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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Kajian Pembelajaran Matematika PRISMA Pi: Mathematics Education Journal Syntax Literate: Jurnal Ilmiah Indonesia Jurnal Cendekia : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Ideguru: Jurnal Karya Ilmiah Guru Jurnal Keguruan dan Ilmu Pendidikan Edumatica: Jurnal Pendidikan Matematika Pi: Mathematics Education Journal Faedah: Jurnal Hasil Kegiatan Pengabdian Masyarakat Indonesia Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education
Lathiful Anwar
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : PRISMA

 1 
Assessment of Creative Thinking Skills through Imitation, Modification, and Construction of Creative Thinking Models Fitriyyah, Aslihatul; Anwar, Lathiful; Hafiizh, Mohammad
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4342

Abstract

Creative thinking is an ability that must be possessed by every student being capable of resolving issues in various ways that are right. Creative thinking is one of the goals of education that has become a concern in recent years. But the facts show that the ability to think creatively is still low. The main thing that educators do is to identify the level of creative thinking of students so that educators know which students ' creative thinking skills need to be improved. Until now, the ability of educators in developing creative thinking ability tests is still low due to the lack of training and guidance that focuses on improving creative thinking skills. The aim of this research is to generate a product in the form of a test instrument of creative thinking skills that are valid, practical and effective. This research is a development research conducted with 4D models (Define, Design, Develop, Disseminate), but the disseminate stage is not carried out due to time and cost constraints. The development phase was carried out on 88 students of grade VIII of One of the private high schools in Malang . The development results show that the creative thinking ability test is valid, practical and effective.
Investigating Numeracy Skills: How Students Handle Data Representation Challenges Puspitasari, Septi; Anwar, Lathiful; Sa'dijah, Cholis
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4161

Abstract

Adequate numeracy skills are essential, yet many students still face difficulties in solving numeracy problems. Previous studies have indicated that one of the challenges encountered by students relates to the representation of data or information in the problems to be solved. Therefore, the purpose of this study is to explore how students with various levels of numeracy skills address these obstacles in problem solving. The method used is descriptive with a qualitative approach, and data collection techniques include triangulation of test results and interviews. The research subjects are 30 eighth- grade students at one of the public junior high schools in Malang Regency. The results obtained show that students at a proficient level can represent data using mathematical expressions (creating patterns), capable students can represent data with words or written text, whereas students at the basic level still struggle with representing data due to difficulties in connecting available information, though they can read the charts presented. Students requiring special intervention are still unable to represent data from the graphs presented, and they also have difficulties in reading and finding information from graphs. Some students still struggle with writing mathematical arguments and reading information, and are not accustomed to contextual problems. Thus, it is advisable for teachers to familiarize students by providing numeracy problems, both PISA or AKM types
Students' Errors in Understanding Numeracy Problems:A Case Study of Kinesthetic Students Mahardika, Candra; Anwar, Lathiful; Kusumasari, Vita
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4265

Abstract

Numeracy is an essential skill that needs to be developed early on. With good numeracy skills, students are expected to be able to solve problems that occur in everyday life. However, not all students are able to solve problems in the form of numeracy well, one of which is students with kinesthetic learning styles. This is because numeracy problems are presented in visual form, which is not in accordance with the kinesthetic students, who more easily process information physically or through movement. Therefore, kinesthetic students tend to make many mistakes in solving numeracy problems. Therefore, the researcher intends to analyze the errors made by kinesthetic students in solving numeracy problems in order to help teachers find solutions to these problems. This qualitative study involved private junior high school students in Malang city with kinesthetic learning styles as research subjects. Researchers used learning style test questionnaires, numeracy problem test results, and interview results to obtain data, which were then analyzed through data reduction, data presentation, and conclusion/verification. Based on the study's results, it was found that kinesthetic students made three types of errors in solving numeracy problems, namely 1) errors in understanding the problem, 2) errors in understanding the problem, and 3) errors in solving numeracy problems. These errors are caused by several things, including 1) students' lack of ability to interpret the reading, 2) students' lack of willingness to reread the problems presented, 3) the numeracy problems presented are complicated, i.e. presented with many numbers and objects, 4) students tend to rush to solve the problems so they do not do the reexamination process.
Cultural-Based Assessment Instrument for Measuring Junior High School Students’ Mathematical Creativity Ikhsana, Aulia; Anwar, Lathiful; Sisworo, Sisworo
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4914

Abstract

Culture has an important role in facilitating students' mathematical creative thinking skills. The use of cultural context in mathematics learning helps students to understand mathematical concepts in a more relevant and real way. The results of the initial study conducted by the researcher indicated that there are still many students whose mathematical creative thinking skills are still low and teachers still have difficulties in developing appropriate assessments to measure creative thinking skills. This study aims to develop assessment instruments using the Jambi cultural context in measuring the mathematical creative thinking skills of junior high school students that are of high quality (valid, practical, and effective). This development research uses the Plomp development model. The development stages include the initial investigation stage, the development and prototyping stage and the assessment stage. The research subjects were 29 students of class IX.A and mathematics teachers. The results of the study were the quality of the product assessment was valid 3.6 with ‘very valid’ criteria, practical with an average teacher response questionnaire score of 3.25 and an average student response questionnaire score of 2.80 and effective with good differentiating power. The assessment developed is of high quality, namely valid, practical and effective. Thus, this assessment can be used by teachers directly or modified as needed to measure students' creative thinking skills.
Students' Creative Thinking in Solving Integrated Mathematical Problems Cultural Context Reviewed Based on Specialization Zahroh, Indrani Eka Prastya; Anwar, Lathiful; Chandra, Tjang Daniel
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5817

Abstract

Creativity in mathematics is essential for developing students’ problem-solving skills and innovation, yet in Indonesia, students’ creative thinking remains low, as shown by PISA and TIMSS results, indicating a significant gap between expectations and current practices in mathematics learning. To address this issue, this study aimed to analyze the creative thinking characteristics of Grade IX students when solving culturally integrated mathematical problems, while also considering differences among student specialization groups: Mathematics, Science (IPA), and Social Studies (IPS). The research employed a qualitative case study design involving 30 students from a junior high school in Malang City during the 2024/2025 academic year. Based on a creative thinking test, 15 students (6 mathematics, 5 science, and 4 social studies specialization) were selected for in-depth interviews. Data were analyzed through several stages: preparation, coding, categorization, presentation of findings, interpretation, and validation. The findings revealed distinct creative thinking characteristics across the three groups. Mathematics specialization students demonstrated strong fluency through generating many ideas, filtering logical ideas, and responding quickly; flexibility through diverse approaches and adaptability; and originality through expressing unique and innovative solutions. Science specialization students showed similar traits in fluency and flexibility, with originality evident in their ability to create and articulate unique ideas. Social studies specialization students demonstrated fluency and flexibility but lacked originality characteristics. These results highlight variations in creative thinking profiles among different specialization groups and emphasize the importance of targeted instructional strategies to foster creativity in mathematics education.
Assessment of Creative Thinking in Cultural Context in Junior High School Students Zahroh, Indrani Eka Prastya; Anwar, Lathiful; Chandra, Tjang Daniel
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5192

Abstract

Creative thinking is an essential competence in mathematics learning because it enables students to generate diverse ideas, approach problems from multiple perspectives, and produce original solutions. However, in the Indonesian educational context, students’ creative thinking skills remain low, and current assessment tools have not adequately measured all dimensions of creativity namely fluency, flexibility, and originality. This study aims to fill this gap by developing and validating a culturally contextualized open-ended assessment instrument designed to measure students’ creative thinking skills comprehensively. Using a research and development (R&D) approach, the instrument was tested with 28 ninth grade students from a junior high school in Malang City. The instrument’s construct validity was examined through Exploratory Factor Analysis (EFA), and its internal consistency was tested using Cronbach’s Alpha. The findings indicate that the instrument demonstrates good reliability and a clear three factor structure aligning with theoretical dimensions of creative thinking. These results suggest that the developed assessment can effectively capture students’ creative potential within culturally relevant mathematical contexts. The study contributes to educational assessment practices by providing a valid and reliable tool that promotes culturally responsive approaches to fostering creative thinking in mathematics learning.
Co-Authors A'yun, Rhoro Qurota Abd Qodar Abdullah Noerkholis Agus Sukirno Ainun Naziya Rohmah Al Ashari, Iqbal Ma’ruf Arnellis, Arnellis Azizah Nur Laily Rahmawati Azzahra Nurulhaqqni Ramadhani Cholis Sa’dijah Dede de Haan Ety Tejo Dwi Cahyowati Fatikh Inayahtur Rahma Fitriyyah, Aslihatul Hafiizh, Mohammad Hajjah Rafiah Hamdani, Deni Hanik Hanik Hermansyah, Tutus Sri Hery Susanto Hidayah, Irma Rachmah Huljannah, Miftha I Ketut Budayasa I Made Arnawa I Made Sulandra I Mode Sulandra I Nengah Parta Ikhsana, Aulia Imelda Dastania Pradani Intan Sari Rufiana Khoirunnisya, Melati Leady Dione Alfa Giovanni Mahardika, Candra Makbul Muksar Mandala, Arif Sapta Mardhiyah, Elok Izzatul Muhana Gipayana Nur Inayah Ahlan Nurma Wahyu Utami Permadi, Hendro Pranata, Syalshabil Shafa Purwanto Puspa Dewi Amanda Puspitasari, Septi Qohar, Abd. Rahmawati, Azizah Nur Laily Resyarusyda Parandrengi Rini Nurhakiki Sisworo Siti Maghfirotun Amin Suherman, Suherman Sukoriyanto Susiswo Syaiful Hamzah Nasution Syarifah, Rif'atul Tjang Daniel Chandra Umi Dristian Vita Kusumasari Wahyu Nurlaili Wasilatul Murtafiah Yerizon Yerizon Zahroh, Indrani Eka Prastya Zana, Firdha Mahrifatul Zulnaidi, Hutkemri