International Conference on Statistics and Mathematics and Its Application in the Development of Science and Technology © Bandung Islamic University, October 4-6, 2004
TATAG YULI EKO SISWONO
This research tries to identify student creativity in problem posing task, student creative thinking process and the level of student creative thinking in problem posing task based on a particular text-picture. The research is conducted through qualitative approach to seventh grade students of Junior secondary school at Surabaya ( SMPN 4 Surabaya).
The result from the problem posing task indicate that there are 18,18% students as creative group, 68,18% students as less creative group, and 13,64% students as uncreative group. All students didn’t find difficulties to work on this task.
However, the creative and less creative group enable construct a better result because they at all times revised problem when they faced a hindrance. An opposite situation occurs for uncreative group. The level of creative thinking indicates that the creative students are at 4 or 5 level, the less creative students are 1, 2 or 3, and the uncreative students are at 0 or 1 level.
Keywords: problem posing, creative problem solving model, creativity, creative thinking process, the level of creative thinking
It is reasonable to assume that people are creative, but the degree of creativity is different. The Idea of the level of student’s creative thinking has been expressed by experts, such as Gotoh (2004), and Krulik and Rudnick (1999). The perspective of the mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in the mathematical problem solving and problem posing (Silver, 1997). Students have various backgrounds and different abilities. They possess different potential in thinking pattern, imagination, fantasy and performance. Therefore, students have a different level of creative thinking. This research used qualitative approach which aims to describe the characteristic of the level of student’s creative thinking in mathematics. The task-based interview was conducted to collect data from the 8thgrade students of junior secondary school. Snowball method was used to determine subject research. Finally, there were nine students from junior secondary school of “SMP Negeri 6 Sidoarjo” and one student from “SMP Al Hikmah” Surabaya. The result of this research pointed out the five levels of creative thinking that are of level 0 to level 4 which has a different characteristic. This difference is based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.
Key words: Student’s creative thinking, problem posing, flexibility, fluency, novelty.
Note: This article actually is indexed by Scopus at 2011 Scopus indexed
oleh Tatag Yuli Eko Siswono
Pemecahan masalah telah menjadi tujuan pendidikan matematika dan fokus pembelajaran matematika di Indonesia sejak lama. Namun demikian, kemampuan siswa dalam memecahkan masalah belum tampak memuaskan. Perubahan kurikulum beberapa dekade tetap menekankan pada pemecahan masalah. Hal tersebut karena bukti-bukti empirik menunjukkan bahwa pemecahan masalah memberikan manfaat dalam meningkatkan pemahaman konsep, penalaran, berpikir kritis dan berpikir kreatif, serta aspek-aspek afektif seperti keingintahuan, daya juang, ketelitian, atau kesukaan terhadap matematika. Guru ataupun calon guru sebenarnya telah dibekali pengetahuan tentang materi maupun pedagogi terkait pemecahan masalah selama studi atau pelatihan-pelatihan. Pengetahuan tersebut digunakan dalam praktik pembelajaran di kelas masing-masing. Ketika proses pelaksanaan di kelas sebenarnya ada faktor penting yang selama ini belum banyak digali, yaitu keyakinan guru sendiri terhadap materi matematika, pengajaran dan pandangan terhadap siswa yang belajar. Apa sebenarnya keyakinan, pengetahuan, dan praktik guru serta bagaimana hubungan ketiganya dalam pembelajaran matematika? Makalah ini akan berupaya mendeskripsikan pertanyaan-pertanyaan tersebut. proseding seminar nasional IKA S3 Pendiddikan Matematika Unesa
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