Enchanching Students Mathematical Creative Skill and Resilience by Using Problem Posing Approach Heris Hendriana (a*), Utari Sumarmo (b), Carli (c), Muhammad Ghiyast Ristiana (d), Harry Dwi Putra (e)
a) Mathematics Education Post Gradute Study of Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman - Cimahi
b) Mathematics Education Post Gradute Study of Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman - Cimahi
c) Senior High School in Bandung
d) Mathematics Education Post Graduate of Universitas Pendidikan Indonesia, Jalan Setiabudi - Bandung
e) Mathematics Education of Institut Keguruan dan Ilmu Pendidikan Siliwangi, Jalan Terusan Jenderal Sudirman - Cimahi.
Abstract
This paper reports the findings of a pre and post test and control group design of quasi experiment having a goal to analyze the role of problem posing approach (PPA) on students mathematical creative skill (MCS) and students mathematical resilience (MR).
The study involved 70 eleventh grade students in Bandung Indonesia, an essay MCS test, a MR scale, and a students perception toward PPA scale. The study found, on MCS, and its N Gain, students getting treatment with PPA obtained higher grades than students taught by conventional teaching. On MCS, student of PPA class attained at medium grade level while student of conventional teaching class obtained at low grade level. Even tough on MR, study found was no different students grades in both teaching approaches class and the grades were at medium level. The other findings, was no association between students MCS and MR and students performed positive perception toward PPA.
Keywords: mathematical creative skill, mathematical resilience, problem posing approach
Topic: Teaching and Learning in Science, Technology, Engineering, and Mathematics
