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All Journal Journal of Mathematics Instruction, Social Research and Opinion JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Kgaladi Maphutha
University of Limpopo
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Mathematical Creativity in Secondary Education: Conceptual and Assessment Evolution (2016-2025) B. Widya Melati Patricia; Duano Sapta Nusantara; Rohati Rohati; Kgaladi Maphutha
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1171

Abstract

Mathematical creativity is increasingly recognized as an essential competency in 21st-century mathematics education, as it underpins students’ capacity for higher-order thinking and adaptive problem-solving. However, existing studies have examined it in isolation without integrating publication trends, conceptual evolution, and assessment methods within a unified analytical framework. This study addresses that gap through a systematic literature review of mathematical creativity in secondary education from 2016 to 2025. Following the PRISMA 2020 guidelines, searches were conducted in the Scopus and ScienceDirect databases. From 544 initial records, 23 articles met eligibility criteria and were analyzed through bibliometric analysis, thematic synthesis, and methodological categorization. Results revealed a substantial increase in publications, with 68.9% of studies published during 2023–2025, driven by curriculum reforms, technology integration, and post-pandemic pedagogical transformation. Conceptualization evolved from Torrance’s traditional four-component framework toward more integrative models emphasizing collaborative processes and contextual problem-solving. Assessment methods showed balanced distribution: quantitative tests (39.1%), qualitative approaches (34.8%), and mixed methods (26.1%). Practically, the findings offer actionable guidance for curriculum developers, teachers, and policy makers to foster mathematical creativity more effectively, while theoretically, the holistic integration of three analytical dimensions provides a replicable model for future systematic reviews in mathematics education.
Developing PISA-like task using climate change contexts to enhance students’ statistical literacy Duano Sapta Nusantara; Satria Bayu Herlambang; Feri Tiona Pasaribu; Kgaladi Maphutha
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 2, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i2.15181

Abstract

This study developed PISA-like tasks in the Uncertainty and Data domain using climate change contexts and examined their potential to elicit junior high school students' statistical literacy. The study employed a design research methodology of the development studies type, in which Tessmer's formative evaluation model was applied specifically to the formative evaluation stage, encompassing self-evaluation, expert review, one-to-one, small group, and field test, alongside a preliminary phase and an assessment phase. A total of 49 Grade IX students from a state junior high school in Jambi, Indonesia, participated across the evaluation stages: three in one-to-one, nine in small group, and 37 in the field test. Twenty-two climate change–related tasks were developed. However, this article specifically focuses on one scenario concerning “Jakarta is Singking” due to climate change impacts. Data were collected through expert validation, student practicality questionnaires, written task responses, and interviews, and were analyzed qualitatively and descriptively. The developed tasks were valid in terms of content, construct, and language, and practical based on students' practicality scores. The assessment phase revealed a positive potential effect: Problem Understanding reached 76.06%, Data Processing 69.26%, and Data Interpretation 68.69%, all in the moderate category, with interpretation being the least developed due to students' limited prior exposure to context-rich tasks. The climate change context supported engagement with trends, variability, and uncertainty. These findings suggest that future studies should integrate climate-based PISA-like tasks within structured instructional phases to support the written expression of students' statistical reasoning, which in this study emerged more clearly through interviews than written responses.
Co-Authors B. Widya Melati Patricia Duano Sapta Nusantara Feri Tiona Pasaribu Rohati Satria Bayu Herlambang