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All Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Journal of Mathematical Pedagogy (JOMP)
Kartikawati, Wahyu
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Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Library & Information Science Mathematics Social Sciences Other

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Exploring Students’ Creative Thinking Process in Solving Triangle Problems Assisted by GeoGebra Kartikawati, Wahyu; Siswono, Tatag Yuli Eko
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p1-13

Abstract

The study aims to describe student’s creative thinking process in solving triangle problems using GeoGebra. This qualitative approach involved six students selected from 28 students in grade 8 based on the case categories of student’s abilities namely high mathematical abilities (HMA), medium mathematical abilities (MMA), and low mathematical abilities (LMA). Data collection techniques were conducted through mathematical ability tests (MAT) to determine research subjects, creative thinking tests assisted by GeoGebra to determine students’ creative thinking processes, and interviews. The data analysis technique uses indicators of creative thinking stages according to Siswono, and data reduction from interviews to explore student’s creative thinking processes. The research results show that student’s creative thinking processes at the stages of synthesizing ideas, generating ideas, planning the implementation of ideas, and implementing ideas have different processes at each ability level. At the stage of synthesizing ideas, all students synthesize their ideas by combining the knowledge they have, both from everyday life and during classroom learning. All students were able to mention the information contained in the questions. LMA had difficulty relating the information in the questions to daily life and learning experiences in class, but HMA and MMA were able to relate it smoothly. At the idea-building stage, HMA and MMA can come up with two ideas for solutions using GeoGebra, while LMA can only come up with one idea. At the stage of planning to implement the idea, HMA and MMA had other ideas for solving the problem, but LMA only had one idea for solving it. At the stage of applying ideas, HMA and MMA can show two different answer ideas, while LMA can only show one answer idea. HMA was able to solve questions using GeoGebra smoothly, but MMA and LMA were less fluent, all subjects checked their answers again, HMA and MMA were confident in their answers, but LMA was less confident in their answers.
Peningkatan kompetensi profesional guru SD melalui pelatihan pengembangan Iceberg matematika realistik berbasis budaya lokal Palupi, Evangelista Lus Windyana; Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Mubarkah, Resti Elmi; Kartikawati, Wahyu; Purbaningrum, Mayang
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.24685

Abstract

Mathematics education needs to be taught meaningfully using problem contexts and facilitating reasoning, modeling, collaboration, and connection with other mathematical concepts. This community service project aimed to train primary school teachers in developing Realistic Mathematics Education (RME) 'icebergs' utilizing the local cultural context of Magetan. Twelve primary school teachers in Magetan participated in the RME training, which focused on developing the RME 'icebergs' through exploratory and contextual approaches. The research method included face-to-face sessions, group discussions, and individual tasks to design relevant learning materials. The training results showed significant improvement in the understanding and application of RME. Before the training, teachers faced challenges in engaging students in grades 4-6 and in using local context in mathematics teaching. Post-training, 67% of the teachers demonstrated a positive change in their teaching approach, shifting from lecture and drill methods to an RME-based approach. Additionally, 50% of the participants successfully developed RME icebergs that integrated problems within the local cultural context of Magetan. The training evaluation indicated that over 50% of participants responded positively, showing increased knowledge about realistic mathematics and the application of culturally contextualized problems. The conclusion of this study asserts that the RME approach, especially when combined with local cultural context, is effective in enhancing mathematics teaching skills and enriching numeracy literacy among primary school teachers. The implications of this research suggest integrating RME into the primary school mathematics curriculum to develop critical thinking, creativity, and collaboration skills in students, in line with the demands of the 21st century.
Co-Authors Ahmad Wachidul Kohar Evangelista Lus Windyana Palupi Mubarkah, Resti Elmi Purbaningrum, Mayang Rooselyna Ekawati Tatag Yuli Eko Siswono