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AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Published by Universitas Muhammadiyah Metro
ISSN : 20898703     EISSN : 24425419     DOI : -
Core Subject : Education,
Education Mathematics
AKSIOMA JOURNAL, e-ISSN: 2442-5419, p-ISSN: 2089-8703 is an information container has scientific articles in the form of research, the study of literature, ideas, application of the theory, the study of critical analysis, and Islāmic studies in the field of science Mathematics Education. AKSIOMA JOURNAL published two times a year, the period from January to June and July to December, published by the Scientific Publication Unit FKIP University of Muhammadiyah Metro.
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Articles 1,707 Documents
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STATISTICAL LITERACY KNOWLEDGE DIFFUSION: DIDACTICAL TRANSPOSITION FROM SCHOLARLY KNOWLEDGE TO KNOWLEDGE TO BE TAUGHT ON LINEAR REGRESSION Palupi Sri Wijayanti; Didi Suryadi; Dadan Dasari; Al Jupri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13792

Abstract

This study examines the process of external didactic transposition in linear regression material, namely the transformation of scholarly knowledge into knowledge to be taught. This transposition is important to ensure that knowledge that is complex and tends to be abstract for students can be accessed and easily understood, especially in the context of linear regression so that it can develop students' statistical literacy. The research method was conducted with a document study by analysing primary books on statistics, reference guidelines for the preparation of mathematics textbooks, and educational curriculum documents in Indonesia. The results of the study showed that the knowledge adaptations that have been identified are the meaning of dependent and independent variables, the concept of linear regression, the concept of best fit line, linear regression equation model, and random error. Although there are knowledge adaptations that facilitate understanding for students, there are also limitations in the presentation of random error distribution assumptions in the knowledge to be taught. The contribution of this research is an understanding of the construction of statistical knowledge presented in the educational context and the strengthening of materials that can develop students' statistical literacy. Penelitian ini mengkaji proses transposisi didaktis eksternal pada materi regresi linear, yaitu transformasi pengetahuan ilmiah (scholarly knowledge) menjadi pengetahuan yang akan diajarkan (knowledge to be taught). Transposisi ini penting untuk memastikan pengetahuan yang kompleks dan cenderung abstrak bagi siswa dapat diakses dan mudah dipahami, khususnya dalam konteks regresi linear sehinga dapat mengembangkan literasi statistik siswa. Metode penelitian dilakukan dengan studi dokumen melalui analisis buku primer materi statistika, pedoman acuan penyusunan buku teks matematika, dan dokumen kurikulum pendidikan di Indonesia. Hasil studi menunjukkan adaptasi pengetahuan yang telah teridentifikasi yaitu pemaknaan variabel dependen dan independen, konsep regresi linear, konsep garis best fit, model persamaan regresi linear, serta random error. Walaupun terdapat adaptasi pengetahuan yang memfasilitasi pemahaman untuk siswa, tetapi ditemukan pula adanya keterbatasan dalam penyajian asumsi distribusi random eror dalam knowledge to be taught. Kontribusi penelitian ini yaitu pemahaman terhadap konstruksi pengetahuan statistika yang disajikan pada konteks pendidikan serta penguatan materi yang dapat mengembangkan literasi statistik siswa.
KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI ADVERSITY QUOTIENT PADA CHALLENGE-BASED ON DIFFERENTIATED LEARNING BERBANTUAN WEBSITE STEM Ananda Verry Setiawan; Adi Satrio Ardiansyah; Suparsono Suparsono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13829

Abstract

21st century education emphasizes the importance of critical thinking skills. Data from Programme for International Student Assessment indicate that these skills still need improvement, thus requiring instructional innovations such as Challenge-Based on Differentiated Learning (CB-DL) supported by a STEM-based website. This study aims to (1) analyze the quality of instructional innovation in enhancing critical thinking skills, (2) examine the effect of Adversity Quotient (AQ) on critical thinking skills, and (3) describe critical thinking skills in terms of AQ. The study employed mixed methods approach. Quantitative data were collected through questionnaires and tests and analyzed using RStudio, while qualitative data were collected through interviews and analyzed using technique triangulation. The results show that CB-DL supported by a STEM-based website is of high quality in improving critical thinking skills. In addition, AQ has a positive effect of 12.92% on critical thinking skills. The findings indicate that climbers-type participants fulfill the indicators of interpretation, analysis, evaluation, inference, explanation, and self-regulation, whereas campers-type participants fulfill interpretation, analysis, evaluation, inference, and explanation. This study provides significant empirical contributions to improving critical thinking skills.
PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS MODEL E-IM3 MELALUI PENDEKATAN MATEMATIKA NALARIA REALISTIK PADA MATERI OPERASI HITUNG PECAHAN Rakhmad Rakhmad; Wasilatul Murtafiah; Hendra Erik Rudyanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14083

Abstract

Pengembangan media pembelajaran inovatif diperlukan untuk mengatasi kesulitan siswa dalam memahami pecahan, yang hingga kini masih menjadi salah satu topik paling menantang dalam pembelajaran matematika di sekolah dasar. Penelitian ini bertujuan mengembangkan e-modul interaktif berbasis model e-IM3 melalui pendekatan Matematika Nalaria Realistik (MNR) pada materi operasi hitung pecahan serta mengevaluasi validitas, kepraktisan, dan efektivitasnya. Penelitian dilaksanakan dengan pendekatan Design Research pada 20 siswa kelas VI MIN 2 Kota Madiun. Data diperoleh melalui lembar validasi ahli, angket respon siswa, observasi kelas, serta tes hasil belajar (pre-test dan post-test). Analisis data dilakukan secara sistematis untuk menilai kelayakan e-modul. Hasil penelitian menunjukkan bahwa e-modul memperoleh skor rata-rata validasi 3,42 dari 4,00 (85,5%) dengan kategori “valid”. Uji kepraktisan menunjukkan lebih dari 85% siswa merasa e-modul menarik, mudah digunakan, dan membantu memahami materi. Dari segi efektivitas, nilai rata-rata siswa meningkat dari 70 (pre-test) menjadi 87 (post-test), sehingga terdapat peningkatan yang signifikan. Simpulan penelitian ini menunjukkan bahwa e-modul interaktif berbasis model e-IM3 dengan pendekatan MNR valid, praktis, dan efektif digunakan sebagai media pembelajaran inovatif pada materi operasi hitung pecahan di sekolah dasar.
PENGEMBANGAN MODUL AJAR MODEL PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA GERAK TARI WANDA PA’U UNTUK MENINGKATKAN MATHEMATICAL ATTITIDE SISWA Agustina Mei; Finsensius Yesekiel Naja; Sofia Sa'o
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14423

Abstract

Rendahnya mathematical attitude siswa akan berdampak pada rendahnya pemahaman konsep geometri siswa. Salah satu penyebab rendahnya pemahaman siswa adalah guru masih menggunakan metode ceramah, belum menggunakan modul ajar yang berpusat pada siswa. Tujuan penelitian ini adalah mengembangkan modul ajar berbasis problem-based learning terintegrasi etnomatematika gerak tari Wanda Pa’u untuk meningkatkan mathematical attitude siswa. Jenis penelitian yang dilakukan adalah Research and Development (R&D) yang mengimplementasikan model Borg and Gall. Subjek penelitian melibatkan sebanyak 35 siswa. Teknik pengumpulan data yang digunakan adalah observasi, angket yang disusun berdasarkan Skala Likert. Adapun instrumen pengumpulan data yang digunakan meliputi angket validasi ahli materi, ahli model pembelajaran, dan guru matematika. Teknik analisis data dengan statistik deskriptif. Penelitian ini memperoleh hasil yang menunjukkan valid dari segi materi, segi model pembelajaran dan guru dengan skor nilai 91,12%, 92,53% dan 90,47%. Ditemukan juga pembanding hasil belajar siswa yang menggunakan dengan modul ajar berbasis problem based learning terintegrasi etnomatematika dan siswa yang tidak menggunakan modul ajar yaitu nilai rata-rata 89,24 dan 56,12. Sedangkan penilaian siswa terhadap semua aspek dalam modul ini dinilai siswa dengan skor 93,65%. Dengan demikian disimpulkan bahwa modul ajar berbasis problem-based learning terintegrasi etnomatematika valid, praktis dan efektif untuk meningkatkan mathematical attitude di siswa sekolah dasar. The low mathematical attitude of students will have an impact on the low understanding of the concept of geometry. One of the causes of the low understanding of students is that teachers still use the lecture method, without yet using student-centered teaching modules. The purpose of this study is to develop a teaching module based on problem-based learning integrated with the ethnomathematics of the wanda pa'u dance movement to improve students' mathematical attitude. The type of research conducted is Research and Development (R&D), which implements the Borg and Gall model. The research subjects involved 35 students. The data collection techniques used were observation and questionnaires compiled based on the Likert Scale. The data collection instruments used included validation questionnaires from material experts, learning model experts, and mathematics teachers. The data analysis technique used descriptive statistics. This study obtained results that showed validity in terms of material, learning model, and teacher with scores of 91.12%, 92.53%, and 90.47%. A comparison of the learning outcomes of students who used the ethnomathematics-integrated problem-based learning module and those who did not use the module was also found, with an average score of 89.24 and 56.12, respectively. Meanwhile, students' assessments of all aspects of the module were rated 93.65%. Thus, it is concluded that the ethnomathematics-integrated problem-based learning module is valid, practical, and effective in improving mathematical attitudes in elementary school students.
INTEGRASI MEDIA PEMBELAJARAN MATEMATIKA “GEMILANG CAH BUMI” DALAM SISTEM ASESMEN FORMATIF PEMBELAJARAN MATEMATIKA Nurmitasari Nurmitasari; Robia Astuti; Nihayati Nihayati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14529

Abstract

Penelitian ini dilatarbelakangi oleh belum optimalnya pelaksanaan asesmen formatif dalam pembelajaran pecahan di SD, sehingga guru mengalami kesulitan memantau perkembangan belajar siswa dan siswa kurang termotivasi memahami konsep. Tujuan penelitian ini adalah mengembangkan media interaktif berbasis Islami “Gemilang Cah Bumi” dalam asesmen formatif untuk meningkatkan pemahaman konsep, motivasi belajar dan keterlibatan siswa pada pembelajaran pecahan di SD. Subjek penelitian berjumlah 90 siswa kelas V dari tiga SD yang dipilih dengan teknik purposive sampling berdasarkan ketersediaan sarana pendukung pembelajaran berbasis teknologi.  Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan desain pengembangan Hannafin dan Peck melalui tahap analisis kebutuhan, desain, serta pengembangan dan implementasi. Perolehan skor hasil validasi, yaitu 0,84 (valid) dari ahli desain pembelajaran; 0,96 (sangat valid) dari ahli pendidikan Agama Islam; 0,92 (sangat valid) dari ahli materi; 0,94 (sangat valid) dari ahli media pembelajaran; dan 0,92 (sangat valid) dari guru (pengguna) yang menunjukkan bahwa media memiliki kualitas baik dan layak digunakan. Uji coba menunjukkan peningkatan hasil belajar yang signifikan, dengan rata-rata skor meningkat dari 62,4 pada pretest menjadi 83,9 pada posttest (p < 0,05), serta effect size yang kuat (d = 0,81); peningkatan motivasi belajar dari 64% menjadi 88%; peningkatan keterlibatan siswa dari 66% menjadi 89%; dan respon positif siswa terhadap media mencapai 90% (sangat baik), yang menunjukkan bahwa media tersebut efektif digunakan. Kesimpulan dari penelitian ini adalah media interaktif berbasis Islami “Gemilang Cah Bumi” dalam asesmen formatif berhasil dikembangkan dan dinyatakan valid serta efektif untuk meningkatkan pemahaman konsep, motivasi belajar dan keterlibatan siswa pada pembelajaran pecahan di SD. This study was motivated by the suboptimal implementation of formative assessment in fraction learning at elementary schools, which makes it difficult for teachers to monitor students’ learning progress and reduces students’ motivation to understand mathematical concepts. The purpose of this study was to develop an Islamic-themed interactive learning media, “Gemilang Cah Bumi,” integrated with formative assessment to improve students’ conceptual understanding, learning motivation, and engagement in fraction learning at the elementary school level. The participants consisted of 90 fifth-grade students from three elementary schools selected through purposive sampling based on the availability of technology-supported learning facilities. This study employed a Research and Development (R&D) approach using the Hannafin and Peck development model, which includes the stages of needs analysis, design, and development and implementation. The validation results yielded scores of 0.84 (valid) from the instructional design expert, 0.96 (highly valid) from the Islamic education expert, 0.92 (highly valid) from the subject matter expert, 0.94 (highly valid) from the learning media expert, and 0.92 (highly valid) from teachers as users, indicating that the media was of good quality and suitable for use. The trial results showed a significant improvement in learning outcomes, with the average score increasing from 62.4 on the pretest to 83.9 on the posttest (p < 0.05), accompanied by a strong effect size (d = 0.81). Learning motivation increased from 64% to 88%, student engagement increased from 66% to 89%, and positive student responses to the media reached 90% (very good), indicating the effectiveness of the media. In conclusion, the Islamic-themed interactive learning media “Gemilang Cah Bumi,” integrated with formative assessment, was successfully developed and proven to be valid and effective in improving students’ conceptual understanding, learning motivation, and engagement in fraction learning at elementary schools.
A COGNITIVELY ORIENTED DIAGNOSTIC ASSESSMENT OF NUMERACY LITERACY: DEVELOPMENT AND EXPERT VALIDATION Rizky Fadillah; Rachmat Wasqita
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14615

Abstract

Numeracy literacy achievement among Indonesian students remains critically low, yet contextually situated diagnostic instruments are largely unavailable. This study develops a cognitively oriented diagnostic assessment instrument in mathematics, grounded in Sumbawa's local numeracy literacy context, for Phase D students across Grades VII, VIII, and IX. Development followed Thiagarajan's 4D framework: Define, Design, and Develop, involving observation, interviews, and curriculum analysis. The Design phase produced five integrated components test blueprints, item sets, answer keys, scoring rubrics, and interpretive guidelines differentiated across Bloom's cognitive levels (C1–C6) and anchored in local culture. Prototype I was validated by nine experts: three lecturers and two practitioner teachers per grade level, covering content, construct, and language aspects. Quantitative scores were analyzed using Aiken's V; qualitative feedback through thematic analysis. Three aspects achieved highly valid ratings across all grades (mean: 95.09%), with Aiken's V exceeding 0.80 for all items. Validators affirmed alignment with diagnostic purposes, numeracy indicators, and local context, guiding revisions producing Prototype II. Findings show that integrating Bloom's Taxonomy, numeracy literacy, and local culture within a diagnostic framework is theoretically coherent and feasible. The absence of student trials and psychometric analyses are acknowledged, with future directions proposed.
PENGEMBANGAN LKPD DENGAN PENDEKATAN PEMBELAJARAN MENDALAM PADA MATERI KOMPOSISI FUNGSI Elen Saputri; Aan Hendroanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14665

Abstract

Penelitian ini fokus pada perancangan dan pengembangan LKPD dengan pendekatan pembelajaran mendalam, yaitu pendekatan yang memuliakan dengan menekankan pembelajaran bermakna, berkesadaran, dan menggembirakan melalui olah pikir, olah rasa dan olah hati yang terpadu, sehingga menghasilkan LKPD yang valid dan praktis pada materi komposisi fungsi untuk siswa kelas XI di SMK Muhammadiyah 4 Yogyakarta. Penelitian ini menerapkan metode Research and Development (R&D) dengan model 4-D, meliputi tahap Define, Design, Develop, dan Disseminate. Subjek pada penelitian ini  mencakup 23 siswa kelas XI Kuliner 1, dua guru matematika, satu validator instrumen, satu ahli materi dan satu ahli media, serta respons pengguna (guru dan siswa). Data diperoleh melalui angket analisis kebutuhan, pedoman wawancara, angket validasi ahli materi dan ahli media, serta respons dari guru dan siswa. Teknik analisis dilakukan dengan menggabungkan pendekatan kualitatif deskriptif dan kuantitatif, dengan pengelompokan hasil angket berdasarkan kriteria dan batas kategori minimal baik yang sudah ditetapkan. Validasi ahli materi dan ahli media menunjukkan persentase minimal masing-masing sebesar 82,85% dan 80% dengan kategori minimal baik, sehingga LKPD memenuhi standar kevalidan. Uji kepraktisan menunjukkan persentase respons minimal sebesar 88% dari guru dan 67,68% dari siswa, sehingga LKPD dinyatakan praktis dan mudah digunakan. Penelitian ini terbatas pada uji kevalidan dan kepraktisan produk, belum menguji efektifitas produk terhadap peningkatan hasil belajar siswa. kesimpulannya, LKPD yang dikembangkan memenuhi kriteria valid dan praktis sehingga dapat digunakan sebagai bahan ajar pada materi komposisi fungsi.
DIGITALISASI PEMBELAJARAN MATEMATIKA KONTEKSTUAL: PENGEMBANGAN FLIPBOOK ETNOMATEMATIKA BANGUN DATAR DENGAN KEARIFAN LOKAL PONTIANAK Hidayu Sulisti; Tri Ratna Sari; Desty Septianawati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14667

Abstract

Pemanfaatan aspek etnomatematika yang terdapat di Kota Pontianak sejauh ini masih belum tereksplorasi secara maksimal dalam konteks instruksional di sekolah, padahal memiliki peluang besar untuk mengintegrasikan budaya lokal dan teknologi guna meningkatkan hasil belajar, khususnya pada materi bangun datar. Penelitian ini bertujuan mengembangkan media flipbook berbasis etnomatematika budaya lokal bagi peserta didik kelas V SDSP Assalam Pontianak yang memenuhi kriteria valid, praktis, dan efektif untuk meningkatkan hasil belajar matematika. Penelitian ini merupakan penelitian R&D dengan model 4D. Media memadukan unsur budaya seperti Istana Kadriah, Rumah Adat Melayu, Kain Corak Insang, dan Tugu Khatulistiwa. Teknik pengumpulan data meliputi teknik angket dengan instrumen angket validasi dan angket kepraktisan, serta teknik tes dengan instrumen soal tes. Hasil validasi ahli menunjukkan nilai CVI 1,00 dengan kategori sangat tinggi. Kepraktisan media juga tergolong sangat praktis berdasarkan respon peserta didik (82,8%) dan guru (93,3%). Uji coba pada 24 peserta didik menunjukkan peningkatan hasil belajar yang signifikan, dengan rata-rata pretest 4,17 menjadi posttest 60. Hasil uji Wilcoxon (0,000 < 0,05) menegaskan adanya perbedaan signifikan, dengan effect size 0,7 (kategori sedang). Media dikemas dalam bentuk aplikasi dan HTML. Dengan demikian, flipbook berbasis etnomatematika ini dinyatakan layak, praktis, dan efektif dalam meningkatkan hasil belajar matematika serta mengintegrasikan teknologi dan budaya lokal dalam pembelajaran.
PREDICTIVE RELATIONSHIP BETWEEN MATHEMATICAL REFLECTIVE THINKING AND MATHEMATICAL LITERACY AMONG PROSPECTIVE TEACHERS Reni Nuraeni; Rizky Rosjanuardi; Al Jupri; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14700

Abstract

This study examines the predictive relationship between mathematical reflective thinking and mathematical literacy among prospective mathematics teachers, an area that remains relatively underexplored in teacher education research. Reflective thinking  is closely associated with higher-order cognitive and metacognitive processes that may support individuals in formulating, interpreting, and evaluating mathematical ideas in contextual situations. Therefore, this study aims to investigate the extent to which mathematical reflective thinking predicts mathematical literacy among prospective mathematics teachers. A quantitative correlational design was employed involving 30 prospective mathematics teachers from a private university in Garut Regency, Indonesia, selected through purposive sampling. Data were collected using mathematical reflective thinking and mathematical literacy tests developed based on Dewey’s reflective thinking indicators and PISA mathematical literacy frameworks. The instruments underwent expert validation involving five mathematics education experts and statistical validity and reliability testing. Simple linear regression analysis revealed a statistically significant predictive relationship between reflective thinking and mathematical literacy (t = 3.507, p = 0.002). Reflective thinking explained 30.5% of the variance in mathematical literacy (R2 = 0.305), indicating that although reflective thinking contributes substantially, other factors may also influence mathematical literacy development. These findings suggest that strengthening reflective thinking skills may support the enhancement of mathematical literacy among prospective mathematics teachers and provide implications for instructional design and teacher education practices.
CREATIVE THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING PROBLEMS BASED ON MATHEMATICS ANXIETY Stefany Margaretha Hutauruk; Dwi Juniati; Siti Khabibah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14705

Abstract

Creative thinking skills are essential 21st-century skills that students must master. One factor that can hinder the achievement of this skill is math anxiety. This study aims to describe students' creative thinking skills in relation to their level of math anxiety. The research method employed is a descriptive qualitative approach. This research was conducted at SMP Negeri 2 Ungaran with seventh-grade students as the research subjects. The research tools consisted of a mathematics anxiety questionnaire, a mathematics ability test, and interview guidelines. The data will be analyzed through the stages of reduction, presentation, and conclusion. The sampling technique used was purposive sampling, in which students with high and low levels of mathematics anxiety were selected. The research subjects selected were four students who had similar creative thinking abilities. The creative thinking process is characterized by fluency, flexibility, and novelty. Based on the research, students with low levels of math anxiety tend to be able to demonstrate fulfillment of creative thinking skill indicators. Meanwhile, students with high levels of math anxiety are not able to demonstrate fulfillment of creative thinking skill indicators. However, there are differences in the creative thinking process between students with high and low levels of math anxiety. Keterampilan berpikir kreatif merupakan keterampilan esensial abad ke-21 yang harus dikuasai oleh siswa. Faktor yang dapat menghambar pencapaian kemampuan ini adalah kecemasan matematika. Penelitian ini bertujuan untuk menggambarkan kemampuan berpikir kreatif siswa berdasarkan tingkat kecemasan matematika mereka. Metode penelitian yang digunakan adalah pendekatan deskriptif kualitatif. Penelitian ini dilakukan di SMP Negeri 2 Ungaran dengan subjek penelitian kelas VII. Instrumen penelitian terdiri dari angket kecemasan matematika, tugas pemecahan masalah matematika, dan pedoman wawancara. Data dianalisis melalui tahap reduksi, penyajian, dan kesimpulan. Subjek penelitian ini dipilih berdasarkan kriteria,, di mana siswa dengan tingkat kecemasan matematika tinggi dan rendah dipilih. Subjek penelitian ini terdiri dari satu siswa kecemasan matematika rendah dan satu siswa kecemasan matematika tinggi dengan mengontrol kemampuan matematikanya. Proses berpikir kreatif ditandai oleh kefasihan, fleksibilitas, dan keaslian. Berdasarkan penelitian, siswa dengan tingkat kecemasan matematika rendah cenderung dapat menyelesaikan masalah matematika dengan menunjukkan pemenuhan indikator keterampilan berpikir kreatif. Sementara itu, siswa dengan tingkat kecemasan matematika yang tinggi tidak menunjukkan pemenuhan indikator keterampilan berpikir kreatif. Namun, terdapat perbedaan dalam proses berpikir kreatif antara siswa dengan tingkat kecemasan matematika yang tinggi dan rendah.

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