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The Mathematics Creative Thinking Skills on the Connecting, Organizing, Reflecting, and Extending (CORE) Learning Model Seen from Students Independence Assisted by Contextual Module

Journal of Research and Educational Research Evaluation · Vol. 13 No. 2 (2024) · hlm. 224–231

ISSN
2503-1732, 2252-6420
Terbit
2024-08-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The goal of this research is to pinpoint the underlying factors contributing to students' poor mathematical creative thinking skills and to evaluate the impact of CORE learning with contextual modules on these skills. This research method uses a mixed-method approach with a sequential exploratory strategy, which involves the sequential collection of qualitative and quantitative data. The population in this study is the seventh-grade students of SMP N 3 Kandangan for the 2021/2022 academic year. The researchers collected data through observation, interviews, tests, and questionnaires. The researchers analyzed the data descriptively, using both qualitative and quantitative methods. The research findings indicate that the CORE learning model, in conjunction with contextual modules, can effectively address the factors contributing to low mathematical creative thinking skills. CORE learning assisted by contextual modules is effective in terms of student independence. The skills to think creatively in mathematics during CORE learning assisted by contextual modules shows that students achieve above the Minimum Completeness Criteria (KKM) of 70. When students think creatively in mathematics during CORE learning with contextual modules, their completeness surpasses the KKM by more than 75%, resulting in a 31% improvement on the Gain Test. Students with high independence are able to meet all four indicators of mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. Students with low or very low independence can only meet two or three indicators of mathematical creative thinking skills, such as fluency, flexibility, and originality, but are unable to meet one of the other indicators.

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  • Duta Wacana Christian University
  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Tutik WijayantiAfiliasi tidak diketahui2
Masrukhi -Afiliasi tidak diketahui2
Ibnu WachyudiAfiliasi tidak diketahui1
Budi WaluyaAfiliasi tidak diketahui1
Y L SukestiyarnoAfiliasi tidak diketahui1
Murtijah -Afiliasi tidak diketahui1
Muhyidin -Afiliasi tidak diketahui1
Masrukan -Afiliasi tidak diketahui1
Ahmad SopyanAfiliasi tidak diketahui1
- TaridiAfiliasi tidak diketahui1
Totok SumaryantoAfiliasi tidak diketahui1
Harto SundoyoAfiliasi tidak diketahui1
Budi SusantoDuta Wacana Christian University1
- SiskandarAfiliasi tidak diketahui1
Maman RachmanAfiliasi tidak diketahui1
Sirojudin MunirAfiliasi tidak diketahui1
Wiyanto -Afiliasi tidak diketahui1
L. AkhsaniAfiliasi tidak diketahui1
Iwan JunaediState University of Semarang1
Nailil FarohAfiliasi tidak diketahui1
Djuniadi -Afiliasi tidak diketahui1
Citra UtamiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jere/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Mathematics Creative Thinking Skills on the Connecting, Organizing, Reflecting, and Extending (CORE) Learning Model Seen from Students Independence Assisted by Contextual Module</dc:title>
	<dc:creator xml:lang="en">Endah Agustina, Rini Afifah</dc:creator>
	<dc:creator xml:lang="en">Sukestiyarno</dc:creator>
	<dc:creator xml:lang="en">Dwijanto</dc:creator>
	<dc:subject xml:lang="en">Creative thinking skills</dc:subject>
	<dc:subject xml:lang="en">Learning Independence</dc:subject>
	<dc:subject xml:lang="en">Contextual Module</dc:subject>
	<dc:subject xml:lang="en">CORE</dc:subject>
	<dc:subject xml:lang="en">Learning Model</dc:subject>
	<dc:description xml:lang="en">The goal of this research is to pinpoint the underlying factors contributing to students' poor mathematical creative thinking skills and to evaluate the impact of CORE learning with contextual modules on these skills. This research method uses a mixed-method approach with a sequential exploratory strategy, which involves the sequential collection of qualitative and quantitative data. The population in this study is the seventh-grade students of SMP N 3 Kandangan for the 2021/2022 academic year. The researchers collected data through observation, interviews, tests, and questionnaires. The researchers analyzed the data descriptively, using both qualitative and quantitative methods. The research findings indicate that the CORE learning model, in conjunction with contextual modules, can effectively address the factors contributing to low mathematical creative thinking skills. CORE learning assisted by contextual modules is effective in terms of student independence. The skills to think creatively in mathematics during CORE learning assisted by contextual modules shows that students achieve above the Minimum Completeness Criteria (KKM) of 70. When students think creatively in mathematics during CORE learning with contextual modules, their completeness surpasses the KKM by more than 75%, resulting in a 31% improvement on the Gain Test. Students with high independence are able to meet all four indicators of mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. Students with low or very low independence can only meet two or three indicators of mathematical creative thinking skills, such as fluency, flexibility, and originality, but are unable to meet one of the other indicators.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-08-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jere/article/view/16686</dc:identifier>
	<dc:source xml:lang="en">Journal of Research and Educational Research Evaluation; Vol. 13 No. 2 (2024): August 2024; 224-231</dc:source>
	<dc:source>2503-1732</dc:source>
	<dc:source>2252-6420</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jere/article/view/16686/2366</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Journal of Research and Educational Research Evaluation</dc:rights>
</oai_dc:dc>