{"title":"Students Creative Thinking Ability with Reflective Cognitive Style on The Phytagoras Theorem","authors":"Kasyifatun Naza, S. Syamsuri","doi":"10.37303/jelmar.v3i2.90","DOIUrl":null,"url":null,"abstract":"Mathematics is a universal science that cannot be separated from human life. Mathematics has an important role in supporting the development of science and technology. In learning mathematics, students' creativity is needed because in mathematics students are expected to be able to come up with new creative ideas in analyzing and solving problems. The way students solve problems will be different according to their cognitive style. So that differences in cognitive styles can trigger differences in students' creative thinking. The type of research used in this research is qualitative research with descriptive method. The subjects in this study were students of class VIII K at SMP Negeri 2 Balaraja who had received the Pythagorean theorem material. Subject selection was done by purposive sampling technique. The instruments used in this study were test and non-test instruments. The test instrument used is the Matching Familiar Figures Test (MFFT) test sheet and the creative thinking ability. While the non-test instrument used in this study was an interview guide. The data analysis of this research used the constant comparative method. Data analysis in this study was carried out through three stages, namely: 1) data reduction, (2) data presentation, (3) drawing conclusions.Based on the results of the data analysis and discussion that has been presented, it can be concluded that based on the reflective cognitive style, students' mathematical creative thinking abilities can be grouped into 2 groups in each indicator with different creative thinking abilities.","PeriodicalId":242024,"journal":{"name":"Journal of Education and Learning Mathematics Research (JELMaR)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education and Learning Mathematics Research (JELMaR)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37303/jelmar.v3i2.90","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
Mathematics is a universal science that cannot be separated from human life. Mathematics has an important role in supporting the development of science and technology. In learning mathematics, students' creativity is needed because in mathematics students are expected to be able to come up with new creative ideas in analyzing and solving problems. The way students solve problems will be different according to their cognitive style. So that differences in cognitive styles can trigger differences in students' creative thinking. The type of research used in this research is qualitative research with descriptive method. The subjects in this study were students of class VIII K at SMP Negeri 2 Balaraja who had received the Pythagorean theorem material. Subject selection was done by purposive sampling technique. The instruments used in this study were test and non-test instruments. The test instrument used is the Matching Familiar Figures Test (MFFT) test sheet and the creative thinking ability. While the non-test instrument used in this study was an interview guide. The data analysis of this research used the constant comparative method. Data analysis in this study was carried out through three stages, namely: 1) data reduction, (2) data presentation, (3) drawing conclusions.Based on the results of the data analysis and discussion that has been presented, it can be concluded that based on the reflective cognitive style, students' mathematical creative thinking abilities can be grouped into 2 groups in each indicator with different creative thinking abilities.
数学是一门与人类生活分不开的普遍科学。数学在支持科学技术的发展方面起着重要作用。在数学学习中,学生的创造力是需要的,因为数学要求学生能够在分析和解决问题时提出新的创造性的想法。学生解决问题的方式会根据他们的认知风格而有所不同。因此,认知风格的差异会引发学生创造性思维的差异。本研究使用的研究类型是定性研究与描述性的方法。本研究的对象是SMP Negeri 2 Balaraja的VIII K班的学生,他们收到了毕达哥拉斯定理的材料。研究对象选择采用有目的抽样技术。本研究中使用的仪器分为测试仪器和非测试仪器。使用的测试工具是匹配熟悉图形测试(MFFT)测试表和创造性思维能力。而本研究中使用的非测试工具是访谈指南。本研究的数据分析采用常数比较法。本研究的数据分析分三个阶段进行,即:1)数据还原,(2)数据呈现,(3)得出结论。根据已经提出的数据分析和讨论的结果,可以得出结论,基于反思性认知风格,学生的数学创造性思维能力在每个指标上可以分为2组,具有不同的创造性思维能力。