Development of problem-based learning worksheets on sequences and series to facilitate students' 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 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.

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.

Mathematical creative thinking skill is one of the most important capabilities in the present century, both for men and women. One of the current issues is about gender and how gender mainstreaming can be realized optimally. The purpose of this study is to determine the comparison of the mathematical creative thinking skill increasing between male and female students after the application of Team Games Tournament (TGT) learning. This research was conducted at 28 students in the 4th grade of an elementary school in Bandung City. The research method used is quasi experiment because it is aimed to test wether there are differences in mathematical creative thinking skill improving between male and female students after being treatment in the form of learnig with TGT. The result of this research is that there is no difference in mathematical creative thinking skill improving between male and female students after the application of TGT learning. It is influenced by some factors such as how the teacher treats male and female with the same treatment in learning process. Recommendation of this research that can be done further research about this topic more deeply. Beside that, the teacher especially in elementary school can use the TGT learning application to reduce the gap between male and female students during the learning process.

This meta-analysis study aimed to investigate the effectiveness of ethnomathematical approaches to students' mathematical creative thinking (MCT) skills in Indonesia. Twenty-two articles in the last decade were synthesised from online databases through a rigorous selection process based on inclusion and exclusion criteria. Data analysis was carried out using a meta-analysis technique of a random effect size model using Cohen's g. This study showed that mathematics learning with an ethnomathematical approach significantly improved students' mathematical creative thinking skills with an effect size of 1.247, which is relatively large. This study does not have publication bias constraints, so the results are scientifically reliable. Therefore, this study suggests that schools in Indonesia integrate an ethnomathematical approach to mathematics learning to support students' MCT skills. Further research is recommended to develop a learning model with an ethnomathematical approach focusing on enhancing students' MCT skills. Keywords: Meta-analysis, effectiveness, ethnomathematics, mathematical creative thinking

Mathematical creative thinking skill is one of the 21st century skills that students must possess to work in the world of work. This article address to investigate the mathematical creative thinking skill of mathematics education students. In order to do so, we carried out a three-step of small-scale qualitative study involving 20 undergraduate students of mathematics education program. First step, we designed three social arithmetic problems to assess creative thinking skill. Second, we tested the problem to students of mathematics education program and then we interviewed the students about their solutions. The test lasted for 60 minutes. Finally, we analyzed students’ written work based on indicators of mathematical creative thinking skill. The result showed the lack of flexibility of the undergraduate students of mathematic educations, but undergraduate students had been able to provide unique ideas in solving problems and detailing what is needed in solving them. In other words, undergraduate students as prospective teachers have been able to think creatively in solving mathematical problems but difficult to solve the problem which has some solution.

This study contains the effect of mathematical anxiety on the motivation to learn mathematics and the mathematical creative thinking abilities of junior high school students. Mathematics learning also needs to understand the psychological aspects of students, including about mathematical anxiety and motivation to learn mathematics. Mathematical anxiety and motivation to learn mathematics that are not immediately addressed properly and correctly will affect students' creative thinking skills in mathematics. The purpose of this study was to determine the effect of mathematical anxiety on learning motivation and mathematical creative thinking abilities of junior high school students. This study uses the literature review method with publication limitations of the last 5 years. Exploration of publication results using an open-access website taken from Google Scholar with research results published in Reputable National Journals at least Sinta 4 and Reputable International Journals at least Q3. Publication results are limited to searches using the keywords “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, “Junior High School Mathematics Learning”, “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, and “Mathematics Learning in Junior High School”. Exploration results of publications were analyzed using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) syntax. The results showed that mathematical anxiety had an effect on motivation to learn mathematics and students' mathematical thinking abilities. Students who have excessive mathematical anxiety tend to have low motivation to learn mathematics. Low motivation to learn mathematics will affect the way students think, especially with regard to the ability to think creatively mathematically. Therefore, teachers must be alert and communicative in order to overcome these problems and students become more comfortable when learning mathematics.

The ability to think creatively is a characteristic of 21st century learning. It takes learning innovation to accommodate increased creative thinking in learning materials. One alternative learning model that is thought to improve creative thinking is the Generative Multi-Representation Learning (GMRL) model. This study aims to analyze the effect of the GMRL model on mathematical creative thinking skills. The research was conducted in class X IPA at a public high school in Tangerang Regency. The method used was a quasi-experimental design with a post-test only randomize control group. The research sample was 66 students, 33 as the experimental group and 33 as the control group. Determination of the sample using cluster random sampling technique. Data collection on mathematical creative thinking skills using test instruments. In general, the research findings reveal that students' mathematical creative thinking skills taught using the GMRL model are higher than the conventional model. These skills include fluency, flexibility, originality and elaboration. The fluency indicator is more dominant than the other three indicators. The conclusion of this study is that the GMRL model is more effective in increasing mathematical creative thinking skills than the conventional model.

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 determine whether there are differences in the results of the influence of the application of the Creative Problem Solving (CPS) model, the Problem Based Learning (PBL) model and the Direct Instruction (DI) model in improving mathematical creative thinking skills in the material of quadrilaterals and triangles of class VII students of SMPN 9 Kota Jambi. Using an experimental posttest only control research design, this study involved the population of all class VII students of SMPN 9 Kota Jambi in the 2023/2024 academic year totaling 204 students from 7 classes. Through the Random Sampling technique , three classes were selected as samples, namely VII A, VII B, and VII C. Data collection was carried out using two instruments: observation sheets for the implementation of learning and evaluation tests for mathematical creative thinking skills. To analyze the collected data, statistical analysis using One way Anova showed a significance value of 0.000 which was smaller than 0.005. These findings indicate different effects of the application of the three learning models - CPS, PBL, and DI - on improving mathematical creative thinking skills. Posttest data showed that the group of students who received learning with the CPS model achieved an average score of 16.94, while the PBL group obtained an average of 16.26. Both groups showed superior results compared to the group using the DI (Direct Instruction) learning model

The purpose of this study was to describe the profile of students’ mathematical creative thinking skills in solving problems through contextual learning based on high, medium, or low initial abilities. The method used in this study is descriptive qualitative. There were 6 research subjects of junior high school students in the border area of Malang and Blitar Regencies. Data collection was done by observation, tests, and interviews. The results of this study are (1) High-ability students can fulfill three indicators; those are fluency, flexibility, and novelty according to the material, so that they are in the very creative category. There are high ability students who fulfill two indicators; those are fluency and flexibility well based on the material, so that they are in the creative category. (2) Middle-ability students can fulfill an indicator namely flexibility according to the material, so that they are in the category of quite creative. (3) Low ability students can fulfill two indicators, namely fluency and flexibility well based on the material, so that they are in the creative category. (4) The profile of students’ mathematical creative thinking skill in solving problems through contextual learning based on early mathematical abilities was different. The profile of students’ creative thinking skills is expected to be a teacher’s reference to determine appropriate assignments and assessments to be given to students.

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.

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 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.

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’