Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika)
Medyasari, Larasati Tiara
Unknown Affiliation
Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analysis of Creative Thinking Ability in Solving Problems Based on Students' Learning Styles Medyasari, Larasati Tiara; Zaenuri, Zaenuri; Dewi, Nuriana Rachmani; Wijayanti, Kristina
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v10i2.35253

Abstract

Mathematical creative thinking ability plays a crucial role in helping students solve everyday problems. This study aimed to assess students' creative thinking abilities by categorizing them into auditory, visual, and kinesthetic learning styles based on various indicators of mathematical creative thinking ability. This study aims to assess students' creative thinking abilities by categorizing them into auditory, visual, and kinesthetic learning styles based on four indicators of mathematical creative thinking abilities, namely fluency, flexibility, novelty, and elaboration. This research is a qualitative descriptive study. The data collection methods used in this study include tests to determine students’ mathematical creative thinking abilities, interviews, and documentation. The research findings were analyzed and classified into categories representing visual, auditory, and kinesthetic learning styles, with one research subject selected from each category out of 31 students. The results of the research are students with a visual learning style could solve problems fluently and efficiently while drawing accurate conclusions. Additionally, visual learners could approach problems in multiple ways and solve them independently with innovative thinking. Students with an auditory learning style could interpret problems but required more communication skills to effectively convey their ideas, draw appropriate conclusions, or evaluate the problems encountered. Lastly, students with a kinesthetic learning style required additional assistance in solving problems and responding to the given indicators.
Enhancing mathematical creative thinking through the ADIRE learning model based on learning styles Medyasari, Larasati Tiara; Zaenuri, Zaenuri; Dewi, Nuriana Rachmani; Wijayanti, Kristina
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29619

Abstract

Purpose: This study responds to the persistent issue of low mathematical creative thinking among students by exploring its underlying causes and examining the effectiveness of the ADIRE (Auditory, Intellectual, Repetition with Ethnomathematics) learning model when viewed from different learning styles. Method: A mixed-methods approach with a sequential exploratory design was applied. The participants were seventh-grade students. In the qualitative phase, subjects representing visual, auditory, and kinesthetic learning styles were selected purposively. The quantitative phase employed cluster random sampling to assign students into experimental and control groups. Data were gathered through tests, questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics, t-tests, and N-gain analysis. Findings: The findings reveal that students’ creative thinking ability remains uneven across learning styles. Visual learners tend to demonstrate more complete achievement of creative thinking indicators, while auditory learners generally require guidance, and kinesthetic learners show limited attainment, mainly at the basic level. The implementation of the ADIRE learning model leads to a noticeable improvement in students’ performance, reflected in higher average scores, fulfillment of minimum mastery criteria, and a moderate level of gain. Significance: These results suggest that learning models which consider students’ learning styles and incorporate ethnomathematical contexts can provide more meaningful learning experiences and contribute to the development of mathematical creative thinking in a more holistic way.
Co-Authors Dewi, Nuriana Rachmani Kristina Wijayanti Zaenuri Mastur