THE EFFECT OF GAMES IN THE GASING METHOD ON MATHEMATICAL CREATIVE THINKING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

Mathematical creative thinking is important because students need not only to obtain correct answers but also to generate varied strategies and representations when solving problems. This study aimed to examine the effect of games integrated into the GASING method on junior high school students’ mathematical creative thinking ability in integer multiplication and to describe their creative thinking profiles across indicators. A mixed methods approach with a sequential explanatory design was employed with 49 Grade VII students from two public junior high schools in Lembata Regency, East Nusa Tenggara, comprising 24 students in the experimental class and 25 in the control class. Data were collected through a mathematical creative thinking test, semi-structured interviews, and classroom observation. The test was validated by four experts, obtaining a mean score of 3.54 out of 4.00 and a Cronbach’s alpha reliability coefficient of 0.907. The results showed a significant difference between the groups (t(44.373) = 2.476, p = .017, d = 0.71), with N-gains of 0.35 and 0.23, respectively. The creative thinking profile showed originality (54.17%), fluency (45.83%), elaboration (40.63%), and flexibility (33.33%). Thus, games integrated into the GASING method show potential for supporting students’ mathematical creative thinking.

ABSTRAK

Kemampuan berpikir kreatif matematis penting dikembangkan karena siswa tidak hanya dituntut memperoleh jawaban, tetapi juga menghasilkan beragam strategi dan representasi dalam menyelesaikan masalah. Penelitian ini bertujuan menganalisis pengaruh permainan dalam metode GASING terhadap kemampuan berpikir kreatif matematis siswa SMP pada materi perkalian bilangan bulat serta mendeskripsikan profil kemampuan berdasarkan indikator kreativitas. Penelitian menggunakan mixed methods dengan desain sequential explanatory, melibatkan 49 siswa kelas VII dari dua SMP negeri di Kabupaten Lembata, Nusa Tenggara Timur, yang terdiri atas 24 siswa kelas eksperimen dan 25 siswa kelas kontrol. Data dikumpulkan melalui tes berpikir kreatif matematis, wawancara semiterstruktur, dan observasi. Instrumen tes divalidasi oleh empat ahli dengan skor rata-rata 3,54 dari 4,00 dan reliabilitas Cronbach’s alpha 0,907. Hasil menunjukkan perbedaan signifikan antara kelas eksperimen dan kontrol (t(44,373) = 2,476; p = 0,017; d = 0,71), dengan N-gain masing-masing 0,35 dan 0,23. Profil kreativitas menunjukkan originality 54,17%, fluency 45,83%, elaboration 40,63%, dan flexibility 33,33%. Dengan demikian, permainan dalam metode GASING menunjukkan potensi sebagai pendekatan pembelajaran yang mendukung perkembangan berpikir kreatif matematis siswa.