Development of STEM-Based Learning Tools to Increase Students' Mathematical Creative Thinking Ability through Inquiry Learning

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.

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.

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 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

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.

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

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.

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.

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 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 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 aims to analyze the model Open Ended Learning to improve the creative thinking skills of elementary school students in mathematics. The research method used was an experiment with the One Group Pretest Posttest Design. The population of this study was all 23 students of grade IV, with the sampling technique used was saturated sampling. The research instrument used a written test in the form of an essay. The data analysis technique of this study used statistics with SPSS 25.0 for Windows normality test Kolmogorov-Smirnov, One-Way Anova, Paired t-test, and Effect Size. The results of this study indicated a positive influence of Open-Ended Learning on increasing students' mathematical creative thinking skills. It is evidenced by the results of the Cohen's Effect Size test, which was 2.930 with the range of criteria in the Cohen's, namely the size was more significant than 1.00. It was classified as high based on the effect size, indicating that the use of the Open-Ended Learning learning model has a strong influence on the improvement of students' mathematical creative thinking skills.

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.

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.