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Based on these facts, The levels of
Based on these facts, The levels of student’s creative
thinking were revised. It was not only a mathematical
problem posing, but also emphasized a mathematical
problem solving. This level is a hypothetical theory which
consists of 3 components; they are flexibility, fluency, and
novelty in mathematical problem solving and problem
posing. They are called the draft of levels of creative
thinking (LCT) that consisted of 5 levels. Those levels
that emphasized divergent thinking and also where the
highest ordered were novelty, then flexibility and the least
aspect was fluency. Novelty was placed at the highest
position because it was the main characteristic to assess
the product of creative thinking. Flexibility was placed as
the next important position because it referred to the
production of some ideas which were used to solve a
task. Fluency was indicated when the student fluently
produced different ideas which were appropriate to the
question task. The draft was verified by using student’s
data (Siswono and Budayasa, 2006) as the initial
research. It was found from the results of previous
research that students with characteristics of LCT were in
levels 4, 1 and 0, and were not in levels 2 and 3. Even
though not all levels were evident among the students, it
was enough to verify the theory. In this present research,
the draft was revised so that novelty and flexibility
become important components,but no one was higher
than the others as in the previous theory. This set of
levels is called the revised draft of creative thinking
levels. It is a hypothesis which will be verified in the
mathematics classroom.
The focus of this research is to describe the
characteristics of students’ creative thinking levels.
Creative thinking is the mental process which someone
uses to come up with the “new” ideas as fluency and
flexibility. “Idea” means a thought in solving and posing a
problem. Mathematics problem posing is a task which
asks students to pose or construct a mathematical problem based on the given information, and then solve
the problem. Fluency in problem solving refers to a
student’s ability to obtain many solutions to a problem.
Fluency in problem posing refers to certain kind of
problems with the correct solutions which are posed by
students. Some solutions are of the same kind as the
others when they have the same pattern, such as, the
type of shape is the same but the size is different. Some
solutions are different when they have a different pattern
or are not usual for student grades, such as, students can
construct a combination of other shapes. In problem
posing, some problems are of the same kind as others
when they use the same concept, but with the different
attributes, the problem will be common and recognized
by many students. Two problems are different when they
have different contexts and concepts or are unfamiliar to
students.
Flexibility in problem solving refers to a student’s ability
to solve a problem using many different methods or
ways. Flexibility in problem posing also refers to a
student’s ability to pose or construct problem with
divergent solutions.
thinking were revised. It was not only a mathematical
problem posing, but also emphasized a mathematical
problem solving. This level is a hypothetical theory which
consists of 3 components; they are flexibility, fluency, and
novelty in mathematical problem solving and problem
posing. They are called the draft of levels of creative
thinking (LCT) that consisted of 5 levels. Those levels
that emphasized divergent thinking and also where the
highest ordered were novelty, then flexibility and the least
aspect was fluency. Novelty was placed at the highest
position because it was the main characteristic to assess
the product of creative thinking. Flexibility was placed as
the next important position because it referred to the
production of some ideas which were used to solve a
task. Fluency was indicated when the student fluently
produced different ideas which were appropriate to the
question task. The draft was verified by using student’s
data (Siswono and Budayasa, 2006) as the initial
research. It was found from the results of previous
research that students with characteristics of LCT were in
levels 4, 1 and 0, and were not in levels 2 and 3. Even
though not all levels were evident among the students, it
was enough to verify the theory. In this present research,
the draft was revised so that novelty and flexibility
become important components,but no one was higher
than the others as in the previous theory. This set of
levels is called the revised draft of creative thinking
levels. It is a hypothesis which will be verified in the
mathematics classroom.
The focus of this research is to describe the
characteristics of students’ creative thinking levels.
Creative thinking is the mental process which someone
uses to come up with the “new” ideas as fluency and
flexibility. “Idea” means a thought in solving and posing a
problem. Mathematics problem posing is a task which
asks students to pose or construct a mathematical problem based on the given information, and then solve
the problem. Fluency in problem solving refers to a
student’s ability to obtain many solutions to a problem.
Fluency in problem posing refers to certain kind of
problems with the correct solutions which are posed by
students. Some solutions are of the same kind as the
others when they have the same pattern, such as, the
type of shape is the same but the size is different. Some
solutions are different when they have a different pattern
or are not usual for student grades, such as, students can
construct a combination of other shapes. In problem
posing, some problems are of the same kind as others
when they use the same concept, but with the different
attributes, the problem will be common and recognized
by many students. Two problems are different when they
have different contexts and concepts or are unfamiliar to
students.
Flexibility in problem solving refers to a student’s ability
to solve a problem using many different methods or
ways. Flexibility in problem posing also refers to a
student’s ability to pose or construct problem with
divergent solutions.
0/5000
Based on these facts, The levels of student’s creative
thinking were revised. It was not only a mathematical
problem posing, but also emphasized a mathematical
problem solving. This level is a hypothetical theory which
consists of 3 components; they are flexibility, fluency, and
novelty in mathematical problem solving and problem
posing. They are called the draft of levels of creative
thinking (LCT) that consisted of 5 levels. Those levels
that emphasized divergent thinking and also where the
highest ordered were novelty, then flexibility and the least
aspect was fluency. Novelty was placed at the highest
position because it was the main characteristic to assess
the product of creative thinking. Flexibility was placed as
the next important position because it referred to the
production of some ideas which were used to solve a
task. Fluency was indicated when the student fluently
produced different ideas which were appropriate to the
question task. The draft was verified by using student’s
data (Siswono and Budayasa, 2006) as the initial
research. It was found from the results of previous
research that students with characteristics of LCT were in
levels 4, 1 and 0, and were not in levels 2 and 3. Even
though not all levels were evident among the students, it
was enough to verify the theory. In this present research,
the draft was revised so that novelty and flexibility
become important components,but no one was higher
than the others as in the previous theory. This set of
levels is called the revised draft of creative thinking
levels. It is a hypothesis which will be verified in the
mathematics classroom.
The focus of this research is to describe the
characteristics of students’ creative thinking levels.
Creative thinking is the mental process which someone
uses to come up with the “new” ideas as fluency and
flexibility. “Idea” means a thought in solving and posing a
problem. Mathematics problem posing is a task which
asks students to pose or construct a mathematical problem based on the given information, and then solve
the problem. Fluency in problem solving refers to a
student’s ability to obtain many solutions to a problem.
Fluency in problem posing refers to certain kind of
problems with the correct solutions which are posed by
students. Some solutions are of the same kind as the
others when they have the same pattern, such as, the
type of shape is the same but the size is different. Some
solutions are different when they have a different pattern
or are not usual for student grades, such as, students can
construct a combination of other shapes. In problem
posing, some problems are of the same kind as others
when they use the same concept, but with the different
attributes, the problem will be common and recognized
by many students. Two problems are different when they
have different contexts and concepts or are unfamiliar to
students.
Flexibility in problem solving refers to a student’s ability
to solve a problem using many different methods or
ways. Flexibility in problem posing also refers to a
student’s ability to pose or construct problem with
divergent solutions.
thinking were revised. It was not only a mathematical
problem posing, but also emphasized a mathematical
problem solving. This level is a hypothetical theory which
consists of 3 components; they are flexibility, fluency, and
novelty in mathematical problem solving and problem
posing. They are called the draft of levels of creative
thinking (LCT) that consisted of 5 levels. Those levels
that emphasized divergent thinking and also where the
highest ordered were novelty, then flexibility and the least
aspect was fluency. Novelty was placed at the highest
position because it was the main characteristic to assess
the product of creative thinking. Flexibility was placed as
the next important position because it referred to the
production of some ideas which were used to solve a
task. Fluency was indicated when the student fluently
produced different ideas which were appropriate to the
question task. The draft was verified by using student’s
data (Siswono and Budayasa, 2006) as the initial
research. It was found from the results of previous
research that students with characteristics of LCT were in
levels 4, 1 and 0, and were not in levels 2 and 3. Even
though not all levels were evident among the students, it
was enough to verify the theory. In this present research,
the draft was revised so that novelty and flexibility
become important components,but no one was higher
than the others as in the previous theory. This set of
levels is called the revised draft of creative thinking
levels. It is a hypothesis which will be verified in the
mathematics classroom.
The focus of this research is to describe the
characteristics of students’ creative thinking levels.
Creative thinking is the mental process which someone
uses to come up with the “new” ideas as fluency and
flexibility. “Idea” means a thought in solving and posing a
problem. Mathematics problem posing is a task which
asks students to pose or construct a mathematical problem based on the given information, and then solve
the problem. Fluency in problem solving refers to a
student’s ability to obtain many solutions to a problem.
Fluency in problem posing refers to certain kind of
problems with the correct solutions which are posed by
students. Some solutions are of the same kind as the
others when they have the same pattern, such as, the
type of shape is the same but the size is different. Some
solutions are different when they have a different pattern
or are not usual for student grades, such as, students can
construct a combination of other shapes. In problem
posing, some problems are of the same kind as others
when they use the same concept, but with the different
attributes, the problem will be common and recognized
by many students. Two problems are different when they
have different contexts and concepts or are unfamiliar to
students.
Flexibility in problem solving refers to a student’s ability
to solve a problem using many different methods or
ways. Flexibility in problem posing also refers to a
student’s ability to pose or construct problem with
divergent solutions.
Sedang diterjemahkan, harap tunggu..
Berdasarkan fakta tersebut, Tingkat kreatif siswa
berpikir direvisi. Itu tidak hanya matematika
masalah berpose, tetapi juga menekankan matematika
pemecahan masalah. Tingkat ini adalah teori hipotetis yang
terdiri dari 3 komponen; mereka fleksibilitas, kefasihan, dan
hal-hal baru dalam pemecahan masalah matematika dan masalah
berpose. Mereka disebut draft tingkat kreatif
pemikiran (LCT) yang terdiri dari 5 tingkat. Level
yang menekankan berpikir divergen dan juga di mana
tertinggi memerintahkan yang baru, maka fleksibilitas dan yang paling
aspek adalah kefasihan. Novelty ditempatkan di tertinggi
posisi karena itu ciri utama untuk menilai
produk berpikir kreatif. Fleksibilitas ditempatkan sebagai
posisi penting berikutnya karena mengacu pada
produksi beberapa ide yang digunakan untuk memecahkan suatu
tugas. Kefasihan ditunjukkan ketika siswa lancar
menghasilkan ide-ide yang berbeda yang sesuai dengan
tugas pertanyaan. Rancangan itu diverifikasi dengan menggunakan siswa
data (Siswono dan Budayasa, 2006) sebagai awal
penelitian. Ditemukan dari hasil sebelumnya
penelitian bahwa siswa dengan karakteristik LCT berada di
level 4, 1 dan 0, dan tidak di tingkat 2 dan 3. Bahkan
meskipun tidak semua tingkatan yang nyata di kalangan mahasiswa, itu
sudah cukup untuk memverifikasi Teori. Dalam penelitian ini,
draft direvisi sehingga baru dan fleksibilitas
menjadi komponen penting, tapi tidak ada yang lebih tinggi
dari yang lain seperti dalam teori sebelumnya. Ini set
tingkat disebut draft revisi berpikir kreatif
tingkat. Ini adalah hipotesis yang akan diverifikasi dalam
kelas matematika.
Fokus dari penelitian ini adalah untuk menggambarkan
karakteristik tingkat berpikir kreatif siswa.
Berpikir kreatif adalah proses mental yang mana seseorang
menggunakan untuk datang dengan "baru" ide kelancaran dan
fleksibilitas. "Ide" berarti pikiran dalam memecahkan dan berpose
masalah. Masalah Matematika berpose adalah tugas yang
meminta siswa untuk berpose atau membangun masalah matematika berdasarkan informasi yang diberikan, dan kemudian memecahkan
masalah. Kefasihan dalam pemecahan masalah mengacu pada
kemampuan siswa untuk memperoleh banyak solusi untuk masalah.
Kefasihan dalam masalah berpose mengacu pada jenis tertentu
masalah dengan solusi yang benar yang ditimbulkan oleh
siswa. Beberapa solusi yang dari jenis yang sama seperti
orang lain ketika mereka memiliki pola yang sama, seperti, yang
jenis bentuknya sama tetapi ukurannya berbeda. Beberapa
solusi yang berbeda ketika mereka memiliki pola yang berbeda
atau tidak biasa untuk nilai siswa, seperti, siswa dapat
membangun kombinasi bentuk lainnya. Dalam masalah
berpose, beberapa masalah yang dari jenis yang sama seperti orang lain
ketika mereka menggunakan konsep yang sama, tetapi dengan berbagai
atribut, masalah akan menjadi umum dan diakui
oleh banyak siswa. Dua masalah yang berbeda ketika mereka
memiliki konteks dan konsep yang berbeda atau asing bagi
siswa.
Fleksibilitas dalam pemecahan masalah mengacu pada kemampuan siswa
untuk memecahkan masalah dengan menggunakan berbagai metode atau
cara. Fleksibilitas dalam masalah berpose juga mengacu pada
kemampuan siswa untuk berpose atau membangun masalah dengan
solusi yang berbeda.
berpikir direvisi. Itu tidak hanya matematika
masalah berpose, tetapi juga menekankan matematika
pemecahan masalah. Tingkat ini adalah teori hipotetis yang
terdiri dari 3 komponen; mereka fleksibilitas, kefasihan, dan
hal-hal baru dalam pemecahan masalah matematika dan masalah
berpose. Mereka disebut draft tingkat kreatif
pemikiran (LCT) yang terdiri dari 5 tingkat. Level
yang menekankan berpikir divergen dan juga di mana
tertinggi memerintahkan yang baru, maka fleksibilitas dan yang paling
aspek adalah kefasihan. Novelty ditempatkan di tertinggi
posisi karena itu ciri utama untuk menilai
produk berpikir kreatif. Fleksibilitas ditempatkan sebagai
posisi penting berikutnya karena mengacu pada
produksi beberapa ide yang digunakan untuk memecahkan suatu
tugas. Kefasihan ditunjukkan ketika siswa lancar
menghasilkan ide-ide yang berbeda yang sesuai dengan
tugas pertanyaan. Rancangan itu diverifikasi dengan menggunakan siswa
data (Siswono dan Budayasa, 2006) sebagai awal
penelitian. Ditemukan dari hasil sebelumnya
penelitian bahwa siswa dengan karakteristik LCT berada di
level 4, 1 dan 0, dan tidak di tingkat 2 dan 3. Bahkan
meskipun tidak semua tingkatan yang nyata di kalangan mahasiswa, itu
sudah cukup untuk memverifikasi Teori. Dalam penelitian ini,
draft direvisi sehingga baru dan fleksibilitas
menjadi komponen penting, tapi tidak ada yang lebih tinggi
dari yang lain seperti dalam teori sebelumnya. Ini set
tingkat disebut draft revisi berpikir kreatif
tingkat. Ini adalah hipotesis yang akan diverifikasi dalam
kelas matematika.
Fokus dari penelitian ini adalah untuk menggambarkan
karakteristik tingkat berpikir kreatif siswa.
Berpikir kreatif adalah proses mental yang mana seseorang
menggunakan untuk datang dengan "baru" ide kelancaran dan
fleksibilitas. "Ide" berarti pikiran dalam memecahkan dan berpose
masalah. Masalah Matematika berpose adalah tugas yang
meminta siswa untuk berpose atau membangun masalah matematika berdasarkan informasi yang diberikan, dan kemudian memecahkan
masalah. Kefasihan dalam pemecahan masalah mengacu pada
kemampuan siswa untuk memperoleh banyak solusi untuk masalah.
Kefasihan dalam masalah berpose mengacu pada jenis tertentu
masalah dengan solusi yang benar yang ditimbulkan oleh
siswa. Beberapa solusi yang dari jenis yang sama seperti
orang lain ketika mereka memiliki pola yang sama, seperti, yang
jenis bentuknya sama tetapi ukurannya berbeda. Beberapa
solusi yang berbeda ketika mereka memiliki pola yang berbeda
atau tidak biasa untuk nilai siswa, seperti, siswa dapat
membangun kombinasi bentuk lainnya. Dalam masalah
berpose, beberapa masalah yang dari jenis yang sama seperti orang lain
ketika mereka menggunakan konsep yang sama, tetapi dengan berbagai
atribut, masalah akan menjadi umum dan diakui
oleh banyak siswa. Dua masalah yang berbeda ketika mereka
memiliki konteks dan konsep yang berbeda atau asing bagi
siswa.
Fleksibilitas dalam pemecahan masalah mengacu pada kemampuan siswa
untuk memecahkan masalah dengan menggunakan berbagai metode atau
cara. Fleksibilitas dalam masalah berpose juga mengacu pada
kemampuan siswa untuk berpose atau membangun masalah dengan
solusi yang berbeda.
Sedang diterjemahkan, harap tunggu..
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