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STUDENTS' MATHEMATICAL CREATIVE THINKING: A SYSTEMATIC LITERATURE REVIEW WITH BIBLIOMETRIC ANALYSIS Farman, Farman; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i2.1846

This study aims to determine the trend of publications on creative thinking in mathematics learning published on Google Scholar in the 2017-2021 period, as well as describe opportunities and directions for research on creative thinking with themes related to future mathematics learning. This research is a systematic literature review study with bibliometric analysis. This research method uses PRISMA 2020 steps. The study results show that the most productive authors are Asikin, Mulyono and Tohir, each publishing two articles. The paper that gets the most citations is by Hasanah and Surya, which discusses students' creative thinking skills in mathematics using cooperative and problem-solving learning. Research themes such as students, creative thinking, problems and mathematics, and mathematical domains such as numbers, algebra and geometry have been widely used. This allows future research paths that can be studied, including the domain of mathematics in the material of statistics and opportunities, students' creative thinking in 7th and 9th-grade students gender, and the use of technological media to improve or measure students' mathematical creative thinking processes. However, the domains and topics that have been studied are still possible to be reviewed as an effort to maximize students' mathematical creative thinking abilities.

Creative Thinking Ability of Mathematics Students in Solving Geometry Problems Viewed of Adversity Quotient Yuliati, Ikha; Juniati, Dwi; Khabibah, Siti
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.5056

This study examines the creative thinking abilities of mathematics student teachers in solving geometry problems, analyzed through the lens of Adversity Quotient (AQ). The participants, categorized as climbers, campers, and quitters, displayed varying levels of creative thinking based on three indicators: fluency, flexibility, and novelty. Climber students achieved fluency and flexibility by producing multiple logos using two different methods but lacked novelty as their approaches relied on existing methods. Campers demonstrated flexibility by using two distinct approaches but failed to meet fluency and novelty criteria. Quitters only met the fluency indicator and were at the less creative level. None of the subjects fulfilled the originality indicator, highlighting a critical gap in creative thinking skills among the participants. These findings underline the importance of fostering creative thinking in mathematics education, especially for student teachers who will later nurture such skills in their students. Enhancing the quality of mathematics instruction by incorporating open-ended problems and promoting a culture of mathematical thinking is essential. This aligns with the educational aim to balance analytical and creative thinking as fundamental aspects of problem-solving in mathematics.

COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM wulandari, evi novita; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.

How Adversity Quotient and Learning Independence Affect Students' Mathematical Problem-Solving Ability Ningsi, Gabariela Purnama; Juniati, Dwi; Khabibah, Siti
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol 7 No 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1146

This study aims to analyze the influence of Adversity Quotient (AQ) and learning independence on students' mathematical problem-solving abilities and to explore problem-solving strategies based on differences in AQ and learning independence levels. The study employed a mixed-methods approach with a sequential explanatory design, involving 150 secondary school students. Results showed that AQ and learning independence significantly influenced problem-solving abilities, with learning independence having a greater impact. Students with high learning independence were more innovative and persistent, while those with low independence faced challenges. This study highlights the importance of developing AQ and learning independence to enhance students' problem-solving skills. Education should strengthen these aspects through strategies like project-based learning and resilience training, to better prepare students for real-world challenges.

Understanding mathematics prospective teachers' comprehension of function derivatives based on APOS theory: Insights from low mathematics anxiety levels Listiawati, Enny; Juniati, Dwi; Ekawati, Rooselyna
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p483-512

Understanding function derivatives shows global patterns of difficulty in comprehension and application. More research is needed to examine students' understanding of APOS theory. This research analyzes prospective mathematics teacher students' understanding of function derivatives based on mathematics anxiety. This study used a qualitative-exploratory design to describe the understanding of function derivatives of prospective mathematics teacher students with APOS theory, considering mathematics anxiety through assignments and interviews. A saturated sample of 26 students was studied. Instruments included math anxiety questionnaires, math ability tests, and function derivative tasks. Data was analyzed using triangulation, peer debriefing, member checking, data reduction, presentation, conclusion, and verification. The study of function derivatives, based on APOS Theory, integrates mental structures and mechanisms like encapsulation and coordination, showing proficiency in simple function derivatives and composition function derivatives but challenges with graphing function derivatives. This research emphasizes the need for teaching strategies that address math anxiety to improve conceptual understanding. It encourages further study of teaching interventions, emotional support, and the long-term impact of math anxiety.

Understanding mathematics prospective teachers' comprehension of function derivatives based on APOS theory: Insights from low mathematics anxiety levels Listiawati, Enny; Juniati, Dwi; Ekawati, Rooselyna
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p483-512

Understanding function derivatives shows global patterns of difficulty in comprehension and application. More research is needed to examine students' understanding of APOS theory. This research analyzes prospective mathematics teacher students' understanding of function derivatives based on mathematics anxiety. This study used a qualitative-exploratory design to describe the understanding of function derivatives of prospective mathematics teacher students with APOS theory, considering mathematics anxiety through assignments and interviews. A saturated sample of 26 students was studied. Instruments included math anxiety questionnaires, math ability tests, and function derivative tasks. Data was analyzed using triangulation, peer debriefing, member checking, data reduction, presentation, conclusion, and verification. The study of function derivatives, based on APOS Theory, integrates mental structures and mechanisms like encapsulation and coordination, showing proficiency in simple function derivatives and composition function derivatives but challenges with graphing function derivatives. This research emphasizes the need for teaching strategies that address math anxiety to improve conceptual understanding. It encourages further study of teaching interventions, emotional support, and the long-term impact of math anxiety.

Deductive Reasoning of Student Teacher Candidates: A Study of Number Theory Soffil Widadah; Dwi Juniati; Siti Khabibah
JME (Journal of Mathematics Education) Vol. 7 No. 2 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i2.1836

Deductive reasoning which includes generalizing, justifying, exemplifying, comparing, and classifying is the main feature of studying mathematics. This study aims to describe qualitatively the deductive reasoning of second-semester mathematics teacher candidates in studying number theory. This research is a qualitative descriptive study with mathematics teacher candidates who have equal mathematical abilities and are of the same sex, namely women as research subjects. The results showed that the two subjects met the indicators of deductive reasoning, namely making general statements, making special statements, and concluding. This could be caused by the characteristics of prospective teacher students in receiving, storing, processing, and how to solve problems or what is called cognitive style.

Students' Mathematical Creative Thinking: A Systematic Literature Review with Bibliometric Analysis Farman Farman; Dwi Juniati; Siti Khabibah
JME (Journal of Mathematics Education) Vol. 7 No. 2 (2022): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i2.1846

This study aims to determine the trend of publications on creative thinking in mathematics learning published on Google Scholar in the 2017-2021 period, as well as describe opportunities and directions for research on creative thinking with themes related to future mathematics learning. This research is a systematic literature review study with bibliometric analysis. This research method uses PRISMA 2020 steps. The study results show that the most productive authors are Asikin, Mulyono and Tohir, each publishing two articles. The paper that gets the most citations is by Hasanah and Surya, which discusses students' creative thinking skills in mathematics using cooperative and problem-solving learning. Research themes such as students, creative thinking, problems and mathematics, and mathematical domains such as numbers, algebra and geometry have been widely used. This allows future research paths that can be studied, including the domain of mathematics in the material of statistics and opportunities, students' creative thinking in 7th and 9th-grade students gender, and the use of technological media to improve or measure students' mathematical creative thinking processes. However, the domains and topics that have been studied are still possible to be reviewed as an effort to maximize students' mathematical creative thinking abilities.

COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM Evi Novita Wulandari; Dwi Juniati; Siti Khabibah
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and teacher and students participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.

ANALYZING STUDENTS' ABILITIES AS PROSPECTIVE TEACHERS OF MATHEMATICS IN CONSTRUCTING PROOFS Soffil Widadah; Dwi Juniati
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1952

Mathematical proof demands accuracy and precision in formulating correct and logical arguments. Students need to develop their ability to produce accurate and precise proofs. This study aims to analyze the ability of prospective mathematics teachers in constructing geometry and algebraic proofs. The research subjects were 8 prospective mathematics teacher students, four male and four female. This descriptive qualitative research begins with giving tests to research subjects, and then we conduct interviews. The results showed that male students were better at compiling geometry than algebraic proofs. At the same time, female students are better at compiling algebraic proofs than in geometry. This result is due to the spatial ability of men better than women. When compiling geometry proofs, apply procedural, syntactic, and semantic proofs. When compiling algebraic proofs, only apply procedural proofs. Female students, when compiling geometry proofs, only apply procedural proofs. When compiling algebraic proofs, they apply procedural proofs and syntactic proofs.

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