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All Journal Juring (Journal for Research in Mathematics Learning) Journal of Mathematics Instruction, Social Research and Opinion
Putri, Maifa Munsyaila
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Exploring Creative Thinking in Solving Open-Ended Statistical Problems: A Descriptive Study of Grade 12 Learners at SMA Negeri 14 Jambi Putri, Maifa Munsyaila; Rohati, Rohati; Nusantara, Duano Sapta
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.789

Abstract

This study examines the creative thinking of Grade 12 students in solving open-ended statistical problems. The research addresses the problem of limited understanding of how students with different mathematical ability levels demonstrate creative thinking when working with open-ended statistical tasks, and aims to describe the fluency, flexibility, originality, and elaboration reflected in their solutions. Three students representing high, medium, and low achievement levels were selected through purposive sampling to capture varied mathematical abilities. Data were collected through written tests and interviews, and analyzed using indicators of fluency, flexibility, originality, and elaboration. An exploratory, qualitative approach was employed to gain in-depth insights into students’ reasoning processes. Results show that the high-achieving student generated two valid datasets (mean = 25, median = 23, mode = 20), the medium-achieving student produced one nearly accurate dataset (mean = 24.9), and the low-achieving student produced a dataset with a mean of 23.5. For the second problem, all students obtained b = 12, but only the high-achieving student justified why it is the minimum. In the third problem, all calculated the average yield as 1.225 tons, yet only the high-achieving student provided a contextual interpretation. These findings indicate that open-ended tasks reveal clear differences in students’ creative thinking. The results suggest that incorporating open-ended problems into statistics lessons can enhance students’ creative mathematical reasoning and support the development of higher-order thinking.
The Influence of Collaborative Learning on Students' Misconceptions about Polynomials Putri, Maifa Munsyaila; Huda, Nizlel; Syaiful, Syaiful; Kamid, Kamid
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.37566

Abstract

Misconceptions in polynomial material pose a significant issue in mathematics education, hindering students’ conceptual understanding. This study aims to examine the effect of collaborative learning on students’ misconceptions regarding polynomials in Grade XI at SMA Negeri 14 Kota Jambi. The research employed a quasi-experimental nonequivalent control-group design involving 57 students: 28 in the experimental group and 29 in the control group. The research instrument was a diagnostic test in the form of essay items, validated by subject matter experts, and administered as both a pretest and a posttest to measure misconceptions in polynomial operations, polynomial division, and the factors and roots of polynomial equations. Data were analyzed using descriptive statistics, gain scores, and an independent sample t-test. The results indicated that collaborative learning was highly effective in reducing student misconceptions. The experimental group showed a 42.3% reduction in misconception scores (from 71.29 to 41.14), while the control group experienced only a 12.2% decrease (from 70.93 to 62.24). Hypothesis testing revealed a highly significant difference (p < 0.001) with a very large effect size (Cohen’s d = 8.848). All students in the experimental group reached the low misconception category, whereas all students in the control group remained in the moderate category. Therefore, collaborative learning was proven to be more effective than conventional instruction in addressing students’ misconceptions
Co-Authors Duano Sapta Nusantara Kamid Kamid Nizlel Huda Rohati Rohati Syaiful .