•  
  •  
 

Keywords

berpikir kreatif matematis, gaya kognitif, reflektif, impulsif, mathematical creative thinking, cognitive style, reflective, impulsive

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kreatif matematis mahasiswa calon guru dalam menyelesaikan masalah open-ended ditinjau dari gaya kognitif reflective dan impulsive. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah mahasiswa calon guru pada Program Studi Pendidikan matematika, Universitas Muhammadiyah Prof. DR. HAMKA yang diambil menggunakan teknik purposive sampling. Validasi data menggunakan teknik triangulasi waktu. Data dianalisis menggunakan metode perbandingan tetap (constant comparative method) dengan langkah (1) reduksi data dan kategorisasi, (2) penyajian data; dan (3) penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa dari empat indikator kemampuan berpikir kreatif matematis, mahasiswa dengan gaya kognitif reflective mampu memenuhi aspek kelancaran dan keterincian, yaitu menjawab soal dengan lebih lancar, mampu menjelaskan hubungan sebab akibat antar konsep yang digunakan, serta lebih rinci dan runtut dalam menjawab dan menjelaskan jawaban tertulisnya, dibandingkan dengan mahasiswa dengan gaya kognitif impulsive. Indikator aspek keluwesan dan kebaruan masih belum bisa terpenuhi karena mahasiswa dengan gaya kognitif reflective dan impulsive baru mampu menjawab pertanyaan menggunakan satu cara saja dan belum menggunakan strategi baru.

Profile of mathematical creative thinking ability viewed from reflective and impulsive cognitive style

Abstract

The study aimed to describe mathematical creative thinking ability profiles of prospective students in solving open-ended problems in terms of reflective and impulsive cognitive styles. The research classified as a qualitative descriptive study. The subjects of this study were prospective students of the Mathematics Education Department, Universitas Muhammadiyah Prof. DR. HAMKA and selected using a purposive sampling technique. For data validation, we used time triangulation techniques. Data were analyzed using the constant comparison method with steps (1) data reduction and categorization; (2) data presentation; and (3) conclusions and verification. The results showed that from the four indicators of mathematical creative thinking, students with reflective cognitive style were able to fulfill fluency and detail aspects in answering questions, explain causal relationships between concepts used, and more detail in written answers, compared to students with impulsive cognitive style. The indicators of flexibility and originality aspects of both students with the reflective and impulsive cognitive style are still cannot be fulfilled because they only answer questions using one method without using a new strategy.

Page Range

150-164

Issue

2

Volume

6

Digital Object Identifier (DOI)

10.21831/jrpm.v6i2.26094

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/26094

References

Apino, E., & Retnawati, H. (2017a). Model pembelajaran creative problem solving dalam pembelajaran matematika SMA. In Desain pembelajaran matematika untuk melatihkan higher order thinking skills (pp. 60-118). UNY Press.

Apino, E., & Retnawati, H. (2017b). Developing instructional design to improve mathematical higher order thinking skills of students. Journal of Physics: Conference Series, 812(1). https://doi.org/10.1088/1742-6596/812/1/012100

Aprilia, N. C., Sunardi, S., & Trapsilasiwi, D. (2015). Proses berpikir siswa gaya kognitif reflektif dan impulsif dalam memecahkan masalah matematika di kelas VII SMPN 11 Jember. Jurnal Edukasi, 2(3), 31-37. https://doi.org/10.19184/jukasi.v2i3.6049

Apriliani, L. R., Suyitno, H., & Rochmad, R. (2016). Analyze of mathematical creative thinking ability based on math anxiety in creative problem solving model with SCAMPER technique. CMSE : Contribution of Mathematics and Science Research for Sustainable Life in Facing Global Challenge, 3(1), 131-141. https://journal.unnes.ac.id/sju/index.php/icmse/article/view/13397

Ariani, N. M. D., Candiasa, I. M., & Marhaeni, A. A. I. N. (2014). Pengaruh implementasi open-ended problem dalam pembelajaran matematika terhadap kemampuan pemecahan masalah dengan pengendalian kemampuan penalaran abstrak. Jurnal Penelitian Dan Evaluasi Pendidikan Indonesia, 4(1). https://doi.org/10.23887/jpepi.v4i1.1167

Ayllón, M. F., Gómez, I. A., & Ballesta-Claver, J. (2016). Mathematical thinking and creativity through mathematical problem posing and solving. Journal of Educational Psychology - Propositos y Representaciones, 4(1), 169-218. https://doi.org/10.20511/pyr2016.v4n1.89

Azis, Y. M. (2018). Application and perspective of open ended approach to student learning outcomes in business math subject. Advances in Social Sciences Research Journal, 5(5), 7-17. https://doi.org/10.14738/assrj.55.4312

Damayanti, H. T., & Sumardi, S. (2018). Mathematical creative thinking ability of junior high school students in solving open-ended problem. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 3(1), 36-45. https://doi.org/10.23917/jramathedu.v3i1.5869

Fadiana, M. (2016). Perbedaan kemampuan menyelesaikan soal cerita antara siswa bergaya kognitif reflektif dan impulsif. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 1(1), 79-89. https://doi.org/10.23917/jramathedu.v1i1.1775

Hendriana, H., & Fadhillah, F. M. (2019). The students' mathematical creative thinking ability of junior high school through problem-solving approach. Infinity Journal, 8(1), 11-19. https://doi.org/10.22460/infinity.v8i1.p11-20

Hooda, M., & Devi, R. (2017). Significance of cognitive style for academic achievement in aathematics. Scholarly Research Journal for Humanity Science & English Language, 4(22), 5521-5527.

Hu, R., Xiaohui, S., & Shieh, C.-J. (2017). A study on the application of creative problem solving teaching to statistics teaching. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3139-3149. https://doi.org/10.12973/eurasia.2017.00708a

Kadir, K., & Masi, L. (2014). Mathematical creative thinking skills of students junior high school in Kendari City. International Seminar on Innovation in Mathematics and Mathematics Education 1st ISIM-MED 2014, 295-306. http://eprints.uny.ac.id/id/eprint/24314

Kurniawan, H., Putri, R. I. I., & Hartono, Y. (2018). Developing open-ended questions for surface area and volume of beam. Journal on Mathematics Education, 9(1), 157-168. https://doi.org/10.22342/jme.9.1.4640.157-168

Lahinda, Y., & Jailani, J. (2015). Analisis proses pemecahan masalah matematika siswa sekolah menengah pertama. Jurnal Riset Pendidikan Matematika, 2(1), 148-161. https://doi.org/10.21831/jrpm.v2i1.7157

Maharani, H. R. (2014). Creative thinking in mathematics: Are we able to solve mathematical problems in a variety of way. International Conference on Mathematics, Science, and Education, 120-125.

Mihajlović, A., & Dejić, M. (2015). Using open-ended problems and problem posing activities in elementary mathematics classroom. The 9th Mathematical Creativity and Giftedness International Conference, June, 34-40.

Moleong, L. J. (2013). Metodologi penelitian kualitatif (Ed. Rev.). PT Remaja Rosdakarya. https://doi.org/2010

Muzayyanah, A., & Wutsqa, D. U. (2019). Effectiveness of problem posing and investigation in terms of problem solving abilities, motivation and achievement in mathematics. Annals of Mathematical Modeling, 1(2). https://doi.org/10.26486/amm.v1i2.27

Puspita, A. Y. A., & Wijayanti, P. (2016). Profil pemecahan masalah matematika siswa pada materi segiempat ditinjau dari gaya kognitif reflektif dan impulsif. MATHEdunesa Jurnal Ilmiah Pendidikan Matematika, 3(5), 59-66. https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/18507

Puspitasari, L., In'am, A., & Syaifuddin, M. (2018). Analysis of students' creative thinking in solving arithmetic problems. International Electronic Journal of Mathematics Education, 14(1), 49-60. https://doi.org/10.12973/iejme/3962

Rochmad, R., Kharis, M., Agoestanto, A., Zahid, M. Z., & Mashuri Mashuri. (2018). Misconception as a critical and creative thinking inhibitor for mathematics education students. Unnes Journal of Mathematics Education, 7(1), 57-62. https://doi.org/10.15294/ujme.v7i1.18078

Rozencwajg, P., & Corroyer, D. (2005). Cognitive processes in the reflective-impulsive cognitive style. Journal of Genetic Psychology, 166(4), 451-463. https://doi.org/10.3200/GNTP.166.4.451-466

Sanders, S. (2016). Critical and creative thinkers in mathematics classrooms. Journal of Student Engagement: Education Matters, 6(1), 19-27. https://ro.uow.edu.au/jseem/vol6/iss1/4/

Sariningsih, R., & Herdiman, I. (2017). Mengembangkan kemampuan penalaran statistik dan berpikir kreatif matematis mahasiswa di Kota Cimahi melalui pendekatan open-ended. Jurnal Riset Pendidikan Matematika, 4(2), 239-246. https://doi.org/10.21831/jrpm.v4i2.16685

Shoimah, R. N., Lukito, A., & Siswono, T. Y. E. (2018). The creativity of reflective and impulsive selected students in solving geometric problems. Journal of Physics: Conference Series, 947(1), 1-6. https://doi.org/10.1088/1742-6596/947/1/012023

Siswono, T. Y. E. (2010). Leveling students' creative thinking in solving and posing mathematical problem. Journal on Mathematics Education, 1(1), 17-40. https://doi.org/10.22342/jme.1.1.794.17-40

Suastika, K. (2017). Mathematics learning model of open problem solving to develop student's creativity. International Electronic Journal of Mathematics Education, 12(3), 569-577. http://www.iejme.com/article/mathematics-learning-model-of-open-problem-solving-to-develop-students-creativity

Sudia, M., Budayasa, I. K., & Lukito, A. (2014). Profil metakognisi siswa SMP dalam memecahkan masalah terbuka. Jurnal Ilmu Pendidikan Universitas Negeri Malang, 20(1), 86-93. http://journal.um.ac.id/index.php/jip/article/view/4382

Sudia, M., & Lambertus, L. (2017). Profile of high school student mathematical reasoning to solve the problem mathematical viewed from cognitive style. International Journal of Education and Research, 5(6), 163-174. https://www.ijern.com/journal/2017/June-2017/14.pdf

Wahyudi, W., Waluya, S. B., Rochmad, R., & Suyitno, H. (2017). Mathematical creative thinking ability and scaffolding process according with learning styles for pre-service teachers. Anatolian Journal of Education, 3(1), 1-12.

Warli, W. (2010). Profile creativity cognitive style reflective students and student cognitive style impulsiveness in solving geometry problems. Universitas Negeri Surabaya.

Winda, A., Sufyani, P., & Elah, N. (2018). Analysis of creative mathematical thinking ability by using model eliciting activities (MEAs). Journal of Physics: Conference Series, 1013(1), 1-7. https://doi.org/10.1088/1742-6596/1013/1/012106

Yuniarti, Y., Kusumah, Y. S., Suryadi, D., & Kartasasmita, B. G. (2017). The effectiveness of open-ended problems based analytic-synthetic learning on the mathematical creative thinking ability of pre-service elementary school teachers. International Electronic Journal of Mathematics Education, 12(7), 655-666. https://www.iejme.com/article/the-effectiveness-of-open-ended-problems-based-analytic-synthetic-learning-on-the-mathematical

Share

COinS