Students Creative Thinking Profile as a High Order Thinking in the Improvement of Mathematics Learning
Flavia Aurelia Hidajat
Creative thinking is the highest level of the kind of high order thinking. In observations at the schools in Indonesia, teachers overly equate all lev.
Creative thinking is the highest level of the kind of high order thinking. In observations at the schools in Indonesia, teachers overly equate all levels of achievement of students' creative thinking to obtain higher order thinking skill improvements in mathematics learning. This condition results in an imbalance in learning practices. Therefore, this research fills the gap of this imbalance by describing the student’s creative thinking profile as a high order thinking skill in the improvement of mathematics learning. These results can contribute knowledge to educators to manage teaching strategies that can improve mathematics learning which refers to high order thinking skill for all levels of their creative thinking. This research is qualitative descriptive research. The subject were junior high school students in Malang, Indonesia. Data collection methods are tests, observations, and interviews. Data analysis is conducted by reducing data, present data, and conclusions. These research results are descriptions of student’s creative thinking profiles as a high order thinking in mathematics learning improvement, namely students have problems planning problem solving; students take a break to make plans; identify the essence of the problem, provide original ideas, provide alternative problem-solving plans, combine previous ideas with problem questions; operate and implement their plans by creating various original solutions.
Keywords: Creative thinking, high order thinking, junior high school, mathematics learning.
References
Amrin, A., Zarikas, V., & Spitas, C. (2018). Reliability analysis and functional design using Bayesian networks generated automatically by an “Idea Algebra” framework. Reliability Engineering and System Safety, 180(2), 211–225. https://doi.org/10.1016/j.ress.2018.07.020
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Longman.
Arnon, S., & Nirit, R. (2009). Closed and open-ended question tools in a telephone survey about ‘“the good teacher”’: An example of a mixed method study. Journal of Mixed Methods Research, 3(2), 172–196. https://doi.org/10.1177/1558689808331036
Attridge, N., & Inglis, M. (2015). Increasing cognitive inhibition with a difficult prior task : Implications for mathematical thinking. ZDM Mathematics Education, 47, 723–734. https://doi.org/10.1007/s11858-014-0656-1
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD Alexandria.
Brown, L., & Coles, A. (2012). Developing “deliberate analysis” for learning mathematics and for mathematics teacher education : how the enactive approach to cognition frames reflection. Educational Studies in Mathematics, 80, 217–231. https://doi.org/10.1007/s10649-012-9389-7
Brunstein, J., & King, J. (2018). Organizing reflection to address collective dilemmas : Engaging students and professors with sustainable development in higher education. Journal of Cleaner Production, 203, 153–163. https://doi.org/10.1016/j.jclepro.2018.08.136
Cavicchi, E. M. (2018). “At sea”: reversibility in teaching and learning. Interchange, 49(1), 25–68. https://doi.org/10.1007/s10780-018-9314-9
Creswell, J. W. (2015). Riset pendidikan: Perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif edisi kelima [ Research design: Planning, implementing, and evaluating qualitative & quantitative research] (5th ed.). Pustaka Pelajar.
Djasuli, M., Sa’dijah, C., Parta, I. N., & Chandra, T. D. (2017). Students ’ reflective abstraction in solving number sequence problems. International Electronic Journal of Mathematics Education, 12(3), 621–632.
Dostál, J. (2015). Theory of problem solving. Procedia - Social and Behavioral Sciences, 174, 2798–2805. https://doi.org/10.1016/j.sbspro.2015.01.970
Fensham, P. J., & Bellocchi, A. (2013). Higher order thinking in chemistry curriculum and its assessment. Thinking Skills and Creativity, 10, 250–264. https://doi.org/10.1016/j.tsc.2013.06.003
Forthmann, B., Jendryczko, D., Scharfen, J., Kleinkorres, R., Benedek, M., & Holling, H. (2019). Creative ideation , broad retrieval ability , and processing speed : A confirmatory study of nested cognitive abilities. Intelligence, 75, 59–72. https://doi.org/10.1016/j.intell.2019.04.006
Gabora, L. M. (2002). Cognitive mechanisms underlying the creative process. In T. Hewett & T. Kavanagh (Eds.), Proceedings of the Fourth International Conference on Creativity and Cognition (pp. 126–133). The Creativity & Cognition (C&C) conference series. https://doi.org/10.1145/581710.581730
Gillier, T., Chaffois, C., Belkhouja, M., Roth, Y., & Bayus, B. L. (2018). The effects of task instructions in crowdsourcing innovative ideas. Technological Forecasting & Social Change, 134, 35–44. https://doi.org/10.1016/j.techfore.2018.05.005
Glassner, A., & Schwarz, B. B. (2007). What stands and develops between creative and critical thinking? Argumentation? Thinking Skills and Creativity, 2(1), 10–18. https://doi.org/10.1016/j.tsc.2006.10.001
Gregory, R. J. (2015). Psychological testing: History, principles, and applications. In Encyclopedia of mental health (7th ed.). Pearson. https://doi.org/10.1016/B978-0-12-397045-9.00219-6
Gu, X., Dijksterhuis, A., & Ritter, S. M. (2019). Fostering children’s creative thinking skills with the 5-I training program. Thinking Skills and Creativity, 32, 92–101. https://doi.org/10.1016/j.tsc.2019.05.002
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking : A creative approach to educational problems of practice. Thinking Skills and Creativity, 26(October), 140–153. https://doi.org/10.1016/j.tsc.2017.10.001
Keevers, L., & Treleaven, L. (2011). Organizing practices of reflection : A practice - based study. Management Learning, 42(5), 505–520. https://doi.org/10.1177/1350507610391592
King, F., Goodson, L., & Rohani, F. (1998). Higher order thinking skills: Definitions, strategies, assessment. Florida State University.
Kralik, J. D., Mao, T., Cheng, Z., & Ray, L. E. (2016). Modeling incubation and restructuring for creative problem solving in robots. Robotics and Autonomous Systems, 86, 162–173. https://doi.org/10.1016/j.robot.2016.08.025
Krulik, S., Rudnick, J. A., & Milou, E. (2003). Teaching mathematics in middle school: A practical guide. Allyn and Bacon.
Leo, I. D., Muis, K. R., Singh, C. A., & Psaradellis, C. (2019). Curiosity … confusion ? frustration ! the role and sequencing of emotions during mathematics problem solving. Contemporary Educational Psychology, 58, 121–137. https://doi.org/10.1016/j.cedpsych.2019.03.001
Leung, V. T. Y., & Lin, P. M. C. (2018). Exogenous factors of the creative process and performance in the culinary profession. International Journal of Hospitality Management, 69, 56–64. https://doi.org/10.1016/j.ijhm.2017.10.007
Lin, C., & Wu, R.-W. (2016). Effects of web-based creative thinking teaching on students’ creativity and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1675–1684. https://doi.org/10.12973/eurasia.2016.1558a
Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, 7(6), 206–212.
Nagappan, R. (2010). Teaching thinking skills at institutions of higher learning: lessons learned. Pertanika Journal of Social Science and Humanities, 18(1), 1–14. https://doi.org/10.47836/pjssh.29.s2.01
National Council of Teacher Of Mathematics. (2000). Principles and standards for school mathematics. The National Council of Teachers of Mathematics, Inc.
Nestadt, G., Kamath, V., Maher, B. S., Krasnow, J., Nestadt, P., Wang, Y., Bakker, A., & Samuels, J. (2016). Doubt and the decision-making process in obsessive-compulsive disorder. Medical Hypotheses, 96, 1–4. https://doi.org/10.1016/j.mehy.2016.09.010
Nguyễn, T. M. T., & Nguyễn, T. T. L. (2017). Influence of explicit higher-order thinking skills instruction on students’ learning of linguistics. Thinking Skills and Creativity, 26(11), 113–127. https://doi.org/10.1016/j.tsc.2017.10.004
Pier, E. L., Walkington, C., Clinton, V., Boncoddo, R., Williams-Pierce, C., Alibali, M. W., & Nathan, M. J. (2019). Embodied truths: how dynamic gestures and speech contribute to mathematical proof practices. Contemporary Educational Psychology, 58(January), 44–57. https://doi.org/10.1016/j.cedpsych.2019.01.012
Poerwandari, E. K. (1998). Penelitian kualitatif dalam penelitian psikologi [Qualitative research in psychological research]. LPSP3 Universitas Indonesia.
Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students : A regression analysis. International Journal of Innovative Interdisciplinary Research, 1(4), 48–60.
Resnick, L. B. (1987). Education and learning to think. National Academy Press.
Ricks, T. E. (2011). Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 14(4), 251–267. https://doi.org/10.1007/s10857-010-9155-7
Ritter, S. M., & Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1, 243–253. https://doi.org/10.1007/s41465-016-0002-3
Rodgers, C. (2002). Defining reflection: Another look at john dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181
Shriki, A. (2013). A model for assessing the development of students’ creativity in the context of problem posing. Creative Education, 4(7), 430–439. https://doi.org/10.4236/ce.2013.47062
Singh, R. K. A., Singh, C. K. S., Tunku, M. T. M., Mostafa, N. A., & Singh, T. S. M. (2018). A review of research on the use of higher order thinking skills to teach writing. International Journal of English Linguistics, 8(1), 86–93. https://doi.org/10.5539/ijel.v8n1p86
Sitorus, J., & Masrayati. (2016). Students’creative thinking process stages : Implementation of realistic mathematics education. Thinking Skills and Creativity, 22, 111–120. https://doi.org/10.1016/j.tsc.2016.09.007
Solso, R. l., Maclin, O. H., & Maclin, M. K. (2008). Psikologi kognitif edisi kedelapan [Cognitive psychology] (8th ed.). Erlangga.
Staples, M. E., & Truxaw, M. P. (2012). An initial framework for the language of higher-order thinking mathematics practices. Mathematics Education Research Journal, 24, 257–281. https://doi.org/10.1007/s13394-012-0038-3
Subanji. (2013). Pembelajaran matematika kreatif dan inovatif [Creative and innovative mathematics learning]. Universitas Negeri Malang (UM PRESS).
Subanji. (2015). Teori kesalahan konstruksi konsep dan pemecahan masalah matematika [Theory of concept construction errors and mathematical problem solving]. Universitas Negeri Malang (UM PRESS).
Thomas, M. O. J., & Jung, C. (2015). Inhibiting intuitive thinking in mathematics education. ZDM Mathematics Education, 47(5), 865–876. https://doi.org/10.1007/s11858-015-0721-4
Vijayaratnam, P. (2012). Developing higher order thinking skills and team commitment via group problem solving : a bridge to the real world. Procedia - Social and Behavioral Sciences, 66, 53–63. https://doi.org/10.1016/j.sbspro.2012.11.247
Visscher, L., Evenboer, K. E., Jansen, D. E. M. C., Scholte, R. H. J., Knot-dickscheit, J., Veerman, J. W., Reijneveld, S. A., & Yperen, T. A. V. (2018). Identifying practice and program elements of interventions for families with multiple problems : The development of a taxonomy. Children and Youth Services Review, 95(October), 64–70. https://doi.org/10.1016/j.childyouth.2018.10.030
Yee, H. M., Yunos, J. M., Othman, W., Hassan, R., Kiong, T. T., & Mohamad, M. M. (2012). The needs analysis of learning higher order thinking skills for generating ideas. Procedia - Social and Behavioral Sciences, 59, 197–203. https://doi.org/10.1016/j.sbspro.2012.09.265
Zehavi, N., & Mann, G. (2005). Instrumented techniques and reflective thinking in analytic geometry. The Mathematics Enthusiast, 2(2), 83–92.
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students : Are they mutually exclusive ? The Journal of The Learning Sciences, 12(2), 145–181. https://doi.org/https://doi.org/10.1207/S15327809JLS1202_1