Elementary School Student Creativity in Solving Geometry Contextual Problems based on Adversity Quotient
Keywords:creativity, contextual problems, geometry, adversity quotient
Creativity is an ability that is needed in solving a problem. A person's creativity in solving problems can be assessed using three components namely fluency, flexibility, and novelty. Someone in solving problems can be influenced by the adversity quotient they have. There are three categories of adversity quotient namely quitter, camper, and climber. This type of research is a qualitative research method descriptive. This study aims to describe the creativity of elementary school students in solving contextual geometry problems based on adversity quotient. The subjects in this study were three people consisting of quitter subjects, camper subjects, and climber subjects. Data is collected through adversity Response Profile (ARP) tests, Problem Solving Tests (TPM) and interviews. The results showed that the creativity of subjects with the quitter category in solving contextual geometry problems was not able to achieve fluency, flexibility, and novelty. The creativity of subjects with camper categories in solving contextual geometry problems only achieves fluency and flexibility. Whereas the creativity of subjects with climber types in solving contextual geometry problems is able to achieve fluency, flexibility, and novelty.
Afri, L. D. (2018). Hubungan AQ dengan Kemampuan Pemecahan Masalah Siswa SMP pada Pembelajaran Matematika. Jurnal Pendidikan & Matematika, VII(2) 47-53.
Akgul & Kahveci. (2016). A Study on the Development of a Mathematics Creativity Scale. Eurasian Journal of Educational Research, 62, 57-76.
Aminarti, D., Bistari & Nursangaji, A. (2017). Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient pada Materi Bangun Datar di SMP. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(2), 1-12.
Ayllon & Ballesta-Claver. (2016). Mathematical Thinking and Creativity through Matheatical Problem Posing and Solving. PropÏŒsitos y Representaciones, 169-218.
Edgar et al,. (2008). Creative Thinking: Opening Up a World of Thought. Diakses tanggal 30 November 2019 dari https://www.researchgate.net/publication/242314209CreativeThinkingOpening_UpaWorldofThought .
Gie. (2003). Teknik Berpikir Kreatif. Yogyakarta: Sabda Persada Yogyakarta.
Giyono. (2019). Model Pembelajaran Identification of Problems, Collecting Data, Analyze Problems Solving, Reflection and Follow-up (ICAR) untuk Membelajarkan Kemampuan Pemecahan Masalah Fisika SMA. (Disertasi tidak dipublikasikan). Universitas Negeri Surabaya, Surabaya.
Jagom. (2015). Kreativitas Siswa SMP dalam Menyelesaikan Masalah Geometri berdasarkan Gaya Belajar Visual-Spatial dan Auditory-Sequential. Math Didactic: Jurnal Pendidikan Matematika, 1(3), 179-190.
Karkockiene. (2005). Creativity: Can it be Trained? A Scientific Educology of Creativity. cd-International Journal of Educology, 51-58.
Lakapu. (2018). Kemampuan Berpikir Kritis Mahasiswa dalam Pemecahan Masalah Matematika pada Materi Trigonometri. Seminar Nasional Matematika. Bandung: Fakultas Teknologi Informasi dan Sains, Universitas Parahyangan Bandung. (pp. 12-18).
Lutfianto et al. (2013). Unfinished Student Answer In Pisa Mathematics Contextual Problem. Indonesian Mathematical Society Journal on Mathematics Education, 4(2), 188-193.
Mulyadi & Mufita. (2006). Pengaruh AQ dan EQ terhadap Kecemasan Persaingan Kerja. Jurnal Psikologi dan Keislaman, 3(1).
Mursalin. (2016). Pembelajaran Geometri Bidang Datar di Sekolah Dasar Berorientasi Teori Belajar Piaget. Jurnal Dikma, 4(2), 250-258.
Nakin. (2003). Creativity and Divergent Thinking in Geometry Education . Africa: Disertasi doktoral, University of South Africa. Diperoleh dari https://core.ac.uk/download/pdf/43164736.pdf.
Plucker et al. (2004). Why Isnâ€™t Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research. Educational Psychologist, 39(2), 83-96.
Putri et al. (2019). Creative Thinking Skill with Adversity Quotient Based on Lesson Study for Learning Community. Journal of Physics: Conference Series, 1211, 012110.
Siswono. (2004). Mendorong Berpikir Kreatif Siswa melalui Pengajuan Masalah (Problem Posing). Konferensi Nasional Matematika XII. Bali: Universitas Udayana. 74-87.
Siswono. (2018). Pembelajaran Matematika Berbasis Pengajuan dan Pemecahan Masalah. Bandung: PT Remaja Rosdakarya.
Soedjadi. (2007). Masalah Kontekstual sebagai Batu Sendi Matematika Sekolah. Surabaya: Pusat Sains dan Matematika Sekolah Unesa.
Stoltz. (2000). Adversity Quotient: Mengubah Hambatan Menjadi Peluang. Jakarta: PT Grasindo.
Susanah & Hartono. (2004). Geometri. Surabaya: Unesa University Press.
Wale et al,. (2013). Elementary and Middle School Mathematics:Teaching Developmentally. USA: Pearson Education, Inc.
Wallace. (1986). Creativity: Some Definitions: The Creative Personality; The Creative Process; The Creative Classroom. Gifted Education International, 4(2), 68-73.
Weisberg. (2006). Expertise and Reason in Creative Thinking: Evidence from Case Studies and the Laboratory. In Kaufman, J.C. and Baer, J. (Eds). Creativity and Reason in Cognitive Development. Cambridge: Cambridge University Press.
Please find the rights and licenses in IndoMath: Indonesia Mathematics Education. By submitting the article/manuscript of the article, the author(s) accept this policy.
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).Â
2. Authorâ€™s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
IndoMath spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IndoMath permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and IndoMath on distributing works in the journal.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (IndoMath: Indonesia Mathematics Education).
If the article was jointly prepared by other authors, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IndoMath will not be held liable for anything that may arise due to the author(s) internal dispute. IndoMath will only communicate with the corresponding author.
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IndoMath.
IndoMath will publish the article (or have it published) in the journal if the articleâ€™s editorial process is successfully completed. IndoMath editors mayÂ modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.