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All Journal Jurnal Pengajaran MIPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Suska Journal of Mathematics Education Jurnal Elemen Jurnal Gantang Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Analisa DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Cendekia : Jurnal Pendidikan Matematika International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Eurekamatika Prosiding Simposium Nasional Multidisiplin (SinaMu) JNPM (Jurnal Nasional Pendidikan Matematika) JIPI (Jurnal IPA dan Pembelajaran IPA) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education Research Jurnal Pengabdian Kepada Masyarakat Indonesia Jurnal Didaktik Matematika
Elah Nurlaelah
Universitas Pendidikan Indonesia
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Student Errors in Solving Three Dimensional Problems Based on Nolting Theory Muhammad Ridha; Suhendra Suhendra; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.6739

Abstract

Abstrak Dimensi tiga adalah salah satu materi yang sulit dipahami oleh siswa, sehingga dalam menyelesaikan soal dimensi tiga siswa melakukan banyak kesalahan. Adapun tujuan penelitian ini adalah untuk mengetahui bentuk kesalahan siswa dan faktor penyebab kesalahan siswa dalam menyelesaikan soal dimensi tiga pada konsep jarak titik, garis dan bidang. Penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus. Subjek penelitian ini adalah 65 siswa kelas XII di salah satu SMA di kota Bandung, Jawa Barat. Adapun intrumen yang digunakan adalah soal tes dimensi tiga dan pedoman wawancara. Untuk menganalisis kesalahan siswa dalam penelitian ini digunakan teori Nolting. Hasil penelitian ini adalah kesalahan siswa dalam menyelesaikan soal dimensi tiga masih tergolong tinggi dengan persentase careless errors 54%, concept errors 65%, application errors 3% dan test-taking errors 37%. Adapun faktor penyebab terjadinya kesalahan-kesalahan tersebut dikarenakan siswa tidak menguasai materi prasyarat dengan baik, kesalahpahaman konsep jarak, kemampuan pandang ruang yang masih tergolong rendah dan tidak teliti. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa kesalahan terbesar siswa pada dimensi tiga adalah kesalahan konsep dalam menentukan jarak titik, garis dan bidang. Oleh karena itu, diharapkan kepada tenaga pendidik untuk dapat memperhatikan kesalahan dan faktor pernyebabnya agar tidak terjadi kesalahan serupa.Abstract The third dimension is one of the materials that students need help understanding, so in solving three-dimensional questions, students make many mistakes. The purpose of this research is to find out the form of student errors and the factors that cause student errors in solving three-dimensional questions on the concept of distance to points, lines, and planes. This research is qualitative research with a case study approach. The subjects of this study were 65 students of class XII in one of the high schools in Bandung, West Java. The instruments used were three-dimensional test questions and interview guidelines. To analyze student errors in this study, the Nolting theory was used. The results of this study show that students' errors in solving three-dimensional questions are still relatively high, with a percentage of careless errors of 54%, concept errors of 65%, application errors of 3%, and test-taking errors of 37%. These errors cause these errors because students do not master the prerequisite material well, misunderstand the concept of distance, and the ability to see space is still relatively low and not thorough. Based on the results of this study, it can be concluded that the biggest error of students in the third dimension is the concept error in determining the distance of points, lines, and planes. Therefore, it is expected that educators can pay attention to errors and their causal factors so that similar errors do not occur.
MATHEMATICAL CRITICAL THINKING ABILITY BASED ON STUDENTS SELF-EFFICACY USING PHENOMENOLOGICAL STUDY APPROACH Irfa Ul Umam; Elah Nurlaelah; Suhendra Suhendra
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.6859

Abstract

Critical thinking is a key skill in terms of being used in most thinking processes. There is one variable related to critical thinking, namely self-efficacy. This can be seen from a positive significant relationship between self-efficacy and critical thinking. In this regard, this study aims to describe mathematical critical thinking abilities based on students' self-efficacy. This study uses a phenomenological approach. The researcher gave a self-efficacy questionnaire to class X students at a public high school in the city of Bandung, followed by giving tests on critical thinking skills, and conducted interviews with students with high self-efficacy (ST), medium self-efficacy (SS), and low self-efficacy (SR). The results show that ST belongs to high-level mathematical critical thinking skills in solving math problems. If students have high self-efficacy, so it will also have an impact on high critical thinking skills. SS is in the category of moderate-level critical thinking skills, thus showing that students with moderate self-efficacy do not necessarily have moderate-level mathematical critical thinking skills. SR cannot solve the given questions correctly and completely, so students with low levels of self-efficacy have low mathematical critical thinking skills.Kemampuan berpikir kritis menjadi kemampuan kunci yang digunakan pada proses berpikir. Literatur menunjukkan kemampuan berpikir kritis siswa masih perlu ditingkatkan. Oleh karenanya perlu dideskripsikan kemampuan berpikir kritis melalui variabel yang memoderatorinya. Terdapat salah satu variabel yang berkaitan dengan berpikir kritis, yaitu self-efficacy. Hal ini ditunjukkan dengan adanya hubungan positif yang signifikan antara self-efficacy dan berpikir kritis. Berkaitan dengan itu, tujuan penelitian ini untuk mendeskripsikan kemampuan berpikir kritis matematis berdasarkan self-efficacy siswa. Penelitian ini menggunakan pendekatan fenomenologi. Peneliti memberikan angket self-efficacy ke siswa kelas X di salah satu SMA Negeri di kota Bandung, dilanjutkan dengan memberikan tes kemampuan berpikir kritis, dan melakukan wawancara terhadap siswa dengan self-efficacy tinggi (ST), sedang (SS), dan rendah (SR). Hasil menunjukkan bahwa ST tergolong dalam kategori kemampuan berpikir kritis matematis tingkat tinggi dalam menyelesaikan soal matematika. Apabila siswa memiliki efikasi diri yang tinggi maka akan juga berdampak pada kemampuan berpikir kritis yang tinggi. SS berada pada kategori kemampuan berpikir kritis tingkat sedang, sehingga memperlihatkan bahwa siswa dengan kategori self-efficacy sedang belum tentu mempunyai kemampuan berpikir kritis matematis pada tingkat sedang pula. SR tidak dapat menyelesaikan soal yang diberikan dengan benar dan lengkap, sehingga siswa dengan tingkat self-efficacy rendah memiliki kemampuan berpikir kritis matematis yang rendah pula.
Problem Decomposition Skills, Mathematical Maturity, and Their Relation to Mathematics Problem-Solving in A Computer Science Learning Class Harsa Wara Prabawa; Rizky Rosjanuardi; Elah Nurlaelah
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 3 (2023): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i3.8258

Abstract

This study investigates how students represent ideas when decomposing mathematical problems and how their mathematical maturity influences the problem-solving process. The method used in this research is explorative research. The subject of this research was six Computers Science Education Department students at the Indonesian Education University. The instrument used task-based interviews. Data analysis used the concept of Miles and Huberman, including data reduction, presentation, and drawing conclusions. The research found that problem decomposition skills, mathematical maturity, and their relation to solving mathematical problems in computer science learning classes influenced one another. Decomposition skills were influenced by how basic math skills are taught, so they can affect students' maturity in solving math problems.
The Development of Science Teaching Materials Based on the PjBL-STEM Model and ESD Approach on Environmental Pollution Materials Yeni Setyowati*; Ida Kaniawati; Siti Sriyati; Elah Nurlaelah; Hernani Hernani
JIPI (Jurnal IPA dan Pembelajaran IPA) Vol 6, No 1 (2022): MARCH 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v6i1.23571

Abstract

Critical thinking skills and sustainability consciousness are competencies that students need to have to face the challenges of the 21st century and can be developed through appropriate learning activities and teaching materials. Unfortunately, teachers do not have the right guidelines and teaching materials to implement learning activities that develop those competencies. This study aims to develop science teaching materials with the PjBL-STEM learning model and education for sustainable development (ESD) approach on environmental pollution material to enhance critical thinking skill and sustainability consciousness of junior high school student in class VII. The teaching materials developed in this study are Lesson Plans, Worksheets, and assessment for critical thinking skill and sustainability consciousness. The research method used in developing the product is research and development (R D). While the RD research model used is the four-D development model. The four-D development model has several stage, namely define, design, develop, and disseminate. This study solely reached the development stage. The feasibility test was carried out by the experts. The data were analized using percentage of the product eligibility in the validation form. Based on the results of the feasibility validation, the critical thinking skill asessment validation received a percentage value of 85% with very feasible criteria and sustainability consciousness asessment validation received a percentage value of  97% with very feasible criteria. The finding of the research indicate that the teaching material developed is valid and eligible to use.
How do students solve reversible thinking problems in mathematics? Aneu Pebrianti; Sufyani Prabawanto; Elah Nurlaelah
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.17821

Abstract

Reversible thinking is a cognitive activity in finding a solution to a problem by arranging the direction of logical thinking from the end to the starting point. Reversible thinking requires a student to think logically in two ways. Therefore, reversible thinking influences students' success in solving problems. This study aims to identify students' thinking processes in solving problems that require reversible thinking ability. This research was conducted on junior high school students in Bandung, West Java, Indonesia, using test instruments, interviews, and documentation studies. The tests given consisted of two types of problems, including tests on forward-thinking problems and tests on reversible thinking problems. The research subjects were students with high average mathematics scores in their class. The study found that students could answer the tests on forward-thinking problem-solving very well but could not work on similar questions with the backward-thinking process. Based on the interview results, one of the causes for the need for more backward-thinking ability is the limited learning resources or context when students first learn the concept.
PENGARUH PENGGUNAAN MODEL PEMBELAJARAN ANCHORED INSTRUCTION TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONCEPT SISWA Edy Saputra; Wahyudin ,-; Elah Nurlaelah
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 1, No 1 (2012)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v1i1.49407

Abstract

Abstrak: Penelitian ini bertujuan untuk menelaah perbedaan kemampuan komunikasi matematis dan Self-Concept antara siswa yang mendapatkan pembelajaran menggunakan model Anchored Instruction dan siswa yang mendapat pembelajaran konvensional. Penelitian ini merupakan suatu studi kuasi eksperimen dengan desain penelitian pre-test post-test control group design. Subjek populasi adalah seluruh siswa kelas X SMA Negeri 3 Banda Aceh dengan mengambil sampel dua kelas (kelas eksprimen dan kelas kontrol) melalui teknik random sampling dari delapan kelas paralel yang tersedia. Pengumpulan data dilakukan dengan menggunakan dua macam instrumen yaitu tes dan non tes. Tes meliputi tes kemampuan komunikasi, skala Self-Concept, bahan ajar berupa LKS komunikasi matematis dan non-tes (lembar observasi). Untuk melihat adanya perbedaan kemampuan siswa antara kelompok Anchored Instruction dengan kelompok konvensional digunakan uji-t pada taraf signifikansi 0,05 setelah prasyarat pengujian terpenuhi. Dari data dan hasil uji statistik kemudian dianalisis dengan bantuan SPSS 16 For Windows dan Microsoft Excel 2007 untuk menginterpretasikan kemampuan komunikasi matematis siswa serta Self-Concept siswa terhadap pembelajaran dengan model Anchored Instruction. Berdasarkan hasil penelitian, diketahui bahwa 1) Kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan menggunakan model Anchored Instruction lebih baik daripada siswa yang  memperoleh pembelajaran konvensional; 2) Self-Concept siswa yang memperoleh pembelajaran dengan menggunakan model Anchored Instruction lebih baik daripada siswa yang memperoleh pembelajaran konvensional; (3) Peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran menggunakan model Anchored Instruction lebih baik daripada siswa yang memperoleh pembelajaran konvensional yaitu pada kategori sedang; (4) Peningkatan self-concept siswa tentang matematika yang memperoleh pembelajaran menggunakan model Anchored Instruction lebih baik daripada siswa yang memperoleh pembelajaran konvensional yaitu pada kategori rendah; (5) Terdapat korelasi antara kemampuan komunikasi matematis siswa dan Self-Concept siswa tentang matematika. Penggunaan model Anchored Instruction dalam pembelajaran terbukti dapat mempengaruhi kemampuan komunikasi matematis dan Self-Concept siswa menjadi lebih baik, secara kualitas terdapat perbedaan yang signifikan antara siswa yang pembelajarannya menggunakan model Anchored Instruction dan yang menggunakan pendekatan konvensional. Abstract: The aim of this research was to comprehend the differences of self concept and mathematical communication ability among students who were taught by using Anchored Instruction teaching model and students who were taught by using conventional one.This research was a quasi experimental study with pre-post test control group as the research design. The population of this research was all students of grade 10th of SMAN 3 BNA with two classes as samples (experiment and control groups) which were taken through random sampling technique of eight parallel classes. The data collection was done by using two kinds of instruments; test and non test instruments. Test included communication ability, self concept scale, teaching material of anchored instruction of student worksheet, and non test (observation sheets). To find the differences of students’ ability between anchored instruction group and conventional group, t-test with significant level of 0, 05 was used. From the data and statistic analysis,  results then were analyzed by using SPSS 16 For Windows and Microsoft Excel 2007 to interpret the students’ mathematical communication ability and self concept toward Anchored instruction teaching model. Based on the research result, it was found that 1) the mathematical communication ability of the students who were taught by using Anchored Instruction teaching model was better than those who were taught by using conventional teaching approach. 2) Self concept of students who were taught by using Anchored Instruction teaching model was better than those of who were taught by using conventional teaching approach. 3) The improvement of mathematical communication ability of students who were taught by using Anchored Instruction teaching model was better than those of who were taught by using conventional one which was in medium level. 4) The improvement of self concept of students who were taught by using Anchored Instruction teaching model was better than those of students who were taught by using conventional group which was in low level. 5) There was correlation between students’ mathematical communication ability and self concept about mathematics. The using of Anchored Instruction in teaching had been proven that could influence the mathematical communication ability and self concept of students become better in quality. There was a significant difference between students who were taught by using Anchored Instruction teaching model and students who were taught by using conventional approach.
MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP DAN KONEKSI MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KOOPERATIF TIPE STAD DISERTAI TUGAS BENTUK SUPERITEM Tedi Ruhyadi; Bana G. Kartasasmita; Elah Nurlaelah
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 1, No 2 (2013)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v1i2.49428

Abstract

Abstrak: Penelitian ini menelaah perbandingan, antara kemampuan pemahaman konsep dan koneksi matematis siswa, pada pembelajaran kooperatif tipe STAD disertai tugas bentuk superitem (SSI) dengan pembelajaran biasa (konvensional). Kuasi eksperimen, dengan desain kelompok kontrol non ekuivalen, melibatkan 80 siswa pada salah satu Sekolah Menengah Pertama di Subang. Analisis stattistik yang dilakukan menggunakan uji-t pihak kanan dan gain ternormalisasi. Hasil peneltian, menunjukkan bahwa kemampuan pemahaman konsep dan koneksi matematis siswa pada kelas SSI, lebih baik dibanding kelas konvensional. Ditinjau dari hasil analisis gain ternormalisasi, peningkatan  kemampuan pemahaman konsep dan koneksi matematis siswa kelas SSI lebih baik dibanding kelas konvensional. Abstract: This research analyze comparison between ability of students mathematical concept understanding and cennection, at study of STAD co-operative learning accompanied by superitem form duty (SSI) with ordinary study ( conventional). Quasi experiment non-equivalent control group design consisted of 80 students from high school in West Java. The data were analyzed using t-test ( ). The result showed that students mathematical concept understanding and cenection in the STAD co-operative learning accompanied by superitem form duty (SSI) were better than the conventional learning-class.
Penerapan Strategi Pembelajaran Aktif Tipe Kuis Tim untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa SMP Reni Nuraeni; Jarnawi Afgani Dahlan; Elah Nurlaelah
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 4, No 1 (2016)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v4i1.31982

Abstract

Abstrak. Penelitian ini didasarkan pada permasalahan rendahnya kemampuan pemahaman matematis siswa. Untuk mengatasi permasalahan tersebut, dilakukan penelitian dengan menggunakan strategi pembelajaran aktif tipe kuis tim (SPATKT) dalam pembelajaran. Penelitian ini mengkaji peningkatan kemampuan pemahaman matematis siswa yang memperoleh pembelajaran SPATKT dan pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan teknik purposive sampling. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII salah satu SMP di Rancaekek Kabupaten Bandung. Untuk sampel penelitiannya diambil dua kelas, satu kelas sebagai kelas kontrol dan satu kelas lainnya sebagai kelas eksperimen. Instrumen yang digunakan dalam penelitian berupa tes kemampuan pemahaman matematis. Analisis data dilakukan dengan uji statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemahaman matematis siswa yang memperoleh pembelajaran SPATKT lebih baik daripada siswa yang memperoleh pembelajaran konvensional, dan kualitas peningkatan termasuk kategori sedang. Abstract. This research is based on a mathematical understanding of the problems of low ability students. To overcome these problems, the research done by using active learning strategy type quiz team (SPATKT) in learning. This study examines the increasing ability of mathematical understanding students who obtain the conventional learning and SPATKT learning. This research was quasi experimental study by using purposive sampling technique. The population in this research is the whole grade VIII one of the SMP in Rancaekek, Bandung Regency. For a sample of his research taken two classes, one class as the control class and one other class as a class experiment. The instruments used in the study of mathematical understanding ability tests. The data analysis done with test descriptive and inferential statistics. The results showed that the increased understanding of the mathematical ability of students obtaining study SPATKT better than students who get conventional learning, and quality improvement including the categories are.
Penerapan Strategi Pembelajaran Aktif Tipe Everyone Is A Teacher Here untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Lia Amalia Nurina; Jozua Sabandar; Elah Nurlaelah
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 4, No 1 (2015)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v4i1.31969

Abstract

Abstrak. Penelitian ini bertujuan untuk mengkaji pengaruh penerapan strategi pembelajaran aktif tipe Everyone Is a Teacher Here terhadap peningkatan dan pencapaian kemampuan pemahaman matematis siswa SMP. Desain penelitian yang digunakan adalah kuasi eksperimen. Populasinya, yaitu seluruh siswa SMP kelas VIII di salah satu SMP Negeri Bandung. Adapun sampelnya terdiri dari 34 siswa kelas ETH (kelompok eksperimen) dan 34 siswa kelas konvensional (kelompok kontrol) yang dipilih menggunakan teknik purposive sampling. Masalah yang diteliti yaitu peningkatan kemampuan pemahaman matematis dan pencapaian kemampuan pemahaman matematis siswa. Analisis kuantitatif menggunakan independent sample t-test, Mann-Whitney test, sedangkan analisis kualitatif dilakukan secara deskriptif. Hasil penelitian menunjukkan peningkatan kemampuan pemahaman matematis siswa yang memperoleh pembelajan aktif tipe ETH lebih baik daripada siswa yang memperoleh pembelajaran konvensional,pencapaian kemampuan pemahaman matematis siswa yang memperoleh pembelajan aktif tipe ETH lebih baik daripada siswa yang memperoleh pembelajaran konvensional . Abstract. The aims of this research are intended to examine the effect of active learning strategy with Everyone is a teacher here type, toward the increase and achievement of  student’s mathematical understanding ability. The research utilized a quasi experimental design. The population in this research are students of grade eight from one junior high school in Bandung. As concern, the sample comprised of 34 students in ETH class (experiment group) and 34 students in conventional class (control group). The research problem are to improve mathematical understanding ability. The quantitative analysis is used independent sample t-test, Mann-Whitney test, while qualitative analysis is used descriptive one. The result shows better increasing mathematical understanding ability by active learning strategy with ETH type than by conventional teaching, student’s, and the achievement of mathematical understanding ability by active learning strategy with ETH type than by conventional teaching, student’s.
Analisis Kompetensi Berpikir Kreatif Matematis Siswa SMP Kelas IX dalam Pembelajaran Matematika Khairunnisa Harahap; Elah Nurlaelah
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 2 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 2 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i2.2129

Abstract

Fokus riset ini pada kompetensi siswa kelas IX SMP Kota Medan dalam berfikir kreatif matematis pada pelajaran matematika. Penulisan ini dikarenakan keresahan penulis atas minimnya siswa yang mampu berfikir kreatif matematis di Indonesia. Maka dari itu tujuan adanya riset yang ditulis ini adalah untuk menganalisa kompetensi berfikir kreatif matematis siswa SMP kelas IX Kota Medan. Riset dengan metode kualitatif ini memiliki instrumen riset berupa soal tes kreatif matematis. Uji validitas instrumen dilakukan pada 4 pertanyaan dengan 4 indikator berfikir kreatif matematis. Uji kredibilitas data dilakukan dengan teknik triangulasi. Teknik pengumpulan data primer dilakukan dengan random sampling dan penyaringan dengan bebrapa ketentuan dan data skunder dengan riset relevan dari arikel jurnal atau riset terkait. Teknik analisis data dilakukan dengan menjumlah nilai siswa hasil tes yang dilakukan kemudian melakukan wawancara kepada siswa, dan dilanjutkan dengan pembandingan atau penyelarasan dengan riset lain. Total data sampel adalah 30 siswa kelas IX SMP Kota Medan. Sementara data yang digunakan sebagai sampling adalah 6 siswa dengan nilai tertinggi, nilai sedang dan nilai terendah masing-masing 2 siswa. Hasil riset ini berupa hasil tes yang tertera dapat ditarik deduksi bahwa para siswa lebih unggul dalam fleksibelitas dan tidak unggul dalam keaslian. Sementara berdasarkan hasil wawancara menunjukkan bahwa rata-rata siswa lebih unggul dalam indikator fleksibelitas atau flexibelity. Selain itu berdasarkan diskusi rupanya indikator fleksibelitas dalam berfikir kreatif matetmatis siswa juga merupakan keunggulan yang cukup menonjol.
Co-Authors A Jupri A Kausar Agna Ilma Taofik Ahmad Lutfi Ahmad Lutfi Fauzi Al Jupri Aneu - Pebrianti Aneu Pebrianti Aulia Khairunnisa Aya Shofia Maulida Bana G. Kartasasmita D R Ningsih Dadan Dasari Dadang Juandi Dadang Juandi Devita Anjarwati Didi Suryadi E Sudihartinih Edy Saputra Faizah Nurwita Fardillah, Frena Harsa Wara Prabawa Herizal Herizal HERNANI - I Muhafidin Ida Kaniawati Irfa Ul Umam Irma Eldiyana Jarnawi Afgani Dahlan Jerito Pereira Jozua Sabandar Jozua Sabandar Khairunnisa Harahap Kusnandi Kusnandi Laili Rahmawati Lia Amalia Nurina M Meiriyanti Muhammad Azhari Panjaitan Muhammad Ridha N Mulya Nar Herrhyanto Norma Septiani Peni Fauziah Puadah Peni Fauziah Puadah Qania Agustika Siagian R Gusmiyanti Raisya Silvi Abdul Karim Raudiyah Rizki R Reni Nuraeni Rizki Ramadhani Rizky Rosjanuardi Rizqi Dwi Maharani S Prabawanto Siti Sriyati Sufyani Prabawanto, Sufyani Suhendra, S Sumanang Muhtar Gozali Tatang Herman, Tatang Tedi Ruhyadi Turmudi Wa Ode Dahiana Wahyudin ,- Widiyasari, Ririn Y S Kusumah Yaya S Kusumah Yeni Setyowati*