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All Journal Jurnal Riset Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika
Fineldi, Rira Jun
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Decision Sciences, Operations Research & Management Education Mathematics Other

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Students' difficulties: mathematical creative thinking skill questions based on habits of mind. Fineldi, Rira Jun; Hidayati, Kana
Jurnal Riset Pendidikan Matematika Vol. 10 No. 1: May 2023
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v10i1.60001

Abstract

This study aims to describe the types of difficulties experienced by students in solving mathematics problems based on students' mathematical creative thinking ability and habits of mind. This research included survey research with quantitative and qualitative approaches. The subjects of the study were 519 students of State Junior High School and State Madrasah Tsanawiyah who came from ten schools with high, medium, and low accreditation categories in Kampar Regency, Riau, Indonesia. The sample in this study was determined by stratified proportional random sampling technique. The instruments used were a diagnostic test consisting of four mathematical problems based on mathematical creative thinking skills and a habits of mind questionnaire consisting of 40 statements referring to 16 habits of mind indicators. Students who obtained diagnostic test scores less than the KKM set by each school. Interviews were conducted with students who experienced difficulties to clarify the types and locations of difficulties experienced by students. The results of the study showed that; 35.26% have difficulties in understanding the problems, 53.76% in transforming problems, 54.38% in the mathematical process, and 54.82% in determining the final answer, and judging from the habits of mind, the very high category is 38.42%, the high category by 44.91%, the medium category by 50.74%, the low category by 53.06%, and the very low category by 52.45%. Students still have difficulty in solving math problems so making the teacher an active facilitator of students can help students understand and determine what steps to take towards difficulties in solving problems.
Exploring the Role of ChatGPT in Enhancing Students’ Mathematical Creative Thinking in Geometry Learning: A Qualitative Case Study Fineldi, Rira Jun; Jupri, Al; Khatami, Muhammad
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3567

Abstract

Pikiran kreatif merupakan kompetensi kunci dalam pembelajaran geometri, yang sering melibatkan pemecahan masalah yang tidak rutin dan secara visual kompleks, namun banyak siswa mengalami kesulitan dalam mengembangkan strategi pemecahan masalah. Peningkatan penggunaan kecerdasan buatan generatif seperti ChatGPT menawarkan peluang pedagogis baru, namun perannya dalam mendukung pemikiran kreatif matematis masih belum jelas. Studi ini bertujuan untuk mengkaji bagaimana keterkaitan pembelajaran yang didukung ChatGPT terhadap pemikiran kreatif matematis siswa dalam geometri dan menganalisis karakteristik pemecahan masalah siswa saat didukung oleh AI. Studi kasus kualitatif dilakukan dengan 29 siswa kelas tujuh dari SMP di Kampar. Data dikumpulkan melalui Tes Kemampuan Berpikir Kreatif Matematika dengan empat soal geometri non-rutin, observasi kelas, dan analisis tanggapan tertulis siswa, yang dievaluasi menggunakan indikator berpikir kreatif matematika. Temuan menunjukkan bahwa berpikir kreatif siswa berada pada tingkat sedang, dengan ChatGPT paling efektif dalam mendukung elaborasi, sementara fleksibilitas dan orisinalitas tetap relatif lemah. Kesalahan utama terjadi pada tahap keterampilan transformasi dan proses, terutama dalam tugas visual-spasial. ChatGPT berfungsi sebagai scaffolding prosedural dan elaboratif rather than katalisator untuk pemikiran divergen, menyoroti kebutuhan akan integrasi AI yang terarah dan reflektif dalam pembelajaran geometri. Creative thinking is a key competency in geometry learning, which often involves solving non-routine and visually complex problems, yet many students struggle to develop problem-solving strategies. The increased use of generative artificial intelligence such as ChatGPT offers new pedagogical opportunities, but its role in supporting mathematical creative thinking remains unclear. This study aims to examine how ChatGPT-supported learning relates to students' mathematical creative thinking in geometry and to analyse the characteristics of students' problem solving when supported by AI. A qualitative case study was conducted with 29 seventh-grade students from a secondary school in Kampar. Data were collected through a Mathematical Creative Thinking Ability Test with four non-routine geometry questions, classroom observations, and analysis of students' written responses, which were evaluated using indicators of mathematical creative thinking. Findings indicate that students' creative thinking is at a moderate level, with ChatGPT most effective in supporting elaboration, while flexibility and originality remain relatively weak. The main errors occurred at the transformation and process skill stages, especially in visual-spatial tasks. ChatGPT functioned as procedural and elaborative scaffolding rather than a catalyst for divergent thinking, highlighting the need for targeted and reflective AI integration in geometry learning.
Co-Authors Kana Hidayati Khatami, Muhammad