy to develop teacher professional intensively. The purposes of this research were to describe mathematics teachers in developing learning strategy that improving student’s creative thinking and to figure out capabilities of teachers’ creative thinking and abilities to planning and implementing the teaching model of mathematical problem solving and problem posing. Participants of this research were six elementary school teachers at the third, fourth, and sixth grades respectively two schools at Sidoarjo. The results points out those teachers have good level of creative thinking in solving and posing a problem and the y could design and implement their planning using model of solving and posing problems

Leveling Students\u27 Creative Thinking in Solving and Posing Mathematical Problem

Many researchers assume that people are creative, but their degree ofcreativity is different. The notion of creative thinking level has beendiscussed .by experts. The perspective of mathematics creative thinkingrefers to a combination of logical and divergent thinking which is basedon intuition but has a conscious aim. The divergent thinking is focusedon flexibility, fluency, and novelty in mathematical problem solving andproblem posing. As students have various backgrounds and differentabilities, they possess different potential in thinking patterns,imagination, fantasy and performance; therefore, students have differentlevels of creative thinking. A research study was conducted in order todevelop a framework for students\u27 levels of creative thinking inmathematics. This research used a qualitative approach to describe thecharacteristics of the levels of creative thinking. Task-based interviewswere conducted to collect data with ten 8thgrade junior secondary schoolstudents. The results distinguished five levels of creative thinking,namely level 0 to level 4 with different characteristics in each level.These differences are based on fluency, flexibility, and novelty inmathematical problem solving and problem posing

KOMUNIKASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL MATEMATIKA BERJENJANG DITINJAU DARI PERBEDAAN GENDER

Komunikasi matematis merupakan kesanggupan siswa dalam memahami, menyatakan dan menafsirkan gagasan matematika menggunakan bahasa dan representasi matematika baik secara lisan maupun tertulis. Berdasarkan tingkatan berpikir siswa, soal-soal matematika dapat dijenjangkan, yaitu meliputi (1) mengeksplorasi dan mengingat kembali: fakta, prinsip, dan prosedur, (2) mempraktekkan latihan dan keterampilan, (3) memecahkan masalah, dan (4) menginvestigasi. Penelitian ini berjenis kualitatif, dimana pengambilan datanya dilakukan melalui pekerjaan tertulis siswa, penyampaian pekerjaan secara lisan dan wawancara mendalam. Hasil penelitian siklus awal menunjukkan bahwa tiap-tiap jenjang soal matematika mengeksplorasi unsur-unsur kemampuan komunikasi matematis yang berbeda-beda. Berdasarkan gender, siswa laki-laki cenderung lebih baik dalam hal komunikasi matamatis secara tertulis, sedangkan siswa perempuan lebih baik dalam komunikasi matematis secara lisan. Kata kunci: komunikasi matematis, siswa SMP, soal matematika berjenjang, gender

Proses Berpikir Siswa SD Dalam Melakukan Estimasi Masalah Berhitung Berdasarkan Jenis Kelamin

: The Thinking Process of Primary-school Students of Different Sexes in Estimating Arithmetic Problems. This case study is intended to explore the thinking process of the fifth-year students of different sexes in estimating arithmetic problems. Two students, one male and one female, belonging to the high achievers in a mathematics test were selected for the study and then interviewed, assigned to solve arithmetic problems, and finally asked to think aloud their thinking process. The study reveals that the thinking process of both the male and female subjects is in the form of accommodation as they ap­proached the arithmetic problems by repeatedly reading the tasks. Though employing the same thinking process, in the planning stage, the male subject made use of rounding and compatible number strategies, whereas the female one used only rounding strategy. In implementing the plan, the male subject em­ployed mental counting through assimilation, but the female one used algorithm through accommoda­tion. In the evaluating stage, the male subject traced back his work through mental counting, while the female one utilized reverse operations

LEVELING STUDENTS' CREATIVE THINKING IN SOLVING AND POSING MATHEMATICAL PROBLEM

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8thgrade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing

Metakognisi Siswa dalam Memecahkan Masalah Numerasi Ditinjau dari Gaya Berpikir

Penelitian ini bertujuan untuk mendeskripsikan metakognisi siswa dalam memecahkan masalah numerasi di kelas XI yang ditinjau dari gaya berpikir Gregorc. Kemampuan metakognisi pada penelitian ini terdiri dari tiga tahap yaitu perencanaan (planning), pemantauan (monitoring), dan evaluasi (evaluation). Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah empat siswa yang diambil dari kelas XI IPA 6 di SMA Hang Tuah 2 Sidoarjo tahun ajaran 2021/2022 dimana empat siswa tersebut mewakili setiap gaya berpikir dengan mempertimbangkan skor angket. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu teknik tes, wawancara, dokumentasi, dan observasi. Penelitian ini menggunakan teknik analisis data model Analysis Interactive dari Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa subjek dengan pemikiran sekuensial lebih baik dalam memecahkan masalah daripada subjek dengan pemikiran acak. Subjek sekuensial konkret melakukan aktivitas metakognisi yang meliputi perencanaan, pemantauan, dan evaluasi meskipun terdapat indikator yang belum tercapai dengan maksimal. Subjek sekuensial abstrak terdapat indikator pada aktivitas pemantauan yang tidak tercapai. Subjek acak konkret belum memenuhi beberapa indikator pada aktivitas pemantauan dan evaluasi. Subjek acak abstrak terdapat beberapa indikator yang belum tercapai pada tiap aktivitas metakognisi

PENGARUH PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN METAKOGNITIF DAN PEMECAHAN MASALAH MATEMATIKA DI KELAS XI SMA NEGERI 1 JOMBANG

Peneliti mengambil riset ini untuk mencari tahu tentang pengaruh penerapan pembelajaran model problembased learning pada kemampuan metakognitif dan pemecahan masalah dalam belajar, khususnya matapelajaran matematika. Penelitian ini menggunakan pendekatan kuantitatif dan metode eksperimen bentuktrue experiment. Sampel penelitian ini menggunakan teknik sampling purposive. Untuk menguji hipotesisyang dipaparkan pada awal penelitian, teknik pengolahan data untuk riset ini menerapkan uji-t. Dariruntutan aktivitas penelitian dan pengolahan data tersebut, diketahui bahwa hasil akhir nilai koefisien > . Sehingga berpedoman dari hasil data yang diperoleh, dapat disimpulkan bahwa modelproblem based learning berpengaruh pada kemampuan metakognitif. Hasil analisis data lainnya daripemecahan masalah dalam menyelesaikan persoalan matematika, diketahui hasil akhir nilai koefisien > . Dari hal tersebut dapat disimpulkan lagi bahwa model problem based learning jugaberpengaruh terhadap pemecahan masalah dalam menyelesaikan persoalan matematika.Kata Kunci: pembelajaran problem based learning, kemampuan metakognitif, pemecahan masalahmatemaika

Giving Questions as Scaffolding to Help Student in Constructing Proof

This research deals with the challenge of helping student who has difficulty in constructing trigonometry proof. This qualitative research that describing scaffolding process using questions involves 20 students in second grade of senior high school, then selects a student from the 11 students who cannot solve the proof completely. Student’s work on proving test and interview recording are collected and analysed data to identify student’s difficulty, type of scaffolding to help, and development produced. This research points out the difficulty student faces are: difficulty in devising strategy, stuck in the process, unable to find the next step, and unable to find relation between two terms. Scaffoldings given are: asking the characteristic of what to be proven, asking a concept that may be used, directive question, facilitative utterance, trans active prompt and bridging analogy. Furthermore, developments produced from scaffolding given are: student can purpose new idea and strategy, can find relation between two things or two concepts, and student can determine and use appropriate concept

Pemberdayaan Guru Dalam Pembelajaran Matematika Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa SD

: Empowering Mathematics Teachers to Improve Creative Thinking of Elementary-School Students. This experimental study is intended to develop mathematics teachers' competences in designing teaching and learning strategies that enhance students' creative thinking. In addition, the study portrays teachers' creative thinking as well as their competences in planning and implementing problem-solving and problem-posing teaching models. Utilizing a pre-test post-test single group design, this study involved mathematics teachers of the third, fourth, and sixth grades of two elementary schools. The results suggest that the teachers' creative thinking is of good level; they are creative enough in solving and posing mathematical problems as reflected in their mean score of 92.6. Their competences in planning and implementinglie in good category. Overall, it can be concluded that the teachers are professionally empowered in develo ping students' creative thinking

Eksplorasi Berpikir Kritis Siswa dalam Aktivitas Collaborative Problem Solving Pada Penerapan Barisan dan Deret

Berpikir kritis penting dimiliki untuk bersaing di abad ke-21. Penelitian ini bertujuan untuk mengeksplorasi berpikir kritis siswa dalam aktivitas collaborative problem solving pada penerapan barisan dan deret. Pendekatan penelitian ini menggunakan penelitian deskriptif bersifat eksploratif. Subjek terdiri dari siswa kelas XII MIPA 3 di SMAN 1 Balongpanggang dengan satu kelompok terdiri dari dua siswa dengan kriteria pasangan kolaborasi berpikir kritis tinggi dan rendah, sedang dan rendah, serta berpikir kritis tinggi dan sedang. Teknik pengumpulan data yang digunakan yaitu tes berpikir kritis dalam collaborative problem solving dan wawancara yang dianalisis dengan reduksi data, penyajian data dan penyimpulan. Data yang diperoleh akan dianalisis berdasarkan indikator berpikir kritis dalam collaborative problem solving. Hasil dari penelitian ini menunjukkan bahwa berpikir kritis siswa dalam Collaborative problem solving  terkait penerapan barisan dan deret pada pasangan kolaborasi  berpikir kritis tinggi dan rendah dapat melewati indikator identifikasi, analisis dan evaluasi. Sedangkan berpikir kritis siswa dalam Collaborative problem solving  terkait penerapan barisan dan deret pada pasangan kolaborasi  berpikir kritis sedang dan rendah tidak dapat melewati analisis dan evaluasi. Kata Kunci: berpikir kritis, collaborative problem solving, barisan dan dere