Magic Forms and The Mathematical Creative Thinking Ability of Secondary School Students

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.

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.

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’

With regard to creativity in mathematics, scholars tend to focus on the logical realm, which includes fluency, flexibility, and originality while overlooking the value of the affective domain, which includes self-efficacy, beliefs, and attitudes. The objectives of this study were 1) to investigate the extent to which self-efficacy affects students’ mathematical creative thinking ability; and 2) to determine the characteristics of students with high mathematical creative thinking ability and high self-efficacy. A mixed-method approach, that combined semi-structured interviews, and correlation analysis was employed to investigate the effect of self-efficacy on students’ mathematical creative thinking ability. The participants of the study were selected from junior high schools (JHS) in the city of Makassar. Ninety-six students (42 boys and 54 girls, aged 14 years old) completed a questionnaire assessing their mathematics self-efficacy. In general, the results proved that self-efficacy had an effect on JHS students’ mathematical creative thinking ability. This study also revealed that students with high self-efficacy are more likely to possess high mathematical creative thinking ability and vice versa. The characteristics of students with high mathematical creative thinking ability and high self-efficacy include excessive anxiety, reliance on key experiences, such as the ability to generate ideas (cognitive novelty), the ability to propose various solutions (cognitive variety), and the ability to change perceptions (cognitive framing).

Students’ creative mathematical thinking abilities are directly proportional to HOTS-based problems. The purpose of this research is to analyze students' mathematical creative thinking abilities in solving HOTS problems on circle material. The research subjects were 8th grade junior high school students consisting of 6 people at a school in Tangerang, using qualitative descriptive methods. Tests and interview methods were used to collect data. Data analysis techniques include data collection, data reduction, data presentation, and conclusions. The result of this research shows that subjects in the high category can fulfill 4 indicators, namely, originality, fluency, flexibility, and elaboration. Subjects in the medium category only fulfill 2 indicators, namely fluency and elaboration. Subjects in the low category cannot fulfill all indicators. These findings are very important for educators and are also expected to contribute to improve students' mathematical creative thinking abilities.

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

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 study aims to describe the level of mathematical creative thinking ability of tenth graders in vector material. In this research, descriptive qualitative method was used and 34 tenth grade students of a senior high school in Tasikmalaya were involved as subjects of the study. A written test consisting four items in the form of description was used to collect the data and also through interviews. The data analysis technique was done by giving a score in accordance with the scoring guidelines and categorizing criteria to measure the level of students’ mathematical creative thinking ability. The result showed that the majority of students’ mathematical creative thinking ability was at the quite creative level. Thus, the students need to be given learning that can develop their mathematical creative thinking ability.

Mathematical creative thinking ability is a student's ability to create or find new ideas in solving a problem. Everyone must have the ability to think creatively, especially students. The ability to think creatively plays an important role in the progress of every student. However, in reality, many students are not able to solve a problem using their creative thinking skills. This is possible because students do not get used to thinking (habits of mind). This research aims to determine students' mathematical creative thinking abilities in solving circle problems in terms of habits of mind. The method used in this research is a qualitative method with a case study type of research. There are three data collection techniques used, namely: tests, questionnaires and interviews. The results showed that 6 subjects who had high habits of mind were able to show all indicators of mathematical creative thinking ability, 12 subjects who had moderate habits of mind were able to show three indicators of mathematical creative thinking ability and 3 subjects who had low habits of mind were only able to show one indicator of mathematical creative thinking ability. So, habits of mind have an impact on students' mathematical creative thinking abilities.

Mathematical creative thinking ability is an important component that must be possessed by students because the problems in modern times are very difficult and require a high level of problem solving. The aims of this research is to illustrate and analyze the mathematical creative thinking ability of junior high school students in polyhedron topic. This research used a qualitative descriptive research approach and case study reseach design. Data collection techniques used in the form of written tests and interviews. The subjects was chosen from 35 students’ of class VIII in MTsN 1 Kota Serang in the academic year 2019/2020. This research used inductive data analysis techniques, the steps in analyzing data include: data reduction, data display, conclusions drawing and verification. The results showed the students’ mathematical creative thinking ability on polyhedron was in the medium category with a percentage in the high category 14%, medium category 69%, and low category 17%. The percentage of mathematical creative thinking ability based on aspects shows the aspect of originality 59%, fluency 61%, flexibility 62%, and elaboration 75%.

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%

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 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 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.

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.