Creative Models of Junior High School Students in Solving Open Ended Mathematical Problems on Keirsey Personality Types
DOI:
https://doi.org/10.35194/jp.v14i1.4773Kata Kunci:
creative model, keirsey personality types, open-ended mathematical problem solvingAbstrak
This research is based on the 21st century 6Cs skills, namely character, citizenship, critical thinking, creativity, collaboration, and communication. Student personality or more broadly, character, contributes to the variation in students’ creative outcomes. In this study, creativity is assessed through three aspects of the creative model: imitation, modification, and creation. The creative model is explored through open-ended mathematical problem-solving. This qualitative descriptive research aims to describe students’ creative models in open-ended mathematical problem-solving in relation to their Keirsey personality types. The study was conducted at MTS Negeri Kota Batu, with 4 out of 27 seventh grade students selected as research subjects using a Keirsey personality type questionnaire, which categorized them as guardian, artisan, rational, and idealist. The results indicate that the guardian subject only exhibited one aspect, namely modification, which was still at a low level. The artisan subject demonstrated moderate imitation and very low modification. The rational subject showed moderate imitation, high modification, and high creation. The idealist subject exhibited moderate imitation, moderate modification, and high creation. Based on these findings, it can be concluded that two subjects with idealist and rational personality types fulfilled all three aspects of the creative model, while the other two subjects, with artisan and guardian personality types, only fulfilled the imitation and modification aspects.Referensi
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Amri, M. A., Purwanto, & Muksar, M. (2024). Mathematics Teachers ’ Design of Numeracy Task in Geometry and Measurement Content. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 16(1), 663–680. https://doi.org/10.37680/qalamuna.v16i1.4865
Anugerahwati, M. (2019). Integrating the 6Cs of the 21st Century Education into the English Lesson and the School Literacy Movement in Secondary Schools. KnE Social Sciences, 3(10), 165–171. https://doi.org/10.18502/kss.v3i10.3898
Atmaja, S. A. A., Nusantara, T., & Subanji, S. (2023). Berpikir Kreatif Siswa Dalam Menyelesaikan Permasalahan Kontroversial Matematis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 1240–1254. https://doi.org/https://doi.org/10.24127/ajpm.v12i1.6764
Elia, I., van den Heuvel-Panhuizen, M., & Gagatsis, A. (2018). Geometry Learning in the Early Years: Developing Understanding of Shapes and Space with a Focus on Visualization. In Forging Connections in Early Mathematics Teaching and Learning (hal. 73–95). Springer Nature Link. https://doi.org/10.1007/978-981-10-7153-9_5
Gajda, A. (2016). The relationship and moderators of school achievement and creativity at different educational stages. Thinking Skills and Creativity, 19, 246–259. https://doi.org/10.1016/j.tsc.2015.12.004
Hakim, A. R., Supratman, S., & Madawistama, S. T. (2022). Proses Berpikir Representasi Matematis Siswa Berdasarkan Tipe Kepribadian Guardian dan Rasional. Prisma, 11(1), 193. https://doi.org/10.35194/jp.v11i1.2150
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https://doi.org/https://doi.org/10.23887/jp2.v4i3.36810
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Keirsey, D., & Bates, M. M. (1984). Please Understand Me: Character & Temperament Types (S. Montgormery (ed.); 5th ed.). Prometheus Nemesis Books.
Kenedi. (2017). Pengembangan Kreativitas Siswa Dalam Proses Pembelajaran Di Kelas II Smp Negeri 3 Rokan IV Koto. Suara Guru?: Jurnal Ilmu Pendidikan Sosial, sains, dan Humaniora, 3(2), 329–347.
Leikin, R., & Elgrably, H. (2022). Strategy creativity and outcome creativity when solving open tasks?: focusing on problem posing through investigations. ZDM – Mathematics Education, 54(1), 35–49. https://doi.org/10.1007/s11858-021-01319-1
Mulyastuti, I. D., Budiyono, B., & Indriati, D. (2019). Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender. Journal of Mathematics and Mathematics Education, 9(2), 35. https://doi.org/10.20961/jmme.v9i2.48398
OECD. (2022). PISA 2022 Results Learning During and From Disruption: Vol. II. OECD Publishing. https://doi.org/https://doi.org/10.1787/a97db61c-en.
Pradiarti, R. A., Sudirman, & Sisworo. (2024). Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Open Ended Materi Geometri. Teorema: Teori dan Riset Matematika, 09(November 2023), 93–106.
Pratiwi, N. I., Susiswo, S., & Rahardi, R. (2023). Berpikir Kreatif Siswa dalam Memecahkan Masalah Open-Ended pada Materi Bangun Datar SMP. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 7(3), 2299–2312. https://doi.org/10.31004/cendekia.v7i3.2616
Sari, S. P., Siregar, E. F. S., & Lubis, B. S. (2021). Pengembangan Pembelajaran Blended Learning Berbasis Model Flipped Learning untuk Meningkatkan 6C For HOTS Mahasiswa PGSD UMSU. Jurnal Basicedu, 5(5), 3460–3471. https://jbasic.org/index.php/basicedu/article/view/1334
Subanji, S., & Nusantara, T. (2022). Mathematical Creative Model?: Theory Framework and Application in Mathematics Learning Activities. In IntechOpen. IntechOpen. https://doi.org/10.5772/intechopen.106187
Subanji, S., Nusantara, T., Rahatina, D., & Purnomo, H. (2021). The Statistical Creative Framework in Descriptive Statistics Activities. International Journal of Instruction\, 14(2), 591–608. https://doi.org/https://doi.org/10.29333/iji.2021.14233a
Sullivan, P., Clarke, D., & Clarke, B. (2013). Chapter 6 Using Content-Speci fi c Open-Ended Tasks This. In Teaching with Tasks for Effective Mathematics Learning (Mathemathi, hal. 57–70). Springer US. https://doi.org/10.1007/978-1-4614-4681-1
Utari, E., Yusmin, E., & Ahmad, D. (2024). Kemampuan Berpikir Kreatif dalam Menyelesaikan Soal Open- Ended pada Materi Pecahan ( Studi di MTs TI Al-Madani Pontianak ). Cendekia Inovatif dan Berbudaya: Jurnal Ilmu Sosial dan Humaniora, 2(2), 141–150. https://doi.org/10.59996/cendib.v2i2.667
Widiastuti, S., & Imami, A. I. (2022). Analisis Kemampuan Berpikir
Kreatif Siswa dalam Menyelesaikan Soal Matriks Ditinjau dari Gaya Belajar Pada Siswa Kelas XI. Prisma, 11(1), 60. https://doi.org/10.35194/jp.v11i1.2050
Yenti, I. N., Fernando, E., & Afriyani, D. (2023). Analisis Kemampuan Berpikir Kreatif Matematis Siswa dalam Menyelesaikan Soal HOTS pada Materi Statistika. Prisma, 12(1), 139. https://doi.org/10.35194/jp.v12i1.3034
Amalia, S. R. (2017). Analisis Kesalahan Berdasarkan Prosedur Newman Dalam Menyelesaikan Soal Cerita Ditinjau Dari Gaya Kognitif Mahasiswa. Aksioma, 8(1), 17. https://doi.org/10.26877/aks.v8i1.1505
Amri, M. A., Purwanto, & Muksar, M. (2024). Mathematics Teachers ’ Design of Numeracy Task in Geometry and Measurement Content. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 16(1), 663–680. https://doi.org/10.37680/qalamuna.v16i1.4865
Anugerahwati, M. (2019). Integrating the 6Cs of the 21st Century Education into the English Lesson and the School Literacy Movement in Secondary Schools. KnE Social Sciences, 3(10), 165–171. https://doi.org/10.18502/kss.v3i10.3898
Atmaja, S. A. A., Nusantara, T., & Subanji, S. (2023). Berpikir Kreatif Siswa Dalam Menyelesaikan Permasalahan Kontroversial Matematis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 1240–1254. https://doi.org/https://doi.org/10.24127/ajpm.v12i1.6764
Elia, I., van den Heuvel-Panhuizen, M., & Gagatsis, A. (2018). Geometry Learning in the Early Years: Developing Understanding of Shapes and Space with a Focus on Visualization. In Forging Connections in Early Mathematics Teaching and Learning (hal. 73–95). Springer Nature Link. https://doi.org/10.1007/978-981-10-7153-9_5
Gajda, A. (2016). The relationship and moderators of school achievement and creativity at different educational stages. Thinking Skills and Creativity, 19, 246–259. https://doi.org/10.1016/j.tsc.2015.12.004
Hakim, A. R., Supratman, S., & Madawistama, S. T. (2022). Proses Berpikir Representasi Matematis Siswa Berdasarkan Tipe Kepribadian Guardian dan Rasional. Prisma, 11(1), 193. https://doi.org/10.35194/jp.v11i1.2150
Hartono, Fadhilah, A., & Slamet, A. (2021). Sistem Layanan Informasi PISA ( Programme For International Student Assessment ) Berbasis Website untuk Guru IPA SMP dan SMA. Jurnal Pedagogi dan Pembelajaran, 4(3), 476–484.
https://doi.org/https://doi.org/10.23887/jp2.v4i3.36810
Hemdan, J. T., Taha, D. S., & Cherif, I. A. (2023). Relationship between personality types and creativity: A study on novice architecture students. Alexandria Engineering Journal, 65, 847–857. https://doi.org/10.1016/j.aej.2022.09.041
Junaidi, A., Wulandari, D., Arifin, S., Soetanto, H., Kusumawardani, S. S., Wastutiningsih, S. P., Utama, M. S., Cahyono, E., Hertono, G. F., Syam, N. M., Jumaipa, H., Putra, P. H., Wijayanti, C., & Jobih, J. (2020). Panduan Penyusunan Kurikulum Pendidikan Tinggi Edisi ke-4
MBKM (S. S. Kusumawardani (ed.); Edisi IV). Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.
Keirsey, D. (1998). Please understand me II?: temperament, character, intelligence. In S. Montgomery (Ed.), Prometheus Nemesis Books (First Edit). Prometheus Nemesis Books.
Keirsey, D., & Bates, M. M. (1984). Please Understand Me: Character & Temperament Types (S. Montgormery (ed.); 5th ed.). Prometheus Nemesis Books.
Kenedi. (2017). Pengembangan Kreativitas Siswa Dalam Proses Pembelajaran Di Kelas II Smp Negeri 3 Rokan IV Koto. Suara Guru?: Jurnal Ilmu Pendidikan Sosial, sains, dan Humaniora, 3(2), 329–347.
Leikin, R., & Elgrably, H. (2022). Strategy creativity and outcome creativity when solving open tasks?: focusing on problem posing through investigations. ZDM – Mathematics Education, 54(1), 35–49. https://doi.org/10.1007/s11858-021-01319-1
Mulyastuti, I. D., Budiyono, B., & Indriati, D. (2019). Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender. Journal of Mathematics and Mathematics Education, 9(2), 35. https://doi.org/10.20961/jmme.v9i2.48398
OECD. (2022). PISA 2022 Results Learning During and From Disruption: Vol. II. OECD Publishing. https://doi.org/https://doi.org/10.1787/a97db61c-en.
Pradiarti, R. A., Sudirman, & Sisworo. (2024). Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Open Ended Materi Geometri. Teorema: Teori dan Riset Matematika, 09(November 2023), 93–106.
Pratiwi, N. I., Susiswo, S., & Rahardi, R. (2023). Berpikir Kreatif Siswa dalam Memecahkan Masalah Open-Ended pada Materi Bangun Datar SMP. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 7(3), 2299–2312. https://doi.org/10.31004/cendekia.v7i3.2616
Sari, S. P., Siregar, E. F. S., & Lubis, B. S. (2021). Pengembangan Pembelajaran Blended Learning Berbasis Model Flipped Learning untuk Meningkatkan 6C For HOTS Mahasiswa PGSD UMSU. Jurnal Basicedu, 5(5), 3460–3471. https://jbasic.org/index.php/basicedu/article/view/1334
Subanji, S., & Nusantara, T. (2022). Mathematical Creative Model?: Theory Framework and Application in Mathematics Learning Activities. In IntechOpen. IntechOpen. https://doi.org/10.5772/intechopen.106187
Subanji, S., Nusantara, T., Rahatina, D., & Purnomo, H. (2021). The Statistical Creative Framework in Descriptive Statistics Activities. International Journal of Instruction\, 14(2), 591–608. https://doi.org/https://doi.org/10.29333/iji.2021.14233a
Sullivan, P., Clarke, D., & Clarke, B. (2013). Chapter 6 Using Content-Speci fi c Open-Ended Tasks This. In Teaching with Tasks for Effective Mathematics Learning (Mathemathi, hal. 57–70). Springer US. https://doi.org/10.1007/978-1-4614-4681-1
Utari, E., Yusmin, E., & Ahmad, D. (2024). Kemampuan Berpikir Kreatif dalam Menyelesaikan Soal Open- Ended pada Materi Pecahan ( Studi di MTs TI Al-Madani Pontianak ). Cendekia Inovatif dan Berbudaya: Jurnal Ilmu Sosial dan Humaniora, 2(2), 141–150. https://doi.org/10.59996/cendib.v2i2.667
Widiastuti, S., & Imami, A. I. (2022). Analisis Kemampuan Berpikir
Kreatif Siswa dalam Menyelesaikan Soal Matriks Ditinjau dari Gaya Belajar Pada Siswa Kelas XI. Prisma, 11(1), 60. https://doi.org/10.35194/jp.v11i1.2050
Yenti, I. N., Fernando, E., & Afriyani, D. (2023). Analisis Kemampuan Berpikir Kreatif Matematis Siswa dalam Menyelesaikan Soal HOTS pada Materi Statistika. Prisma, 12(1), 139. https://doi.org/10.35194/jp.v12i1.3034
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