Creative thinking ability based on learning styles reviewed from mathematical communication skills

This study aims to test whether learning with the Means-Ends Analysis (MEA) model achieves learning completeness and knows the description of the ability to think creative with the MEA model in terms of student leraning styles. Research is a research mixed methods model of concurrent triangulation. The population of this research is students of class VIII one of Junior High School in Pekalongan in the academic year 2018/2019, a sample of students of class VIII-F. Research subjects were students of class VIII-F selected with purposive sampling technique, selected 4 students from the type of visual and auditory learning styles, and 3 students from the type of kinesthetic learning style. Quantitative data were analyzed using the one-party average test and the one-party proportion test. Whereas qualitative data were analyzed using the Miles adnd Huberman model, namely making verbal data transcripts, data reduction, data analysis, and making conclusions. The result showed that: (1) learning with the MEA model achieved mastery learning; and (2) description of creative thinking abilities of students with models of MEA in terms of students learning styles that students with visual learning style meet three indicators of creative thinking that fluency fluency, originality, and elaboration; students with learning styles of auditory almost all meet the four indicators of creative thinking that fluency, flexibility, originality, and elaboration; students with kinesthetic learning style meets the four indicators of creative thinking that fluency, flexibility, originality, and elaboration.

This study aims to determine the distribution of higher-order mathematical thinking skills of students of state senior high schools in Tasikmalaya City in the academic year 2018/2019, to find out whether there is a relationship between mathematical critical thinking abilities with students' mathematical creative thinking skills High School in Tasikmalaya City 2018/2019 academic year. This research is a type of descriptive research using quantitative descriptive methods. The population in this study were all students of Tasikmalaya City Senior High School in class X, class XI, and class XII, ranging in age from 16-18 years. The sampling technique in this study uses a probability sampling technique that is Proportionate Stratified Random Sampling, by taking 2 classes each school. The research instrument used in this study was a matter of high-level mathematical thinking ability tests which are slices of the cognitive dimension of Bloom's Taxonomy with the 2013 Curriculum Dimension dimension consisting of questions of critical and creative thinking skills. The results showed that the distribution of mathematical thinking ability levels in high school students in the City of Tasikmalaya academic year 2018/2019 as follows: a) mathematical HOTS ability with a very good category was obtained by 2 Schools or 20% of all High School Schools in Tasikmalaya City, the ability Mathematical HOTS with the good category is obtained by 7 Schools or 70% of all High Schools in Tasikmalaya City, Mathematical HOTS ability with a pretty good category is obtained by 1 School, namely SMAN J or 10% of all Public High Schools in Tasikmalaya City. There is a significant relationship between students' mathematical critical thinking skills with the mathematical creative thinking abilities of high school students in the City of Tasikmalaya 2018/2019 academic year. with the degree of correlation obtained a correlation coefficient of 0.283 or are in a low category. Keywords: Higher Order Mathematical Thinking Skills, mathematical critical thinking skills, mathematical creative thinking skills.

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.

This article presents the results of quasi-experimental research with posttest control group design that examines the context of realistic mathematics assisted by Augmented Reality Technology (ART) on students' mathematical creative thinking skills. The population in this study were all public elementary school students in Ternate City. The sample involved 110 fourth grade students from two high and medium school level elementary schools. The instruments used were initial mathematical ability test, mathematical creative thinking ability test and student attitude scale. The research data for pretest, post-test, and normalized gain scores of mathematical creative thinking ability were analyzed by two-way ANOVA and Mann-Whitney and post hoc test of One-Way ANOVA. The assumptions of normality and homogeneity of variance were performed first before using this combined statistical test. The results showed that students who received learning through Realistic mathematics context assisted by Augmented Reality Technology (ART) were significantly superior to the improvement of mathematical creative thinking skills compared to students who received Ordinary Learning (OL). The results of this study also found that there was no interaction between Mathematical Creative Thinking Ability (MCTA) and students' attitude scale in terms of both school levels.

This study aims to analyze the mathematical creative thinking ability of grade VIII students at a State Junior High School in Riau, Indonesia, in terms of self-regulated learning. A qualitative design was employed, utilizing descriptive methods through a case study approach, and the participants included 28 students of grade VIII-C. To ensure data accuracy, a data triangulation technique was employed, which included a test for mathematical creative thinking skills, self-regulated learning questionnaires, introductory questionnaires, and interview guidelines. The validity of the data was measured using the Miles and Huberman technique, which involved data reduction, data presentation, and drawing conclusions. The results showed that the mathematical creative thinking skills of students were relatively low. Furthermore, it was discovered that self-regulated learning was significantly correlated with creative thinking ability. Specifically, students who exhibited high levels of self-regulated learning demonstrated higher creative thinking abilities than their peers with moderate or low levels. Similarly, participants with moderate self-regulated learning displayed sufficient abilities, while those with low self-regulated learning exhibited poor creative thinking abilities.

Improving the learning mathematics process in the classroom requires creative thinking skills. In learning mathematics, creative thinking skill is one of the critical mathematical skills to be mastered and developed by students. Creative thinking adds support to students so that students are more enthusiastic about problem-solving. Creative thinking is exploring different, quality, and task-appropriate ideas. The research aims to describe students' mathematical creative thinking skills in number patterns for the eighth grade of MTs Mamba'ul Ulum Pandaan. This research approach was qualitative. The qualitative design was descriptive qualitative. The data collection process was carried out at MTs Mamba'ul Ulum Pandaan. Data collection techniques were carried out in three ways: observation, tests, and interviews. After the data was obtained, qualitative data analysis was then carried out, which consisted of pre-field analysis and field analysis. Field analysis consisted of data reduction, data presentation, and conclusion. Then, the validity of the data was tested. The study results indicated that students with high mathematical creative thinking skills met four indicators. Students with moderate creative thinking skills met two indicators, while those with low creative thinking skills did not meet any predetermined indicators.

This study aims to produce appropriate STEM nuanced learning tools on number material and find out the increase in students' mathematical creative thinking skills after the implementation of learning using STEM nuanced learning tools with inquiry learning models on number material. This study used the Research and Development (R&D) method. The R&D steps in this research are potential and problems, data collection, product design, product validation, testing, and the final product. The population in this study were students of class VII of SMP Negeri 8 Semarang, while the subjects in this study were students of class VII-F of SMP Negeri 8 Semarang, totaling 28 students. Data was collected using tests and questionnaires. The increase in mathematical creative thinking skills was analyzed using the N-Gain test from pretest and posttest data. The results showed that the learning tools with STEM nuances with the inquiry learning model developed had a decent level of feasibility, and there was an increase in students' mathematical creative thinking skills on each indicator after being given learning using STEM nuanced learning tools with inquiry learning models with moderate improvement criteria.

The formulation of the problem in this study are: (1) how is the influence of the Quantum Learning model on the mathematical creative thinking ability of YPK Medan Junior High School students. (2) how to increase students' mathematical creative thinking ability by using the Quantum Learning model. The aims of this study were: (1) To determine the effect of the Quantum Learning model on the mathematical creative thinking skills of YPK Medan Junior High School students. (2) Introducing students to the learning process using the Quantum Learning model. The population and sample in this study were students of class VIII-B SMP YPK Medan, totaling 26 people, namely 12 male students and 14 female students. This type of research is experimental research with One Group Pretest Posttest research design. The research instrument used an essay test about lines and angles. The data collection technique used a pretest (pretest) and a final test (posttest). The data analysis technique used prerequisite test (normality test and homogeneity test) hypothesis test (t-test). And the results of the study using a paired sample t-test (paired-sample t test) using SPSS 22 which produces a significance of 0.000 <0.05, so Ha is accepted and H0 is rejected. So it can be concluded that there is an effect of the Quantum Learning learning model on the mathematical creative thinking ability of YPK Medan Junior High School students and the increase in mathematical creative thinking ability of YPK Medan Junior High School by using the Quantum Learning learning model is 0.62%

This study aims to reveal students' mathematical creative thinking skills which include indicators of fluency, flexibility, and originality by describing students' answers in solving cube and block problems. This research was conducted on the superior grade VIII students of MTsN 1 Makassar, totaling 39 students. The research subjects were taken as many as 6 people using the criteria for high, medium, and low group levels, every 2 students at each level. The instrument used is a creative thinking ability test, which consists of 4 items of description with qualitative descriptive analysis. The results showed that the students' mathematical creative thinking skills including the three indicators were very good based on the percentage value of each indicator being above 50%. In the fluency indicator, the percentage value is 100% for item number 1 and 95.83% for question number 2, the percentage value of the flexibility indicator for item number 2 and 4 is 95.83% and 91.67%, respectively, and the percentage value of the novelty indicator is questions number 2 and 4 are 75% and 70.83%, respectively. From the three indicators above, the percentage value of students' creative thinking ability is low when compared to the other two indicators, this shows that students are less able to produce unusual answers/ideas and the suitability of the answers given is very irrelevant to the problem.

Mathematical creative thinking is the ability of students to find solving ways that are unusual, unique, and have never been found by others. The development of the concept of mathematical creative thinking can make students despair and give up, so that another ability is needed so that they are able to survive and turn their difficulties to be opportunities for themselves to advance. This study aims to determine the mathematical creative thinking ability of class VIII junior high school students in one of the junior high schools in Bandung Barat on the subject to construct plane and solid geometry based on gender differences. The samples are 4 students consisting of two men and two women. Besides that, the discussion of mathematical creative thinking skills for junior high school students is viewed from gender differences, between male and female students in terms of their creative thinking abilities. The instrument of this research is a test of the ability to think creatively and interview. This study is a descriptive qualitative research that aims to describe the ability of creative thinking mathematically in solving problems of plane and solid geometry. The results show that the ability difference between male and female students is that the female students have much better mathematical creative thinking. In addition to gender factors, other factors can also influence the achievement of creative thinking skills; namely, students and teachers’ readiness to learn, students’ basic abilities and knowledge of mathematical concepts. Male students are more detailed in explaining the shape of each space given to the problem.

Learning styles can help students enhance their creative thinking abilities. However, the teacher did not modify the learning style during the learning process, therefore students’ creative thinking abilities did not meet expectations. This study aims to analyze elementary school children's learning styles from the standpoint of creative thinking skills. This is a descriptive quantitative research approach using a survey study design. The sample for this research was fourth-grade elementary school students. The tools used to collect data included tests, questionnaires, and observations. Descriptive statistics were used to analyze the data. According to the findings of this study, children with a visual learning style have high levels of creative thinking. As a result, this study reveals that every kid may develop creative thinking abilities ideally with learning that can adjust to individuals' learning styles. The findings of this study may help to improve students' creative thinking skills and serve as one of the answers for teachers in selecting learning models or approaches based on students' learning styles. Future studies should evaluate the efficacy of strategies or models for improving pupils' creative talents. Aside from that, it is feasible to create media, models, and textbooks to help primary school children strengthen their creative thinking skills.

This research aimed to analyze undergraduate students’ mathematical creative thinking abilities (MCTA). This study employs a qualitative descriptive method, with the research subjects being Mathematics Education Study Program students. Tests and interviews were the instruments used for mathematical creative thinking ability. The results of the research show that students' mathematical creative thinking abilities vary, as many as 20% are in the low category (CCTA < 33%), 60% are in the medium category (CCTA between 33% and 67%) and 20% are in the high category (CCTA > 67 %). Understanding mathematical concepts, learning experiences, and motivation all have an impact on students creative mathematical thinking skills. It is hoped that the results of this research can be considered when designing learning that can develop students' mathematical creative thinking abilities. Keywords: analyze, mathematical creative thinking abilities, undergraduate students’

This research is motivated by observations at Muhammadiyah junior high school number 3 in Bandar Lampung that ability of students to solve mathematical problems have different thinking skills, diverse learning styles possessed by students in absorbing and processing information while the learning process is taking place and educators have never tested specifically creative thinking and learning styles. The purpose of this research is to determine the level of mathematical creative thinking abilities of students as seen from the visual, auditory and kinesthetic learning styles by Muhammadiyah junior high school number 3 in Bandar Lampung. Subjects for this research were conducted in VIIB and VIIE classes by taking subjects by purposive sampling, namely 2 subjects of visual learning style, 2 subjects in auditory learning styles and 2 subjects of kinesthetic learning styles. The results of this research is to indicate that students with visual learning styles are classified as level 1 (less creative), students with auditorial learning styles are classified as level 1(less creative) and kinesthetic learning is classified as level 1 (less creative) and as level 3( creative).

This study aims to obtain students' creative thinking skills based on Adversity Quotient intelligence on the flat shape material at SMK-SMTI Pontianak. The research method used is descriptive method with survey research form. The number of research subjects was 12 students of class XI SMK-SMTI Pontianak. The data collection tools used were a written test to determine the level of students 'mathematical creative thinking skills and an Adversity Quotient questionnaire to determine students' AQ intelligence. The results of the research on the mathematical creative thinking ability test showed that there were no students who could meet the novelty indicators, so that level 1 (Very Creative) mathematical creative thinking skills were not fulfilled. From the AQ questionnaire given to 12 students containing the CORE dimension, it was obtained a group of students with high AQ intelligence or it could be called the climber category group. In the climber category there are 2 people (17%). Students in the moderate AQ intelligence group or what could be called the camper category group numbered 10 people (83%). Meanwhile, students in the low AQ intelligence group or the quitter category group were not found in this study. This shows that there are no students who avoid assignments or who immediately give up without trying first. Keywords: Creative Thinking Skill, Adversity Quotient, and area of plane shapes.

Students' low mathematical creative thinking skills are the motivation for this study. The aim of this research is to develop context-based student worksheets (LKPD) that assess high school students' mathematical creative thinking abilities. This study uses the ADDIE development model with five stages (Analysis, Design, Development, Implementation, Evaluation), and the research is limited to the implementation stage. The subjects were Grade X students of SMAN 2 Majalengka. The instruments used included practicality questionnaires for teachers and students, validity questionnaires for media and material experts, and effectiveness tests through small-scale trials. A Likert scale was used to collect practicality and validity data, while N-gain analysis was applied to measure effectiveness. The results showed that LKPD with a contextual approach was valid, with an average material expert score of 3.17 and media expert score of 3.50. The practicality was also very good, with teacher practicality at 96.15% and student practicality at 87.26%. The average effectiveness was in the moderate category with an N-gain value of 0.38. Based on these results, it can be concluded that the developed LKPD is feasible, practical, and effective in improving students’ mathematical creative thinking skills. The contribution of this research lies in providing empirically tested, context-based LKPD that can be used as an innovative learning resource to foster mathematical creative thinking in high school students.