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All Journal Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika E-Dimas: Jurnal Pengabdian kepada Masyarakat Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Math Didactic: Jurnal Pendidikan Matematika Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Gondang: Jurnal Seni dan Budaya Desimal: Jurnal Matematika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Journal of Honai Math Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Asimtot : Jurnal Kependidikan Matematika PHI: Jurnal Pendidikan Matematika Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Range : Jurnal Pendidikan Matematika Bakti Cendana: Jurnal Pengabdian Masyarakat LOSARI: Jurnal Pengabdian Kepada Masyarakat SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Prima Magistra: Jurnal Ilmiah Kependidikan JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Infinity Jurnal Pendidikan MIPA Senadika
Wilfridus Beda Nuba Dosinaeng
Universitas Katolik Widya Mandira
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Transportation Other

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Journal : Jurnal Pendidikan MIPA

 1 
The Digital Cognitive Partner: A 4P Framework Analysis of Prospective Teacher Creativity in the Age of AI Setyadi, Danang; Soesanto, Robert Harry; Hidayat, Dylmoon; Dosinaeng, Wilfridus Beda Nuba; Mampouw, Helti Lygia
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1958-1987

Abstract

Prospective teachers must be equipped with creative thinking skills to be able to design innovative mathematics learning media. However, studies on the creativity of prospective teachers are often not comprehensive and tend to focus on only one dimension of creativity. Although the 4P creativity model (Person, Process, Press, Product) provides a comprehensive analytical lens, research that integrates all four dimensions simultaneously in the context of mathematics teacher education is still rare. This study is a qualitative descriptive study that aims to describe and analyze the creativity of prospective mathematics teacher students in developing mathematics learning media. The subjects were eight students of the Mathematics Education study program who were taking the Mathematics Learning Media course and had completed a mathematics learning media development project. Data sources came from students' reflective journals when creating learning media, interview transcripts, and the learning media products that had been created. The collected data were analyzed based on Rhodes' 4P creativity framework: Person, Process, Press, and Product. The product dimension was analyzed descriptively and quantitatively using the Torrance rubric, consisting of four creativity indicators: fluency, flexibility, originality, and development. The Process dimension was analyzed based on Wallas' creative thinking framework: Preparation, Incubation, Illumination, and Verification. The person and press dimensions were then analyzed qualitatively using a thematic analysis approach. The results showed that students with high intrinsic motivation, active involvement in exploring ideas, and the ability to manage technical and time constraints tended to produce more creative and meaningful learning media. The key findings of this study significantly expand and challenge the traditional understanding of the Press dimension. The use of technology, particularly generative AI such as ChatGPT, serves not only as an external tool but also as a digital cognitive environment. AI acts as an interactive, dialogical partner, assisting in brainstorming, developing flowcharts, and solving technical problems, thereby blurring the boundaries between environmental factors (Press) and students' internal thinking processes (Process). This deep integration demonstrates that AI has become an integral part of students' cognitive workflows, implying that the 4P framework in the digital era needs to be viewed as an interconnected and flexible system, rather than as four rigidly separate pillars.    Keywords: creativity, mathematics learning media, creative thinking process, case study, pre-service teachers, artificial intelligence. 
Mathematical Literacy Skills of Junior High School Students in Border Schools in Solving Minimum Competency Assessment-Based Problems Leton, Samuel Igo; Lakapu, Meryani; Dosinaeng, Wilfridus Beda Nuba; Fitriani, Nelly; Amsikan, Oktovianus Yongki
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Literacy skills are one of the mathematical abilities that all students need to have in today's global era. However, not all students in border schools have good mathematical literacy skills. This type of research is descriptive qualitative which aims to get an overview of the mathematical literacy skills of students in border areas in solving Minimum Competency Assessment-based problems and also identify factors that influence these skills. This study involved all 57 seventh grade students in the first semester of SPMN Lorontuan Atambua - NTT. The test questions were four numbers in the form of true and false, multiple correct answers and short form. The results of the analysis found that some of them could not read fluently; not all students had a good understanding of basic mathematical concepts; lack of learning experience of contextual problems or story problems that caused them to have difficulty understanding the problem, choosing the mathematical concept used to answer the problem and could not analyze the information provided. The reconstruction that we provide is the need to build a strong mathematical understanding by designing mathematics learning that integrates local wisdom and technology and provides them with varied learning experiences on story problems.         Keywords: math skills, literacy, schools at the border. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp728-751
Co-Authors Abda Abda Agapitus Hendrikus Kaluge Alfons Bunga Naen ALOYSIUS JOAKIM FERNANDEZ Amsikan, Oktovianus Yongki Apridus K. Lapenangga Bria, Kornelis Danang Setyadi Dylmoon Hidayat Faot, Elisabeth Iga Mawarni Fernandez, Michael Helti Lygia Mampouw Igo Leton Irmina Veronika Uskono Jagom, Yohanes O. Jomar, Guido Stefano Kabu, Desky Ronaldy Koly, Agaripa Kornelis Bria Kristoforus Djawa Djong Kristoforus Djawa Djong Laksono Trisnantoro Leton , Samuel Igo Luh Putu Ratna Sundari Luon, Maria Adriani Pulo Manoe Gawa, Maria Gracia Maria Gracia Manoe Gawa Marthinus Klomang Mau, Elfrida Olo Meryani Lakapu Nai, Yustinus Didimus Nelly Fitriani, Nelly Nggadas, Oktavianus Nggadas, Wulan Novel B. Molina Oktofianus Nggadas Pusaka, Semerdanta Rowa, Yohana Rina Salmi Fitria Manu Samuel I. Leton Sani Beti Soesanto, Robert Harry Sogen, Teodora Basi Ina Theresia Wariani Tnesi, Stiven Aloysius Yohana Rina Rowa Yohanes Ovaritus Jagom Yuliarmawati Zendrato Yunico L. Maure