Journal of Primary Education

9 (4) (2020) : 377–386

[Link]

Mathematics Creative Thinking Skills Reviewed from the Students’

Self-Confidence by Implementing the Treffinger Learning Model
Assisted by Geogebra

Dwi Indah Ratri Ratnasari , Scolastika Mariani, Mulyono Mulyono

Pascasarjana, Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
History Articles Creativity and self-confidence play important roles in learning mathematics.
Received: Treffinger learning model was believed to facilitate the strengthening of both
7 March 2020
aspects. This learning model theoretically will be more meaningful if it is
Accepted:
supported by software that can help visualize the mathematics concept. That
10 June 2020
Published:
choice is the Geogerbra software. This research aimed to describe the
30 September 2020 mathematics creative thinking skills reviewed from self-confidence aspects of
________________ 7th grade students. The study was mixed-methods research with a sequential
Keywords: explanatory design. There were 30 students involved in this study. They were
Mathematics Creative taken based on three self-confidence categories: high, moderate, and low level.
Thinking Skill, Self- The quantitative data collection technique used creative thinking test and the
Confidence, Treffinger qualitative data collection techniques were questionnaire and interview. The
Learning Model
findings shown that (1) the learning outcome by implementing Treffinger
____________________
assisted by Geogebra was effective, (2) in terms of mathematics creative
thinking skills process aspect, the students with high self-confidence could
master all indicators well. Students with moderate self-confidence only could
master three aspects. They were fluency, flexibility, and elaboration. The low
self-confidence students only mastered fluency and elaboration aspects. Based
on the findings, it can be concluded that Treffinger learning model could
improve the students' mathematics creative thinking skills reviewed by their
self-confidence


Correspondence address: p-ISSN 2252-6404
Kampus Pascasarjana,Jl. Kelud Utara III, Semarang 50237
e-ISSN 2502-4515
E-mail: dwiindahrr95@[Link]

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INTRODUCTION point of 397. Such low result, according to

TIMSS in Indonesia, shows the low levels of the
The education process in this era should students’ creative thinking skills. According to
be developed to create a well-prepared Puspitasari (2019), there is a significant
generation that could engage the era correlation between creative thinking skills and
advancement and dynamic challenges. students' learning achievements.
Mathematics is an important science in Based on the findings, the students’
developing science and technology. mathematics creative thinking skills in Indonesia
One of the educational objectives to be need to be developed. Another finding to
developed, according to the Regulation of support this finding could be seen on the seventh
Education and Culture Ministry (2016) is a graders of Kedungwuni 02 Junior High
creative thinking skill. Creativity is a required Schooln(JHS), Pekalongan municipality. They
skill in the 21st century. It is also stated in the still had difficulties in working on problem-
2013 curriculum. It requires the students to solving skill questions correlated to creative
apply a concept individually with the thinking skills. The works of the students
expectation to develop their creative thinking showed the students had not been able to
skills through the obtained learning experience. complete the questions with the accurate
Creative thinking is important to have for problem-solving stages. They could only provide
students. It is to compete with the advanced an alternative with an inaccurate answer.
world. Therefore, creativity is the capital to face Based on the students’ works, it could be
the challenge and should be mastered by stated that the mathematics creative thinking of
students (Atikah, 2018 & Utami, 2018). the students to solve mathematics problems had
Creativity is an interactive process among not been adequate. The interview results with
individuals in an environment. It takes form into the students explained that the students still had
the concerned individual's skills to create a difficulties in sharing their arguments. They had
notion or an idea to solve mathematics problems not been habituated to work on essay questions
(Munandar, 2012). According to Manurung in the form of problem-solving questions for
(2018), creative thinking skill is an individual's more than one solution.
skill to find a solution, strategy, or new idea to Mathematics creative thinking skill is also
solve a certain problem. According to required to adjust an individual everywhere and
Munandar, as quoted in Azhari and Somakin not only in the educational setting. According to
(2013), there are 4 assessment criteria of Waluya (2012), an individual's success is not
mathematics creative thinking skills. They are only determined by the cognition but also the
fluency, flexibility, originality, and detail. skill to manage himself. Self-confidence is an
Mathematic creative thinking skill is strongly important part of individuals in mathematics
required because it has structures and strong learning because by having confidence, the
connections among the concepts. Thus, it allows learning achievement would also improve
students to habituate in developing creative (Khun-Inkeeree, 2017).
thinking skills to solve problems. Self-confidence is an individual's attitude
According to the Program for to foster positive judgment either for himself or
International Student Assessment (PISA) in his surrounding environment (Suryani, 2018).
2018, the mathematics creativity of the The self-confidence of learning could be easily
Indonesian students was in the 72nd rank out of developed when the teacher applies an
78 participating countries. Meanwhile, appropriate learning scenario based on the
according to Trends in International students' autonomy.
Mathematics Science (TMSS) in 2015, the The main support of a successful process
Indonesian students’ achievements were in the in the learning is due to the teacher's capability
45th rank out of 50 participating countries with a to apply an appropriate and varied learning
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model, to teach properly, and to provide an problems. It will involve their thoughts in real
excellent question (Rochmad & Masrukan, life and encourage them to find the solution by
2016). One of the learning models that allow themselves (Alhaddad, 2018).
individuals to learn optimally and support Another alternative learning is using a
mathematics creative thinking skills is the learning medium. One of the applicable software
Treffinger learning model. The Treffinger to facilitate and improve students' creative
learning model is a learning that is directed to thinking skills and confidence is Geogebra. It is
creative thinking skills. It is expected to develop interactive and dynamic software that allows
better students' creative thinking skills (Sara et students to explore a certain mathematics
al, 2018). concept. Thus, it could stimulate their creative
This learning concept provides thinking skills in learning geometry (Atikasari,
opportunities for students to understand the 2015). Geogebra is a mathematics software with
various problem-solving concept, to develop the a dynamic geometry system to construct the
students' skills in thinking and explaining dots, angles, vectors, segments, areas,
problems, to collect data, to analyze, to create perimeters, and two-dimensional figures
notion, and to try various problem-solving. (Saputra, 2016).
Thus, the students could apply it in the future One of the materials or concepts taught
(Maharani, 2018). This learning model has three for the students in this research, assisted by
levels. They are basic creative thinking, Geogebra software, was finding out the numbers
moderate creative thinking, and higher creative of triangle angle concepts. It had a purpose to
thinking. In the first stage, students could think facilitate students to find, express, and create
differently without being afraid of rejected. On their representations and notions thus their
the next stage, they are trained with a process. understanding of mathematics concepts will be
They are given a complex problem to create more meaningful. Here is one example of the
cognitive conflict. It allows students to give the two-dimensional figure shown in Geogebra that
best of their potentials to solve problems. was used to find the concept of the triangle angle
Finally, the students will cooperate to solve numbers as in Figure 1.

Figure 1. The Geogebra Display

Treffinger learning, assisted by Geogebra,
Based on the background, the investigated reviewed from their self-confidence.
problem dealt with the students’ mathematics
creative thinking skills in the Treffinger learning
METHOD
assisted by Geogebra, reviewed from their self-
confidence. This research aims to describe the
This mixed-methods research applied a
students' mathematics creative thinking skills in
sequential explanatory design. It is a research
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procedure by collecting the data and analyzing meant 𝐻0 was denied. Thus, the average score of
the first-stage qualitative data. It is followed by the students’ mathematics creative thinking skill
the next-stage data collection and qualitative was higher than the minimum passing grade
data analysis (Cresswell, 2009). This research criterion, 60.
was carried out in Kedungwuri 02 Public JHS, The proportional completeness test
Pekalongan Municipality. The sample was taken obtained a score of 𝑧𝑐𝑜𝑢𝑛𝑡 = 1.8973, with a
from the VII E as the experimental group and significant level of 5%, and 𝑧𝑡𝑎𝑏𝑙𝑒 = 1.64. It
VII F as the control group. The subjects means the 𝑧𝑐𝑜𝑢𝑛𝑡 ≥ 𝑧𝑡𝑎𝑏𝑙𝑒 , thus 𝐻0 and was
consisted of 6 graders of class VII E from each accepted. Thus, the proportion of the students’
self-confidence category, consisting of 2 students completions of Treffinger learning assisted by
for each category. They were taken by purposive Geogebra had reached the completeness with a
sampling. percentage of 75%.
The data consisted of quantitative and The statistical test of the average
qualitative data. The quantitative data collection difference test on the normalized gain data was
technique was done by promoting a used to find out the improvement of the
mathematics creative thinking skill test. The students' mathematics creative thinking skills for
qualitative data was obtained by using a both groups. It was obtained 𝑡𝑐𝑜𝑢𝑛𝑡 = 4.047 with
questionnaire of self-confidence, interview, and a significant level of 𝛼 = 5%, the score of
documentation. Quantitative data analysis was 𝑡(1−0,05;𝑛−1) was 1.99. Thus, 𝑡𝑐𝑜𝑢𝑛𝑡 >
used to examine the learning model 𝑡(1−0,05;𝑛−1) so 𝐻0 was denied and 𝐻1 was
effectiveness. It consisted of the average accepted. Thus, it could be concluded that the
completeness test, the proportional completeness difference in the average for the experimental
test, the test of self-confidence influence, and the group was higher.
average difference test toward the mathematics Based on the statistics test, the
creative thinking skills. To analyze the influence test of self-confidence with the creative
qualitative data, it consisted of data reduction, thinking skill on the Treffinger learning obtained
display, and conclusion. this regression equation 𝑌̅ = 23,112 + 0,586 X.
It means each one self-confidence increased
RESULTS AND DISCUSSION score; the students’ mathematics creative
thinking skill would increase with a percentage
Based on the analysis of the student’s of 0.586%. The influence of the students’ self-
mathematics creative thinking skill, the average confidence toward the students’ mathematics
completeness test of the experimental group was creative thinking skills is explained in Table 1.
t count = 4.47. It was higher than t table = 2.04. It

Table 1. The Regression Test Result

R R Square Adjusted R Square Std. The error of the Estimate
. 𝟓𝟑𝟓𝒂 .286 .261 10.154

The results of the simple regression test of other variables influencing the students'
showed the positive correlation of self- mathematics creative thinking skills.
confidence and the students' mathematics Based on the hypothesis test, it showed
creative thinking skills although it was not that the Treffinger learning model assisted by
dominant. The self-confidence influenced Geogebra was effective toward the students’
students' mathematics creative thinking skills mathematics creative thinking skills. This
with a percentage of 28.6%. There were 71.4% finding is in line with Dwijanto (2019). He
found that the Treffinger learning model could
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reach classical completeness. It was also found with Trisnawati et al (2018). They found that
that the Treffinger learning model was better self-confidence influenced the students’
than the PBL model. Then, the findings of mathematics creative thinking skills. Higher self-
Lestari (2015) showed that the Treffinger confidence would lead to intense curiosity.
learning model could improve the spatial skills Then, it would improve the students’
of the students in geometry material. The next mathematics creative thinking skills.
study was done by Nugraeheni (2019). She The results of the written test and
found that the students’ creativities taught by the interview were then analyzed to obtain the
Treffinger were better than those taught qualitative data concerning with the students’
conventionally. It was also found that Treffinger mathematics creative thinking skills reviewed
could influence students' problem-solving skills. from self-confidence. The self-confidence
According to Usman (2018), learning questionnaire respondents consisted of 30
assisted by Geogebra better influenced the students of the experimental group. The
students' mathematics creative thinking skills. questionnaire results were grouped into three:
Geogebra could facilitate students to complete high, moderate, and low. From 30 students, 5 of
the problem-solving skill questions effectively them were categorized as high self-confident
and based on Polya's stages (Nursasongko, students, 23 students as moderate self-confident
2020). The students’ mathematics creative students, and 2 students as low self-confidence
thinking skills were not only influenced by the category. The categorization was reviewed from
learning process but also the internal factor of the students’ self-confidence as seen in Table 2.
the students or their self-efficacies. It is in line

Table 2. The students’ categorizations reviewed from self-confidence

Percentage
Criteria The numbers of the students
(%)
High 5 16.70
Moderate 23 76.67
Low 2 06.63
Total 30 100.00

Table 2 shows that the group have correlation. Higher self-confidence of the
different characteristics of students. It could be students would lead to higher mathematics
seen the numbers of the moderate category creative thinking skills (Winarsih et al, 2018).
students were higher than thoseof high or low Dewi (2018) also states that the self-confidence
self-confidence category students. These students of students upon mathematics will influence
could complete the given problems concerning their mathematical problem-solving skills. The
with the mathematics creative thinking skills. post-test results of a subject with high-self
They had the confidence and the mathematics confidence could be seen in Figure 2.
creative thinking skill with a significant

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Figure 2. The Post-test Result of High Self-Confidence

teacher’s style to deliver it. This finding is also
Based on the Figure 2, it shows the supported by Eviliasani et al (2018). They found
subjects could provide various ways to solve that high self-confidence students had high
problems with similar and accurate answers. To creative thinking skills found in fluency,
solve the problems, the subjects wrote the flexibility, originality, and elaboration. It is
concept to calculate the n-value. They did it by supported also by Trisnawati (2018). She found
using the triangle angle concepts. The subjects that higher self-confidence would lead to higher
could also share additional information about curiosity and would encourage and improve
the angled corners. To find out whether the their mathematics creative thinking skills.
subjects did understand what they had written, The moderate self-confidence students
the interviews were done with the subjects. could solve several problems concerning with
From the interview results, the subjects could the students’ mathematics creative thinking
explain again what they had written. It showed skills. It was proven from the students' works
that the subjects could successfully work on the that met the aspects of fluency, flexibility,
questions with the flexibility indicator. originality, and elaboration. However, they were
Based on the findings, high self- not perfect completely. Meanwhile, for another
confidence subjects could meet three or all subject in the same category, he only met the
indicators of mathematics creative thinking skills indicators of fluency and flexibility. When the
maximally. They were fluency, flexibility, students’ works were triangulated with the
originality, and elaboration. However, dealing interview, they answered it faithfully based on
with originality, both subjects were not what they had written. The post-test results of a
maximum because they had not been habituated subject with moderate self-confidence could be
to deliver their ideas. They tended to follow their seen in Figure 3.

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Figure 3. The Post-test Results of the Moderate Self-Confidence Subjects

Figure 3 shows the works of moderate not understood the materials. It proved they
self-confidence subjects. Figure 3 shows that the struggled and had the interest to understand
subjects could solve the problems with accurate mathematics. Thus, they could obtain the proper
problem-solving steps. The subjects wrote the results of their examinations. These interests and
given and the questioned information on the habits became an important factor to influence
questions clearly and accurately. To solve the mathematics learning and to determine the
problems, the subjects wrote the concept to students' successes in mathematics learning
calculate the n-value. They did it by using the (Siagian, 2015).
triangle angle concepts. The subjects could also Based on the findings, typically, most of
share additional information about the angled the low self-confidence students had not been
corners. In finding out the value of n, the able to complete the given problems concerning
subjects used the concept of angled corners. mathematics creative thinking skills. It was due
Based on the findings, moderate self- to low self-confidence that would lead to low
confidence students could meet all indicators of curiosity and mathematics creative thinking skill
mathematics creative thinking skills although improvement (Trisnawati, 2018). It was proven
they were not maximal. In another hand, only from the students’ works, from 2 low self-
one subject could meet the indicators of fluency confidence students, only one could meet two
and flexibility. After interviewing the moderate indicators of mathematics creative thinking skill.
self-confidence subjects who met all indicators of The indicators were flexibility and elaboration.
creative thinking skills, it was found that they Meanwhile, another learner did not meet the
noted what the teacher explained, and they indicators at all. The post-test results of a subject
learned it before taking the exam. They also with low self-confidence could be seen in Figure
asked the teacher or their friend when they had 4.

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Figure 4. The Post-test Results of the Low Self-Confidence Subjects

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