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Journal of Creativity Student
Published by Universitas Negeri Semarang
ISSN : 18581196     EISSN : 23553596     DOI : https://doi.org/10.15294/jcs
Core Subject : Social,
Social Sciences
Journal of Creativity Student (ISSN 2502-1958 and 2962-603X, see also Portal ISSN) is a double blind peer reviewed journal published by Research & Community Services Unit, Universitas Negeri Semarang (LPPM UNNES). The Journal publishes scientific papers concerning creativity in broad range and by encouraging the interdisciplinary study of creativity, including the resulty of student’s creativity program. The Editor will only process the article has not been published in other media with the writing format as listed on page manuscript writing guidelines. The Journal has been indexed by DOAJ, GARUDA, SINTA 4, Crossref and published biannually every January & July. Citation Analysis of the Journal, please refer to Dimensions and Scopus Citedness.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "vol. 9 no. 2 (2026)" : 6 Documents clear
Didactic Design Research in Overcoming Epistemological Barriers in Mathematics Learning; A Systematic Literature Review Erin Clariza Br Surbakti; Emi Pujiastuti
Journal of Creativity Student Vol. 9 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jcs.v9i2.56189

Abstract

Epistemological obstacles are among the primary factors that impede students' understanding of mathematical concepts. Didactical Design Research (DDR) emerges as a learning-obstacle-based approach that offers a systematic framework for identifying and addressing these barriers. However, comprehensive reviews mapping DDR research trends in the context of epistemological obstacles in mathematics education remain limited. This study aims to: (1) analyze trends in DDR research on epistemological obstacles, (2) identify the most prevalent types of epistemological obstacles, (3) map the didactic design strategies employed, and (4) assess the effectiveness of DDR implementation. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted. Articles were retrieved from Google Scholar, ERIC, and Sinta databases covering 2015–2025. After rigorous selection, 27 articles met the inclusion criteria. Findings indicate that: (1) DDR research has grown significantly from 2020 to 2025, particularly at the junior and senior secondary levels; (2) dominant epistemological obstacles involve difficulties in abstract concept comprehension, symbolic misconceptions, and failure to transfer concepts; (3) effective didactic strategies include mathematical visualization, contextual scaffolding, reflective discussion, and structured cognitive conflict; and (4) consistent DDR implementation demonstrably improves students’ conceptual understanding. These findings carry strategic implications for developing adaptive, obstacle-informed mathematics learning designs.
Development of Google Sites-Based Learning Media Integrated with Wizer.me Using CBL-STEM Approach for Relations and Functions Marissa Nada Alyani; Puput Relitasari
Journal of Creativity Student Vol. 9 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jcs.v9i3s.57489

Abstract

Advances in digital technology call for innovative, interactive mathematics learning media to facilitate the understanding of abstract concepts, such as relations and functions. This research and development study aims to describe the design process, the level of technical feasibility, and the effectiveness of using Google Sites-based learning media integrated with Wizer.me interactive digital worksheets. Using a descriptive method in a limited-scale pilot study, the study subjects included 32 eighth-grade students from Class VIII-F at SMP Negeri 15 Semarang and a mathematics teacher serving as an expert validator. Data were collected through validation sheets, classroom observation, post-instructional interviews, student reflections, and learning outcome assessments. The results indicate that the learning medium met the criteria for “highly suitable,” with a validation score of 86.76% from the subject teacher; the implementation process was effective, with an average class assessment score of 76.16; and the majority of students provided positive feedback, although internet infrastructure constraints remained the primary technical challenge in the field. These results conclude that the integration of Google Sites and Wizer.me has great potential to serve as an alternative platform to support digital mathematics learning in schools.
The Effectiveness of GeoGebra-Assisted Problem-Based Learning with a Deep Learning Approach on Critical Thinking Skills Aliya Rohani; Isti Hidayah; Mulyono
Journal of Creativity Student Vol. 9 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jcs.v9i2.62216

Abstract

Critical thinking is a higher-order thinking skill that needs to be developed in mathematics education. However, students' proficiency in this area remains relatively low. This study aims to analyze the effectiveness of Problem-Based Learning (PBL) integrated with a GeoGebra-assisted deep learning approach on students' critical thinking skills. This research employed a quantitative method with a pretest-posttest control group design. The sample comprised two eighth-grade classes at SMP Negeri 41 Semarang, selected through a cluster random sampling technique, consisting of an experimental group of 32 students and a control group of 32 students. The experimental group was subjected to PBL with a GeoGebra-assisted deep learning approach, whereas the control group received standard PBL instruction. Data were collected using a critical thinking skills test that had met the validity and reliability criteria. The data were subsequently analyzed using a classical mastery test, an independent sample t-test (test of two means), and a test of two proportions. The results indicated that the experimental class achieved classical learning mastery, demonstrated a higher average in critical thinking skills, and showed a greater proportion of mastery compared to the control class. Consequently, the application of PBL combined with a GeoGebra-assisted deep learning approach is effective in enhancing students' critical thinking skills and can serve as an innovative alternative strategy in mathematics instruction. 
Mathematical Creative Thinking Skills of Junior High SchoolStudents in a Problem-Based Learning Model Featuring Open-Ended Problems Viewed from Mathematics Anxiety Elisa BR Nababan; Isti Hidayah
Journal of Creativity Student Vol. 9 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jcs.v9i2.62218

Abstract

This study aims to (1) determine the classical mastery of mathematical creative thinking skills, (2) examine whether thestudents' average mathematical creative thinking skills exceed the minimum mastery criteria (KKTP), (3) assess theimprovement in students' mathematical creative thinking skills, and (4) describe students' mathematical creative thinkingskills in terms of mathematics anxiety. This study employed a mixed-methods approach with a sequential explanatorydesign. The research population comprised seventh-grade students at SMP Negeri 10 Semarang during the 2025/2026 academic year. The results indicated that (1) the implementation of the PBL model featuring open-ended problemsachieved classical learning mastery, (2) the students' average mathematical creative thinking skills surpassed the minimum mastery criteria, (3) the improvement in mathematical creative thinking skills was in the moderate category with an N-Gain score of 0.6577, and (4) students with low mathematics anxiety met all indicators of mathematical creative thinkingskills, students with moderate mathematics anxiety met most of the indicators, whereas students with high mathematicsanxiety only met some indicators of mathematical creative thinking skills.
Development of Wedang Ronde Ethnomathematics Teaching Materials in a Problem-Based Learning Model for Social Arithmetic Syukron Ma'mun; Isti Hidayah
Journal of Creativity Student Vol. 9 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jcs.v9i2.54736

Abstract

This study aims to develop ethnomathematics-based teaching materials integrated with the Problem Based Learning (PBL) model on Social Arithmetic using the traditional culinary context of wedang ronde. This research is motivated by the low mathematical problem-solving ability of students due to mathematics learning that is still abstract and less contextual.1 The research method used is Research and Development (R&D) with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation.2 The developed product was validated by material experts, media experts, and mathematics learning experts. Data collection techniques were carried out through observation, validation sheets, student response questionnaires, and formative assessments. The validation results showed that the teaching materials were in the very feasible category with scores between 73 and 100 out of a maximum score of 100. A limited trial of 25 seventh grade students showed that the teaching materials were easy to understand, visually appealing, and able to support student involvement in understanding the concept of Social Arithmetic. The integration of local cultural context and PBL syntax encourages students to think critically, collaborate actively, and connect mathematical concepts to real-life situations. Research findings indicate that ethnomathematics-based teaching materials have the potential to support meaningful mathematics learning while fostering an appreciation for local culture.
Systematic Literature Review: The Effect of Math Anxiety on Students’ Academic Achievement Hasna Idatul Fitri; Isti Hidayah
Journal of Creativity Student Vol. 9 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jcs.v9i2.64277

Abstract

Mathematics anxiety is one of the psychological factors that can affect students’ mathematics achievement. Students who experience high levels of mathematics anxiety tend to have low confidence, difficulty concentrating, and weak problem-solving abilities during mathematics learning. This study aims to analyze the influence of mathematics anxiety on students’ mathematics achievement through a Systematic Literature Review (SLR). The study employed the PRISMA approach consisting of identification, screening, eligibility, and inclusion stages. Articles were collected from several databases, including Google Scholar, Scopus, ERIC, SINTA, and DOAJ using keywords related to mathematics anxiety and mathematics achievement. The findings indicate that mathematics anxiety has a significant negative effect on students’ learning achievement. Internal factors such as self-efficacy, motivation, and confidence, as well as external factors such as learning environment and teaching methods, contribute to mathematics anxiety. Furthermore, collaborative and student-centered learning strategies are considered effective in reducing mathematics anxiety and improving students’ mathematics achievement. Therefore, teachers need to create supportive, interactive, and enjoyable learning environments to minimize mathematics anxiety in mathematics learning. 

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