International Students’ Creative Thinking Development via the TRIZ Method in a Multilingual Audience

This research is motivated by the existence of information related to the ability that students must possess today, namely collaboration, communication, critical thinking, and creative thinking ability. The purpose of this study was to analyze in more detail the students' 4C abilities in solving science problems in terms of gender. This research includes quantitative research involving the first-semester of science students of FTK UIN Mataram who are taking introductory physics courses. The participants used in this study were 67 students, of which 32 were male students and 35 were female students. Collaboration and communication ability are measured during the lecture process using observation sheets. Critical thinking and creative thinking were measured using written test questions with a description of 10 questions each. The data obtained were analyzed using descriptive statistics and Rash modeling. The results showed that female students' collaboration and creative thinking abilities were better than male students. The results also showed that male students' communication and critical thinking ability were better than female students. In general, the 4C abilities possessed by female students and male students are not much different

Abstract: This research aims to analyze the influence of the guided inquiry learning model on students' mathematical critical and creative thinking abilities. This research problem focuses on the effect of applying the guided inquiry model on the mathematical critical and creative thinking abilities of fourth grade elementary school students compared to applying the direct learning model. The research was conducted on fourth grade students at SD Negeri 010015 Sei Serindan, Kecamatan Sei Kepayang Barat, with a research sample of 2 classes determined using the cluster random sampling technique. The research instrument tests students' critical thinking and creative mathematical thinking skills in the form of essays. The research data were analyzed using the one-way MANOVA technique. The results of the research show that: (1) there is an influence of the guided inquiry learning model on students' mathematical critical thinking abilities; (2) there is an influence of the guided inquiry learning model on students' mathematical creative thinking abilities; and (3) there is an influence of the guided inquiry learning model simultaneously on students' critical thinking and creative mathematical thinking abilities. Keywords: Guided Inquiry, Critical Thinking, Creative Thinking, Mathematics. Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa. Masalah penelitin ini difokuskan pada pengaruh penerapan media berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa dibandingkan dengan penerapan model pembelajaran langsung. Penelitian dilakukan pada siswa kelas IV SD Negeri 010015 Sei Serindan, dengan sampel penelitian sebanyak 2 kelas yang ditentukan dengan teknik cluster random sampling. Intrumen penelitian tes kemampuan berpikir kritis dan berpikir kreatif matematis siswa dalam bentuk uraian (essai). Data hasil penelitian dianalisis dengan menggunakan teknik MANOVA satu jalur. Hasil penelitian disimpulkan bahwa: (1) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis matematis siswa; (2) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kreatif matematis siswa; dan (3) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing secara simultan terhadap kemampuan berpikir kritis dan berpikir kreatif matematis siswa. Kata Kunci: Media, Inkuiri Terbimbing, Berpikir Kritis, Berpikir Kreatif, Matematika

This study intends to determine whether there is a difference in the creative thinking and mathematical collaboration abilities of students with the problem-based learning model and discovery learning model by learning media. The type of research used is quasi-experimental, a nonequivalent control group design. The research sample was 58 students from two elementary schools using the cluster random sampling technique. The data collection technique was carried out using a test and observation sheet, which were analyzed descriptively. The findings of the study indicated that (1) there is a difference in the creative thinking abilities of fourth-grade elementary school students between students taught the problem-based learning model and the discovery learning model. This finding is based on the results of the Paired-Sample T-Test analysis, which obtained a Sig value of 0.028 < 0.05. (2) There is a difference in the ability of fourth-grade elementary school students to collaborate in mathematics between students taught by the problem-based learning model and the discovery learning model. This is based on the results of the Paired-Sample T-Test analysis, which obtained a Sig value of 0.001 < 0.05. (3) For fourth-grade students, problem-based learning has a greater impact on their creative thinking and collaboration abilities compared to the discovery learning model. This is based on the results of the MANOVA analysis, which obtained a significant value of creative thinking ability showing 0.040 < 0.05 and a significant value of collaboration ability showing 0.001 < 0.05, so it can be concluded that H0 is rejected, and Ha is accepted.

This study aimed to explore the effect of the PBL model on students' creative thinking ability. A quasi-experimental study with 70 samples divided into experimental group and control group was carried out in this study. Data on students' creative thinking ability were collected using 8 items of essay test instruments that accommodate the creative thinking ability indicators. Descriptive analysis using the n-gain equation and statistical analysis using the ANOVA test were carried out to determine the improvement and effect of the treatment implemented on students' creative thinking ability. The results showed that the students’ creative thinking ability in the experimental group (n-gain: 0.72) was significantly different (p<0.05) in comparison with the control group (n-gain: 0.14). Based on the results of the study, it can be concluded that the PBL model has a significant effect on students' creative thinking ability

This research aimed to discuss creative mathematical thinking ability based on self-efficacy in CPS learning with scaffolding. This research employed qualitative descriptive design. The subjects of the research were 6 students of class XI of junior high school selected based on three categories of self-efficacy, they were: high, medium, and low. Two students were found in the high self-efficacy category, two students from the medium self-efficacy category and two students from the low self-efficacy category. The results of this research showed that students with high self-efficacy level were able to complete the four qualifications of creative thinking abilities, they were fluency, flexibility, originality, and elaboration. Students with the medium self-efficacy level were still having difficulty showing up ideas to determine the unusual way of being used. Students with low self-efficacy level had difficulty in understanding the problem so that it is only able to meet one qualification of creative thinking ability that is fluency. Based on the explanation of the results of this research, it can be concluded that no student with low self-efficacy level has a high score of creative thinking ability.

This study aims to determine the mathematical creative thinking abilities Level in the high mathematical creative thinking disposition category for each gender difference. This research is qualitative research using a qualitative descriptive method conducted at SMK Pertiwi Kuningan. This study describes mathematical creative thinking abilities of mathematics learning by collecting descriptive data obtained from the classification dispositions of mathematical creative thinking categories, creative thinking abilities test questions, and valid and reliable interviews. The research subjects chosen were four students from 57 students. The research subjects were two male students and two female students who had creative abilities, and the highest test scores were in the high mathematical creative thinking disposition category. Data analysis was performed with the stages of data collection, reduction, data display, and conclusion drawing. The results showed that male and female students in the high mathematical creative thinking disposition category have creative abilities that fulfill the aspects of flexibility, fluency, and elaboration. Flexibility and fluency aspects have an average score with very good criteria. Then, there are differences in the elaboration aspect, where the average score of female and male students are 3.9 and 3.4, respectively. It shows that the difference is not significant, namely 0.5, which indicates that female students are better at the elaboration aspect. Even so, male students also fulfill the elaboration aspect, wherein the very good criteria both. However, male and female students did not satisfy the originality aspect. The creative ability can be reached by having a high mathematical creative thinking disposition. Therefore, the teacher must be able to instill a high mathematical creative thinking disposition in mathematics learning. The high mathematical creative thinking disposition makes students flexible, fluent, and thorough in solving mathematical problems.

The ability to think creatively is one of the important skills that needs to be developed in learning mathematics. This research aims to see that the Open-Ended Problem Based Learning (Open-Ended PBL) model can help improve students' creative mathematical thinking abilities. Using a quasi-experimental approach, research was conducted on class VII students at one of the state junior high schools in Central Buton Regency. Two classes were chosen randomly, namely one as an experimental group, namely class VII-B, which received learning using the Open-Ended PBL model, and the other as a control group, namely class VII-A, with conventional learning. After the learning process, students' creative thinking abilities are analyzed using statistical tests, starting with normality and homogeneity tests as well as the independent sample t-test. The results show that students taught with the Open-Ended PBL model experienced significant improvement, with an average N-gain of 0.42 and a significance value of 0.00. A p-value of less than 0.05 is evidence that the application of the Open-Ended PBL model has a significant influence on increasing students' creative mathematical thinking abilities. These findings show that the Open-Ended PBL approach not only helps students understand mathematics more deeply, but also encourages them to think more openly and creatively. This model can be a strategic choice for teachers in creating more meaningful mathematics learning.

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’

To find out students' mathematical creative thinking abilities, this can be done by giving students open-ended problems. The aim of this research is to describe students' mathematical creative thinking abilities in solving open-ended problems when viewed from their self-concept. This type of research is qualitative descriptive research. The subject selection technique used in this research was purposive sampling. The subjects of this research consisted of one student with a high self-concept category, one student with a medium self-concept category, and one student with a low self-concept. Data collection methods in this research include questionnaire methods and tests. And the data analysis techniques used include: analysis of mathematical self-concept questionnaires, analysis of open-ended mathematics questions. The research results show that students with a high self-concept category can fulfill all aspects of creative thinking abilities, including fluency, flexibility and originality, so that their mathematical creative thinking abilities are also high. In contrast to students with moderate self-concept, it was found that their creative thinking abilities were low and students with low self-concept actually had moderate mathematical creative thinking abilities. So it can be concluded that based on this research, it shows that students' self-concept does not always describe students' mathematical creative thinking abilities in solving open-ended problems.

Mathematics educators commonly believe that an open-ended approach could facilitate students to build their creative thinking ability and its disposition, especially in geometry. This research belongs to a quasi-experiment that used a non-equivalent control group design. The purpose of this research was to analyze the correlation between creative thinking ability and creative thinking disposition through an open-ended learning approach toward area and volume of flat geometrical objects problems. Two classes are selected as the sample, they are the control group and experiment group. The open-ended approach was used in the experiment group then direct instruction in the control group. The population is all of the eighth-grade students at one of the junior high school in Bandung, West Java, Indonesia. This study used to test and non-test as the research instruments. The test instrument was a creative thinking ability test while the non-test instrument was a questionnaire. These instruments were given after the learning process then analyzed by using Bivariate Correlation through SPSS. According to the analysis results, the finding is: the correlation coefficient between creative thinking ability and creative thinking disposition is at the middle level. The conclusion is there is a significant correlation between students’ creative thinking ability and students’ creative thinking disposition.

4C’s skills (creative, critics, collaborative, communicative) are the skills that are required in the 21st-century era. Accordingly, creative thinking ability is one of the demands required. It can be develop anywhere; one of them is in the implementation of learning conducted at school. The learning implemented by the teachers at school is expected to maximize the development of students’ creative thinking skills. The learning model of realistic mathematics education (RME) is one of the learning models used to optimize learning. This research aimed to study the students’ creative thinking ability and the RME learning model’s implementation in improving students’ creative thinking ability in solving the problem in comparison material. In this research we used a new study, this study was combining among qualitative method and quantitative methode, we call it with mixed method. This research involved 70 respondents in the same school who were divided into the experimental class and control class. The first class there are 35 students from control class and the second class there are 35 students from experiment class. The result showed that there was a significant difference, as shown up in the value of independent t-test toward the post-test. The result of the research showed that the post-test stage in the control class revealed that 16% students were in the category of uncreative, 33% students were quite creative, 29% students were creative, and 22% students were very creative and in the experimental class, it was found that 9% students were uncreative, 18% students were quite creative, 31% students were creative, and 42% students were very creative according to the level of creative thinking ability. The data analysis presented that the value of independent sample t-test from the post-test was sig. 0.00 (p 0.05), tBerefore it was significant. Thus, there was an effect of the implementation of realistic mathematics education (RME) in improving students’ creative thinking ability in solving problems in comparison material.

This research is motivated by the low ability of students' creative thinking. The purpose of this study was to examine and analyze the Improvement of Students' Creative Thinking Ability Through Independent Learning and Intellectual Intelligence. This research uses a quantitative approach with a survey method. The sampling technique used purposive sampling of 100 students. The instruments used are tests and questionnaires. The data analysis technique used is the classical assumption, correlation analysis, and multiple linear regression analysis including hypothesis testing T test, F test and R2 test. The results of this study indicate: 1) Learning Independence has a positive and significant effect on Students' Creative Thinking Ability, 2) Intellectual Intelligence has a positive and significant effect on Student Creative Thinking Ability, and 3) Learning Independence and Intellectual Intelligence have a positive and significant effect on Student Creative Thinking Ability. The findings of this study indicate the importance of learning independence and intellectual intelligence in improving students' creative thinking skills.

Creative thinking skills can encourage students to develop their thinking broadly, but in reality creative thinking skills will only develop if students practice continuously. Therefore, special strategies are needed to increase students' creativity, especially in learning mathematics. The aim of this research is to analyze the use of the Think Aloud Protocol strategy in identifying students' creative thinking abilities in elementary schools. This research uses qualitative research using a descriptive approach. The research subject was class V which was carried out in the odd semester of the 2023/2024 academic year. Data collection techniques through written tests and interviews. The validation process uses triangulation of sources and methods using 4 stages of analysis from Miles and Huberman. The results of the research showed that students in the very high creative thinking ability category mastered all 4 indicators of creative thinking ability, while those in the low creative thinking ability category mastered 1 of the 4 creative thinking ability indicators, this can be seen from their lack of fluency, flexibility, and lack of innovation in presenting. presentation of problem solving in questions. In conclusion, students' creative thinking abilities show different levels, especially in understanding the questions, describing the meaning of the questions, and explaining the answers to the questions. Therefore, involving students in habits of thinking will help students come up with different perspectives.

A growing body of literature has shown that mathematics learning is expected to facilitate students to develop creative thinking abilities. In reality, students' creative thinking abilities are not fully accommodated through mathematics learning. Therefore, this research aims to explore middle school students' mathematical creative thinking abilities based on learning experiences with Magic Forms. This qualitative research with an explorative approach focuses on the participation of three class VII students at a state junior high school in Jakarta (MA, LS, and YC). Data collection techniques used in this study were learning outcomes tests and interviews. Data analysis techniques in this study used data reduction, data presentation, and drawing conclusions. Based on the results of the study, it was found that: MA meets the four indicators of mathematical creative thinking ability, MA felt helped by the experience of learning with Magic Forms and challenged by the experience of working on the ability to think creatively. LS met the four indicators of mathematical creative thinking ability, LS also felt helped by the experience of learning with Magic Forms and amazed by the experience of working on the ability to think creatively. YC met the four indicators of mathematical creative thinking ability, for the subject's authenticity indicator reached a percentage of 68.75% (higher indicator). Moreover, YC did not feel helped by the experience of learning with Magic Forms and was confused by the experience of working on the ability to think creatively.

This study aims to determine the effect of a realistic mathematical approach on students' mathematical creative thinking abilities, to determine the effect of a realistic mathematics approach on students' mathematical problem solving abilities, to determine the interaction between learning and initial mathematics ability (KAM) on students' mathematical creative thinking abilities, and know the interaction between learning and early mathematics abilities (KAM) on students' math problem solving abilities. The data were obtained through the KAM test, tests of creative thinking questions and student problem solving. Data were analyzed using two-way ANOVA test. Based on the results of the analysis (ANAVA), the results of the study with a significant value (sig) α = 0.000 concluded that there was an effect of a realistic mathematics learning approach on students 'creative thinking abilities and the significance value of the interaction was 0.488, meaning that there was no interaction between learning approaches and KAM on students' creative thinking abilities. . Furthermore, for the problem solving ability the significant value (sig) α = 0.000 that there is an effect of the realistic mathematics learning approach on students' mathematical problem solving abilities and the interaction significance value is 0.337 because the significance value is greater than the significant level value 0.05 so there is not enough evidence to reject it. Ho in other words Ho is accepted, meaning that there is no interaction between learning approaches and KAM on students' mathematical problem solving abilities. Keywords: Realistic Mathematical Approach, Creative Thinking Ability, Problem Solving Ability, Early Mathematical Ability (KAM) DOI: 10.7176/JEP/11-27-02 Publication date: September 30 th 2020