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All Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of Mathematics Instruction, Social Research and Opinion
B. Widya Melati Patricia
Universitas Jambi
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Mathematical Creativity in Secondary Education: Conceptual and Assessment Evolution (2016-2025) B. Widya Melati Patricia; Duano Sapta Nusantara; Rohati Rohati; Kgaladi Maphutha
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1171

Abstract

Mathematical creativity is increasingly recognized as an essential competency in 21st-century mathematics education, as it underpins students’ capacity for higher-order thinking and adaptive problem-solving. However, existing studies have examined it in isolation without integrating publication trends, conceptual evolution, and assessment methods within a unified analytical framework. This study addresses that gap through a systematic literature review of mathematical creativity in secondary education from 2016 to 2025. Following the PRISMA 2020 guidelines, searches were conducted in the Scopus and ScienceDirect databases. From 544 initial records, 23 articles met eligibility criteria and were analyzed through bibliometric analysis, thematic synthesis, and methodological categorization. Results revealed a substantial increase in publications, with 68.9% of studies published during 2023–2025, driven by curriculum reforms, technology integration, and post-pandemic pedagogical transformation. Conceptualization evolved from Torrance’s traditional four-component framework toward more integrative models emphasizing collaborative processes and contextual problem-solving. Assessment methods showed balanced distribution: quantitative tests (39.1%), qualitative approaches (34.8%), and mixed methods (26.1%). Practically, the findings offer actionable guidance for curriculum developers, teachers, and policy makers to foster mathematical creativity more effectively, while theoretically, the holistic integration of three analytical dimensions provides a replicable model for future systematic reviews in mathematics education.
A sequential error pattern in mathematical creative thinking: From concept to representation B. Widya Melati Patricia; Duano Sapta Nusantara; Syamsir Sainuddin; Da Tien Nguyen
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 5 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i5.32607

Abstract

This study analyzes the types and patterns of mathematical errors made by low-achieving students in solving mathematical creative thinking ability tasks. A qualitative descriptive approach with an error analysis method was employed. From 54 eighth-grade students at two public junior high schools in Jambi, who were randomly sampled for the MCTA test, 44 students were purposively selected as low-achieving. Data were collected through written tests, semi-structured interviews, and documentation. Only three of six error types were observed, namely Conceptual Error, Strategic Error, and Representation Error. CE was the most frequent type on every item, observed in 61.4% to 90.9% of the students, and SE and RE occurred mostly together with CE. Procedural, Symbolic, and Computational Errors were not observed. This pattern suggests that the work of low-achieving students stalled at the conceptual stage before procedural work began. The study offers a frequency-based account of how error types co-occur on creative tasks, which indicates that conceptual understanding is a foundational prerequisite for MCTA.
Co-Authors Da Tien Nguyen Duano Sapta Nusantara Kgaladi Maphutha Rohati Sainuddin, Syamsir