<![CDATA[Abstrak Penelitan ini bertujuan untuk menganalisis: dukungan kemampuan berpikir kreatif matematis terhadap hasil penilaian portofolio dokumen peserta didik, dukungan kemampuan berpikir kreatif matematis terhadap pemecahan masalah matematis peserta didik, dukungan langsung hasil penilaian portofolio dokumen terhadap pemecahan masalah matematis peserta didik. Metode yang digunakan dalam penelitian adalah metode kuantatif dengan menggunakan teknik analisis jalur. Teknik pengumpulan data terhadap kemampuan berpikir kreatif matematis dan pemecahan masalah matematis pesera didik dengan menggunakan instrument tes, sedangkan hasil penililaian portofolio dokumen dengan menggunakan teknik dokumenter. Hasil penelitian menyimpulan bahwa: tidak terdapat dukungan kemampuan berpikir kreatif matimatis terhadap penilaian portofolio dokumen peserta didik; terdapat dukungan kemampuan berpikir kreatif matematis terhadap kemampuan pemecahan masalah matematis peserta didik dengan koefisien jalur py1 sebesar 0,412; terdapat dukungan hasil penilaian portofolio dokumen terhadap pemecahan masalah matematis pesera didik dengan koefisien jalur py2 sebesar 0,395; dan dukungan efektif variabel kemampuan berpikir kreatif matematis dan variabel hasil penilaian portofolio dokumen terhadap variabel pemecahan masalah matematika pesera didik sebesar 28,31%. Abstract This study aims to analyse: the impact of mathematical creative thinking skills on the results of pupils’ portfolio assessments; the impact of mathematical creative thinking skills on pupils’ mathematical problem-solving; the direct impact of portfolio assessment results on pupils’ mathematical problem-solving. The method used in this study was a quantitative approach employing path analysis. Data on the participants’ mathematical creative thinking and problem-solving abilities were collected using a test instrument, whilst portfolio assessment was carried out using a documentary approach. The research findings conclude that: there is no support for the relationship between mathematical creative thinking ability and the assessment of pupils’ portfolio documents; there is support for the relationship between mathematical creative thinking ability and pupils’ mathematical problem-solving ability, with a path coefficient (py1) of 0.412; there is a positive relationship between portfolio assessment results and pupils’ mathematical problem-solving ability, with a path coefficient (py2) of 0.395; and the combined effect of the variables ‘creative mathematical thinking ability’ and ‘portfolio assessment results’ on the variable ‘pupils’ mathematical problem-solving ability’ is 28.31%.]]>
