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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika SIGMA: Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) PRISMA Muallimuna : Jurnal Madrasah Ibtidaiyah Martabe : Jurnal Pengabdian Kepada Masyarakat FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Pendidikan Edutama Global Education Journal
Sudirman Sudirman
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : prisma

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Students’ Creative Thinking Process in Solving Open-Ended Problems on Flat Shapes Devi Nur Afifah; Sudirman Sudirman; Swasono Rahardjo
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.4986

Abstract

Creative thinking is crucial in mathematics education, particularly when students are required to solve open-ended geometry problems that allow multiple solution strategies. However, few studies have examined how students’ creative thinking processes occur when solving open-ended problems on flat shapes, especially based on Wallas’ four-stage model. This study aims to describe students’ creative thinking processes in solving open-ended tasks on flat shapes through the stages of preparation, incubation, illumination, and verification. A descriptive qualitative approach was employed. From 32 junior high school students, three were selected purposively to represent high, moderate, and low levels of creativity. Data were collected through creative-thinking tasks and interviews, and analyzed using the Miles and Huberman model. The findings show clear differences in thinking patterns: highly creative students successfully performed all four stages and generated accurate and varied solutions; moderately creative students experienced difficulties during illumination, particularly in selecting correct formulas and understanding composite shapes; while low-creative students struggled from the preparation stage, indicating difficulty comprehending the problem and applying concepts. This study contributes to understanding how creative thinking develops across different ability levels and highlights the importance of learning strategies that support each stage of the creative thinking process. The results imply that open-ended tasks in geometry can be optimized to foster creative mathematical thinking when accompanied by appropriate guidance.
Analysis of MTs Students' Critical Thinking Skills in Solving Algebra Problems Based on Facione's Theory Siska Nisaul Alawiyah; Sudirman Sudirman; Slamet Slamet
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5937

Abstract

This study aims to analyze the critical thinking skills of Madrasah Tsanawiyah (MTs) students in solving algebraic problems based on Facione’s critical thinking theory. Critical thinking is an essential competence in mathematics learning, particularly in algebra, which requires students to interpret problems, apply appropriate strategies, and draw logical conclusions. This research employed a qualitative descriptive approach to explore students’ cognitive processes in depth. The study was conducted in one eighth-grade class of an MTs in Kediri Regency, involving 25 students. Purposive sampling was used to select research subjects representing high, medium, and low critical thinking ability categories. Data were collected through algebra problem-solving tests and in-depth interviews, which were validated by experts prior to implementation. The analysis followed the Miles and Huberman qualitative analysis model, including data reduction, data display, and conclusion drawing, with method triangulation to ensure data validity. The results showed that only two students (8%) were categorized as having high critical thinking skills, fifteen students (60%) were in the medium category, and eight students (32%) were in the low category. Students with high critical thinking skills fulfilled all Facione indicators, while students in the medium and low categories showed difficulties, particularly in the analysis, evaluation, and inference aspects. These findings indicate that students are not yet accustomed to higher-order thinking skills (HOTS) algebra problems and highlight the need for learning strategies that consistently train critical thinking in mathematics classrooms. Keywords: algebra; critical thinking; Facione’s theory; MTs students; problem solving
Co-Authors Abdur Rohim Ahmad Hasan Saifurrisal Aynin Mashfufah Cholis Sa’dijah Darum Budiarto Devi Nur Afifah Erry Hidayanto Fahira Cahyadika Lisyanti Feriyanto Feriyanto Hery Susanto I Made Sulandra Imam Rofiki Itsna Lailatul Mas’udah Kaisra Alfikri Islami Mukhlis Mukhlis Nego Linuhung Nury Azkiya Umamy Pradina Parameswari Refni Adesia Pradiarti Sijah Mariani Siska Nisaul Alawiyah Sisworo Siti Faizah Slamet Slamet Arifin Sri Rahayuningsih Subanji Subanji Swasono Rahardjo Syaiful Hadi Syita Fatih 'Adna