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All Journal Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Pendidikan Progresif
Fashihah, Fashihah
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Students’ Mathematical Creative Thinking Ability in LAPS-Heuristic Learning Model with Performance Assessment and Open-Ended Questions Agustina, Vena; Fashihah, Fashihah; Relitasari, Puput; Apriliana, Nurani; Khumairo', Siti Latifatul
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 1: May 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.1.76-90

Abstract

This quantitative research with a quasi-experimental design demonstrates several significant findings regarding the quality of LAPS-Heuristic learning with performance assessment and open-ended questions of students' Mathematics’ Creative Thinking Ability (MCTA): (1) In the planning phase, the validation of learning materials and research instruments was classified as at least satisfactory; (2) During the implementation phase, the quality assessment sheets from the first to the third meetings were as at least satisfactory; (3) Student's response to LAPS-Heuristic learning combined with performance assessment and open-ended questions was notably positive, achieving a rating of 70.75%, which is categorized as strong; and (4) During the assessment stage, the results obtained from the LAPS-Heuristic learning combined with performance assessment and open-ended questions, indicate several notable findings concerning students' MCTA. First, the completion rate for students engaged in LAPS-Heuristic learning combined with performance assessment and open-ended questions surpassed 75%. Second, the average of students' MCTA who participated in LAPS-Heuristic learning, combined with performance assessment and open-ended questions, demonstrated significant improvement compared to those who participated in LAPS-Heuristic learning. Third, the proportion of experiment class students exhibiting stronger MCTA than the control class students. Keywords: MCTA, LAPS-Heuristic, Performance Assessment, Open-Ended.
Integrasi Masalah Kontekstual melalui Video Proyek untuk Meningkatkan Berpikir Geometris dalam Kalkulus Fashihah, Fashihah; Susilo, Bambang Eko; Relitasari, Puput; Agustina, Vena
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3631

Abstract

Mahasiswa cenderung kesulitan memahami konsep geometris karena pembelajaran terlalu fokus pada simbol dan rumus tanpa dukungan visual. Situasi ini menunjukkan perlunya pendekatan pembelajaran inovatif yang mampu menjembatani antara abstraksi matematika dan pengalaman konkret mahasiswa. Untuk mengatasi hal tersebut, digunakan pendekatan pembelajaran berbasis proyek yang memadukan masalah kontekstual dan media video sebagai sarana pemahaman. Penelitian ini bertujuan untuk mengeksplorasi bagaimana penggunaan video proyek berbasis masalah kontekstual dapat meningkatkan kemampuan berpikir geometris mahasiswa dalam memahami konsep integral dalam kalkulus. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus dengan melibatkan 30 mahasiswa semester I Program Studi Pendidikan Matematika di salah satu perguruan tinggi negeri di Jawa Tengah. Instrumen yang digunakan meliputi lembar observasi aktivitas belajar, pedoman wawancara mendalam, dan rubrik penilaian tugas proyek video yang valid dan reliabel. Data dikumpulkan melalui observasi proses pembelajaran, dokumentasi proyek video mahasiswa, serta wawancara untuk mendalami proses berpikir mereka. Analisis data dilakukan dengan kerangka kerja analisis yang melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi masalah kontekstual melalui video proyek secara signifikan mendorong mahasiswa untuk menghubungkan representasi visual dengan makna integral secara geometris. Mahasiswa menunjukkan peningkatan kemampuan dalam mengidentifikasi elemen geometris, mengonstruksi model integral dari konteks nyata, dan mengkomunikasikan ide matematika secara visual dan logis. Kami merekomendasikan agar dosen kalkulus mengadopsi pendekatan pembelajaran berbasis proyek kontekstual sebagai strategi yang efektif untuk mengembangkan berpikir geometris dan meningkatkan pemahaman konsep integral dalam kalkulus.
Understanding Students' Creative Processes in Solving Open-Ended Statistical Problems Within a Culturally Responsive Environment Relitasari, Puput; Fashihah, Fashihah; Agustina, Vena; Ainiyah, Qurrotul
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1558-1578

Abstract

Understanding Students' Creative Processes in Solving Open-Ended Statistical Problems Within a Culturally Responsive Environment. Objectives: This study aims to analyze the creative thinking process in solving open-ended problems through Culturally Responsive Teaching (CRT) based on personal experience using SPSS. Methods: This qualitative case study sample consisted of 26 international students from a mathematics education program. Three subjects were selected by purposive sampling to be interviewed based on flexibility, fluency, and novelty. Data were obtained through tests and interviews (triangulation methods), which were analyzed, included data collection, analysis, research findings, and interpretation based on Wallas' theory (preparation, incubation, illumination, and verification). Findings: The four stages appeared in the creative thinking process of the three subjects, but not linearly. In the preparation, the subject showed the ability to understand the problem based on a learning experience. The incubation is characterized by the exploration of strategies, both technical (A1), contextual (A2), and structural-conceptual (A3). Illumination occurs when subjects discover new connections between methods or unexpected analysis results. In the verification stage, they not only check procedures but also encourage reflection on the meaning of the data. This dynamic shows that creative thinking is cyclical and flexible. In the flexibility, three subjects showed different approaches in combining data visualization and statistical tests, with a tendency to move between stages of thinking. On the fluency, subjects were able to generate multiple problem contexts based on learning experiences, but varied in the depth of reflection and strategy used. There were original reconstructions of ideas and problem structures on the novelty, especially when facing bidirectional data, with meaningful interpretations influenced by their respective learning experiences. The CRT appeared strong in the way subjects connected statistical data with learning experiences. It allows students to strengthen the meaning at each stage of creative thinking. The findings emphasize the importance of CRT to develop contextual creative thinking. Keywords: creative thinking, culturally responsive teaching, open-ended problem, SPSS.
STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY VIEWED FROM SELF-REGULATED LEARNING IN LAPS-HEURISTIC LEARNING MODEL Agustina, Vena; Fashihah, Fashihah; Relitasari, Puput
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.12422

Abstract

Students’ Mathematical Creative Thinking Ability (MCTA) remains relatively low, particularly in generating original ideas and elaborated solutions, while the effect of Self-Regulated Learning (SRL) on MCTA has not been clearly identified in mathematics learning. This condition indicates the need for an instructional model that not only emphasizes problem-solving processes but also supports students’ independence and creativity in learning. This research aims to assess the effectiveness of the LAPS-Heuristic learning model on students’ MCTA and describe students' MCTA concerning their SRL. A mixed-methods approach utilizing a sequential explanatory design was employed in this study. Six subjects were selected from the eighth-grade class VIII A at State Junior High School 1 Tayu, chosen based on their SRL levels. The results indicate that (1) the LAPS-Heuristic learning model effectively on students' MCTA in the context of their SRL, and (2) Students classified as having high SRL were able to fulfill all MCTA indicators, namely fluency, flexibility, originality, and elaboration. In comparison, students with moderate SRL levels achieved three indicators, namely fluency, flexibility, and elaboration. Students with low SRL levels were only able to meet two indicators, namely fluency and flexibility. For students with low SRL who have not yet achieved proficiency in originality and elaboration, it is recommended that they engage in independent assignments and participate in peer teaching activities to foster their academic development. Kemampuan Berpikir Kreatif Matematis (KBKM) siswa masih tergolong rendah, khususnya dalam menghasilkan ide-ide yang orisinal dan solusi yang terelaborasi, sementara pengaruh Self-Regulated Learning (SRL) terhadap KBKM dalam pembelajaran matematika belum teridentifikasi secara jelas. Kondisi ini menunjukkan perlunya model pembelajaran yang tidak hanya menekankan pada proses pemecahan masalah, tetapi juga mendukung kemandirian dan kreativitas siswa dalam belajar.Penelitian ini bertujuan untuk mengkaji keefektifan pembelajaran LAPS-Heuristik terhadap Kemampuan Berpikir Kreatif Matematis (KBKM) dan mendeskripsikan KBKM siswa ditinjau dari SRL. Metode penelitian ini adalah mixed method dengan sequential explanatory. Enam subjek dipilih dari kelas VIII A SMP Negeri 1 Tayu berdasarkan tingkat SRL siswa. Hasil penelitian menunjukkan bahwa (1) model pembelajaran LAPS-Heuristik efektif terhadap KBKM siswa ditinjau dari SRL, dan (2) siswa yang dikategorikan dengan SRL tinggi mampu memenuhi semua indikator KBKM: kelancaran, fleksibilitas, orisinalitas, dan elaborasi. Sebaliknya, siswa dengan tingkat SRL rata-rata mencapai tiga indikator: kelancaran, fleksibilitas, dan elaborasi. Sementara itu, siswa dengan SRL rendah hanya memenuhi indikator kelancaran dan fleksibilitas. Bagi siswa yang diidentifikasi memiliki SRL rendah yang belum mencapai indikator orisinalitas dan elaborasi, disarankan agar siswa terlibat dalam tugas mandiri dan berpartisipasi dalam kegiatan peer teaching untuk mendorong perkembangan akademis siswa. 
Co-Authors Agustina, Vena Apriliana, Nurani Bambang Eko Susilo Khumairo', Siti Latifatul Qurrotul Ainiyah, Qurrotul Relitasari, Puput