Sightlines Summit fosters creative thinking

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 investigated the commonalities and differences between motor creativity and creative thinking in children and how executive functions differently influence them. Thirty-one children, aged 7 to 8 years, were administered Bertsch Test of Motor Creativity, Torrance Test of Creative Thinking, the Random Number Generation (RNG) task tapping executive functions, and the Movement Assessment Battery for Children (M-ABC). Scores for three dimensions of motor creativity and creative thinking (fluency, flexibility, and originality), selected indexes of executive function (inhibition and working memory updating) and motor competence scores were submitted to correlational and regression analyses. Results showed that there is no association between motor creativity and motor competence, but a significant association between creative moving and thinking for all their dimensions except for originality. Moreover, originality in thinking was predicted by low inhibitory ability, although originality in moving by high inhibitory ability. Results suggested that there are commonalities in the processes responsible for the fluent and flexible production of creative thoughts and movements, whereas there was a domain-specificity as concerns the role played by inhibitory functions in the production of original solutions during creative moving.

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

Developing critical and creative thinking skills is essential for prospective teachers to meet 21st-century education demands. However, these skills remain relatively low among teacher education students. This study investigates how higher education institutions can design learning experiences to foster these competencies, focusing on the Creative and Critical Thinking in Research-based Learning (CCTRbL) model. This study employed an action research approach based on a modified Burn model, comprising five stages: (1) Identifying, (2) Planning, (3) Intervening, (4) Observing, and (5) Reporting. The participants were 27 teacher education students. Data were collected using an integrated critical and creative thinking assessment rubric for evaluating students’ research-based paper tasks. Data analysis utilized categorical descriptive techniques and percentage calculations. The findings indicate that the CCTRbL model effectively enhances students' critical and creative thinking skills, with scores of 68.29 and 65.18, respectively, categorized as high. This suggests that the implemented model positively impacts students' ability to think critically and creatively. The study demonstrates that integrating critical and creative thinking in a research-based learning framework is beneficial for teacher education programs. The findings suggest that the CCTRbL model can be adapted for use at different educational levels with modifications suited to subject-specific requirements. The CCTRbL model is a promising approach to fostering critical and creative thinking skills in teacher education. It is recommended for broader application in primary, secondary, and higher education to enhance students' cognitive abilities and professional competencies.

Modern pedagogical thought regarding the integrity of thinking in a self-developing personality implies not only the development of logically sound thinking among young schoolchildren, but also the formation of heuristic, paradoxical, creative, and innovative thinking skills. The historical background of the issue and the analysis of contemporary pedagogical theory and practice on the subject show that, to date, pedagogical science has sufficiently addressed topics such as the formation of mental activity techniques in students alongside universal and creative skills; the relationship between theoretical knowledge and theoretical thinking; the development of productive (creative) thinking; the gradual formation of mental operations and the foundations for orientation in educational activities. However, pedagogical science has not adequately explored the didactic potential of integrating classroom and extracurricular activities in the development of intellectual and creative competencies of young schoolchildren. The problem lacks both theoretical justification and a clear definition of how it can be practically implemented in primary education. Based on the above, we identify a key contradiction in modern education: the necessity to improve the process of developing intellectual and creative competencies in young learners versus the insufficient theoretical and methodological groundwork for organizing this process. The scientific novelty of this article lies in identifying the features of intellectual and creative competencies in young schoolchildren including their ability and readiness to perform heuristic mental operations learned through imitation, their capacity for independent thinking, the originality with which they comprehend educational tasks and the transformation of integrated instructional and extracurricular activities into a productive mode of thinking and creativity that supports personality development. This article presents and theoretically substantiates a structural-functional model for the formation of intellectual and creative competencies in young learners through integrated instructional and extracurricular activities. The model defines the goals, content, and didactic tools of this process and lays the foundation for the application of innovative technologies in teaching. The author also identifies the pedagogical conditions that influence the development of intellectual and creative competencies during integrated learning and extracurricular activities of young schoolchildren. These conditions are supported by the following factors: a) the creation of a creative developmental environment based on the integration of instructional and extracurricular activities with methodological work involving primary school teachers to ensure the effectiveness of the development process; b) the establishment of a favorable creative atmosphere in the classroom through the use of the full potential of integrated learning and extracurricular activities; c) the sequential structuring of stages in the development of intellectual and creative competencies to ensure continuity in the presentation of learning materials. Today, researchers from various scientific fields are engaged in studying the problem of creative thinking. The multidimensional nature of the problem and the variety of conceptual approaches bring forth many unresolved questions. One such unresolved issue is the specific characteristics of creative thinking development at different stages of childhood. Considering the topic of this article and the issues outlined above, a more in-depth investigation of the matter is clearly necessary.

In this article, a comparative analysis of creative and innovative thinking in a similar and different way will be made. The peculiarities of creativity and the essence of innovation are considered to be brought up as an object of philosophical research. Within the framework of the theme, it is mentioned about how our young people can use the opportunities created in our country on a large scale, about the achievement of the goals, the pursuit of innovation, creative thinking consisting of creative processes in a specific way and the various methods used in the mobilization of its implementation and their practical opportunities. Also, analytical analysis of the characteristic aspects of innovative thinking was carried out.The essence and essence of creative and innovational thinking, its distinctive features are considered to be brought up as an object of philosophical research. The views on innovation and creative thinking were also analyzed comparatively. In particular, it is noted that the formation of creative and innovative thinking is a period demand as well as a social need.

This study aims to determine whether there are differences in the ability to solve problems and think creatively in mathematics students who are taught with the problem based learning model with the two-stay-two stray cooperative learning model in class X SMA Negeri 2 Range of TP 2018 / 2019. This research is research quantitative research with quasi-experimental type. This sampling technique uses the Cluster Random Sampling technique. The sample of this study was students of class X-1 and X-2 of SMA Negeri 2 Kisaran T.P 2018/2019, amounting to 60 students. The test instrument used to determine students' creative problem solving abilities and mathematical creative thinking is to use a test in the form of a description. Data analysis was performed by analysis of variance (ANAVA). These findings show: 1). There is a difference in the ability to solve mathematical problem of students who are taught with the Problem Based Learning model and the Two Stay-Two Stray cooperative learning model in the material of the Three Variable Linear Equation System; 2). There is no difference between students' creative thinking abilities in mathematics taught by the Problem Based Learning model and the Two Stay-Two Stray cooperative learning model in the Three Variable Linear Equation System material; 3). There is a difference in the ability of problem solving and mathematical creative thinking of students who are taught with the Problem Based Learning model and the Two Stay-Two Stray cooperative learning model in the material of the Three Variable Linear Equation System; 4). There is no significant interaction between the learning models used on the problem solving abilities and students' mathematical creative thinking in the Three Variable Linear Equation System material. The conclusions in this study explain that there are differences in students' problem solving abilities and creative mathematical thinking that are taught with the Problem Based Learning Model and the Two Stay-Two Stray Cooperative Learning Model.

To many instructors, the cultivation of creative and reflective thinking contradicts a main aim of most university classes, the transmission of knowledge. The roots of this imagined opposition, thinking versus knowledge-transmission, is old. In the modern era, it originated early in the twentieth century when progressives, wanting to foster thinking skills, broke ranks with traditional instructors focused on the transmission of knowledge. Imagining creative thinking and knowledge acquisition as opposites, however, diminishes the importance of both. Knowledge is central to understanding contexts with potential value, while creative thinking skills are necessary to producing originality within (and thus enhancing) those contexts. Creativity requires both: originality and value.This session has two aims. The first is for participants to understand the main elements of creative thinking. Grounded in research, the theoretical half of the session will cross disciplinary boundaries, as creativity in any discipline rests on the same elements of thinking. The second aim is for participants to experience an active learning model called Kanban2C (Kanban-to-Creativity), which fosters elements of creative thinking. Grounded in practice, this flexible instructional model – suitable for use in many disciplines – demonstrates how elements of creative thinking can develop in content-specific (knowledge-transmission) contexts. This session will be interactive and include several different hands-on creativity exercises to explore key elements of creativity. Then, participants will experience Kanban2C: work cooperatively, move around, think creatively, and, in the process, learn how to foster creativity while transmitting knowledge. Afterwards, participants will brainstorm ways to apply Kanban2C to their academic discipline.

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 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 describe the creative thinking abilities of students based on their level of creative thinking in solving math problems in the context of covid 19. Data collection was carried out by providing a test for solving mathematics problems in the context of Covid 19. Data analysis techniques were data reduction, data presentation, and conclusion drawing. Data analysis is to see how the student is solving problems with what ideas can be given. The research subjects were four students with different levels of creative thinking, then interviewed how the students completed these problems. The results showed that the subject at level 0 (not creative) only gave one answer and one way of solving the problem. Subjects with creative thinking level 1 (less creative), able to produce two different answers, and able to present data in two ways of presenting data, but only one is correct. Then the subject with level 2 (creative enough), can give one answer correctly and two ways of presenting the data correctly. While the subject with level 3 (creative) thinking can produce two different answers correctly and two ways of presenting data correctly.

There is increasing recognition of the importance of supporting creativity and creative thinking for children of all ages (Siraj-Blatchford, 2007 ).This chapter looks at young children’s creative thinking, as observed in their everyday behaviour while they engage in child-initiated, adult-directed and adult-led activities, and at the roles of adults in supporting and developing young children’s creative thinking.

This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIDT), and ii) assess the impact of this module on the entrepreneurial creative thinking (ECT) of Form Four students. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. The responses to a 5-point Likert scale questionnaire and the Entrepreneurial Creative Thinking test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIDT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92, according to its evaluation results. The ECT Module's viability has also been demonstrated by a mean score of 4.71, which indicates that teachers can implement the module's activities in the classroom. The results of the independent-samples t-test prove that there is a significant difference in the post-test for students in the ECT group compared to the control group in entrepreneurial creative thinking and the five constructs of entrepreneurial creative thinking. In conclusion, these findings demonstrate that the ECT Module provides a valid, reliable, and feasible STEM teaching and learning module, and that it is effective in enhancing Form Four students' creative entrepreneurial thinking.

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.

"Creativity, Creative Thinking, and Critical Thinking: In Search of Definitions." Gifted and Talented International, 13(1), p. 46