Analyze of Mathematical Creative Thinking Ability Based On Math Anxiety in Creative Problem Solving Model with SCAMPER Technique
Mathematical creative thinking ability in problem solving becomes the requirement of Mathematics Education recently in order to find many ideas and new solution so that the issues can be resolved appropriately. Mathematical anxiety is the most dominant emotional feeling in adolescent students in relation with school mathematics. Mathematical creative thinking abilities of students vary based on the conditions of their math anxiety. Creative Problem Solving (CPS) learning model develops the mathematical thinking ability. SCAMPER as learning techniques that contains a set of directed questions to evaluate some generated creative ideas. This study aims to 1) test and analyze the quality of learning CPS with SCAMPER technique and 2) analyze the mathematical creative thinking ability based on student math anxiety.
This research uses mixed method study with concurrent embedded design that combines not balanced qualitative and quantitative research methods. Qualitative methods as the primary method. Qualitative and quantitative research go hand in hand. The process of collecting quantitative data held on the implementation of learning Creative Problem Solving (CPS) with SCAMPER technique and it is followed by qualitative research to collect data of math anxiety. This quantitative research design is nonrandomized Control Group, Pretest-Posttest Design. Taking the research subjects held by randomized taking for each of the two students at each level of anxiety mild, moderate, severe and panic in order to do the qualitative analysis of the mathematical creative thinking abilities according to its indicators.
The conclusions of this study is the quality of learning CPS with SCAMPER technique is good and effective.
The result of study in SMK NegeriJawa Tengah grade X shows that students with mild anxiety are the students who are very creative or creative enough. The student can present more than three various ideas of responses, provide more than one way different alternative answers, and can write the solution in its own way and quite unique. Students with moderate anxiety are students who are very creative or creative. The student can present more than two different ideas, provide more than one more than one way different alternative answers more than one way, and can write the solution by its own way quite unique. Students with severe anxiety are students who are creative enough or very creative. The student can present more than two different ideas of answers though it less precise, provide more than one different alternative way of answers and they are not always able to write the solution in its own way uniquely. Students with panic level of anxiety are are not creative students. The student can not provide more than two different ideas of answers; just give the answer in one way in general.