Analysis of Mathematical Creativity in Problem-Based Learning According to Metacognitive Knowledge

Abstract

This research aims to analyze the mathematical creativity of STKIP Andi Matappa students in problem-based learning according to metacognitive knowledge. The research type was case study. In this research, six subjects were selected based upon their metacognitive knowledge. Two students were from the declarative knowledge dominant group, two from the procedural knowledge dominant group, and two from the conditional knowledge dominant group. The instruments used are a metacognitive knowledge questionnaire, a mathematical creativity test and an interview guidance. The results of the research are as follows: 1) one subject from conditional knowledge group is able to show all indicators of creative thinking skills well, namely, fluency, flexibility, novelty and elaboration and she could be classified into level 3 (creative), whereas another subject from the same group is able to show 2 indicators, namely, fluency and elaboration and he could be classified into level 2 (creative enough); 2) two subjects each from declarative knowledge and procedural knowledge group are only able to show one indicator, namely, the elaboration and they could also be classified into level 2 (creative enough).