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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
  • e-ISSN: 1306-3030
  • First published in 2006
JOURNAL ARCHIVE
The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers
Yeni Yuniarti, Yaya S. Kusumah, Didi Suryadi, Bana G. Kartasasmita
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 655-666
  • Published Online: 31 Oct 2017
  • Article Views: 1471 | Article Download: 2035
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Yuniarti Y, Kusumah YS, Suryadi D, Kartasasmita BG. The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers. Int Elect J Math Ed. 2017;12(3), 655-666.
APA 6th edition
In-text citation: (Yuniarti et al., 2017)
Reference: Yuniarti, Y., Kusumah, Y. S., Suryadi, D., & Kartasasmita, B. G. (2017). The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers. International Electronic Journal of Mathematics Education, 12(3), 655-666.
Chicago
In-text citation: (Yuniarti et al., 2017)
Reference: Yuniarti, Yeni, Yaya S. Kusumah, Didi Suryadi, and Bana G. Kartasasmita. "The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 655-666.
Harvard
In-text citation: (Yuniarti et al., 2017)
Reference: Yuniarti, Y., Kusumah, Y. S., Suryadi, D., and Kartasasmita, B. G. (2017). The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers. International Electronic Journal of Mathematics Education, 12(3), pp. 655-666.
MLA
In-text citation: (Yuniarti et al., 2017)
Reference: Yuniarti, Yeni et al. "The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 655-666.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Yuniarti Y, Kusumah YS, Suryadi D, Kartasasmita BG. The Effectiveness of Open-Ended Problems Based Analytic-Synthetic Learning on the Mathematical Creative Thinking Ability of Pre-Service Elementary School Teachers. Int Elect J Math Ed. 2017;12(3):655-66.

Abstract

This study aims to analyze the achievement of mathematical creative thinking ability of pre-service elementary school teachers who received open-ended problems based analytic-synthetic learning and conventional learning. This study is a quasi-experimental research with pretest-posttest control group design to pre-service elementary school teachers in a state university of West Java with 136 students divided into two groups of research subjects, of 68 students each. The instrument used in this research are prior mathematical knowledge test, mathematical creative thinking ability tests, and interview guidance. The results of data analysis using statistic of parametric and non-parametric showed that: 1) The Achievement mathematical creative thinking ability of  students who received open-ended problems based learning analytic-synthetic better than those conventional learning is reviewed whole and each level prior mathematical knowledge as well; 2) the effect size of open-ended problems based analytic-synthetic learning on the achievement of students' mathematical creative thinking ability in high category. The research recommended that open-ended problems based analytic-synthetic learning can be used achievement of mathematical creative thinking ability.

Keywords

Creative thinking open-ended analytic-synthetic learning

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