Article Sidebar

Download
PDF
Statistic
Read Counter : 889 Download : 367

Downloads

Download data is not yet available.

Main Article Content

Abstract

Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.

Keywords

Creativity Mathematical Creative Disposition Mathematical Creative Thinking Ability Non-Recursive Structural Equation Modeling

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Ibrahim, Khalil, I. A., & Prahmana, R. C. I. (2024). Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?. Journal on Mathematics Education, 15(1), 253–276. https://doi.org/10.22342/jme.v15i1.pp253-276
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. st Century Skills Map. (2012). Creativity and innovation: math. America Partnership for 21st Century Skills. https://files.eric.ed.gov/fulltext/ED543032.pdf
  2. Achmetli, K., Schukajlow, S., & Rakoczy, K. (2019). Multiple solutions for real-world problems, experience of competence and students’ procedural and conceptual knowledge. International Journal of Science and Mathematics Education, 17(8), 1605–1625. https://doi.org/10.1007/s10763-018-9936-5
  3. Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955–959. https://doi.org/10.1177/001316448004000419
  4. Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
  5. Aizikovitsh-Udi, E., & Amit, M. (2011). Developing the skills of critical and creative thinking by probability teaching. Procedia - Social and Behavioral Sciences, 15, 1087–1091. https://doi.org/10.1016/j.sbspro.2011.03.243
  6. Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing critical thinking skills from dispositions to abilities: mathematics education from early childhood to high school. Creative Education, 6(4), 455–462. https://doi.org/10.4236/ce.2015.64045
  7. Álvarez-Huerta, P., Muela, A., & Larrea, I. (2022). Disposition toward critical thinking and creative confidence beliefs in higher education students: the mediating role of openness to diversity and challenge. Thinking Skills and Creativity, 43(12), 1–9. https://doi.org/10.1016/j.tsc.2022.101003
  8. Andrade, R. R., Fortes, E. C., & Mabilangan, R. A. (2020). Problem solving heuristics and mathematical abilities of heterogeneous learners. Universal Journal of Educational Research, 8(11), 5114–5126. https://doi.org/10.13189/ujer.2020.081111
  9. Bagozzi, R. P. (1977). Structural equation models in experimental research. Journal of Marketing Research, 14(2), 209–226. https://doi.org/10.2307/3150471
  10. Bagozzi, R. P. (1980). Performance and satisfaction in an industrial sales force: an examination of their antecedents and simultaneity. Journal of Marketing, 44(2), 65–77. https://doi.org/10.1177/002224298004400208
  11. Bardini, C., Pierce, R., Vincent, J., & King, D. (2014). Undergraduate mathematics students’ understanding of the concept of function. Journal on Mathematics Education, 5(2), 85–107. https://doi.org/10.22342/jme.5.2.1495.85-107
  12. Barnes, A. (2019). Perseverance in mathematical reasoning: the role of children’s conative focus in the productive interplay between cognition and affect. Research in Mathematics Education, 21(3), 271–294. https://doi.org/10.1080/14794802.2019.1590229
  13. Barnes, A. (2021). Enjoyment in learning mathematics: its role as a potential barrier to children’s perseverance in mathematical reasoning. Educational Studies in Mathematics, 106(1), 45–63. https://doi.org/10.1007/s10649-020-09992-x
  14. Bevan, D., & Capraro, M. M. (2021). Posing creative problems: a study of elementary students’ mathematics understanding. International Electronic Journal of Mathematics Education, 16(3), em0654. https://doi.org/10.29333/iejme/11109
  15. Bicer, A., Lee, Y., Perihan, C., Capraro, M. M., & Capraro, R. M. (2020). Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity. Educational Studies in Mathematics, 105(3), 457–485. https://doi.org/10.1007/s10649-020-09995-8
  16. Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8(22), 1–23. https://doi.org/10.1186/s40561-021-00168-5
  17. Bulut, D., Samur, Y., & Cömert, Z. (2022). The effect of educational game design process on students’ creativity. Smart Learning Environments, 9(8), 1–18. https://doi.org/10.1186/s40561-022-00188-9
  18. Cangur, S., & Ercan, I. (2015). Comparison of model fit indices used in structural equation modeling under multivariate normality. Journal of Modern Applied Statistical Methods, 14(1), 152–167. https://doi.org/10.22237/jmasm/1430453580
  19. Chan, S. H., & Lay, Y. F. (2018). Examining the reliability and validity of research instruments using partial least squares structural equation modeling (PLS-SEM). Journal of Baltic Science Education, 17(2), 239–251. https://doi.org/10.33225/jbse/18.17.239
  20. Chermahini, S. A., & Hommel, B. (2012). Creative mood swings: divergent and convergent thinking affect mood in opposite ways. Psychological Research, 76(5), 634–640. https://doi.org/10.1007/s00426-011-0358-z
  21. Chicco, D., Warrens, M. J., & Jurman, G. (2021). The coefficient of determination R-squared is more informative than SMAPE, MAE, MAPE, MSE and RMSE in regression analysis evaluation. PeerJ Computer Science, 7(e623), 1–24. https://doi.org/10.7717/PEERJ-CS.623
  22. Chong, M. S. F., Shahrill, M., & Li, H. C. (2019). The integration of a problem-solving framework for Brunei high school mathematics curriculum in increasing student’s affective competency. Journal on Mathematics Education, 10(2), 215–228. https://doi.org/10.22342/jme.10.2.7265.215-228
  23. Chuenban, P., Sornsaruht, P., & Pimdee, P. (2021). How brand attitude, brand quality, and brand value affect Thai canned tuna consumer brand loyalty. Heliyon, 7(2), e06301. https://doi.org/10.1016/j.heliyon.2021.e06301
  24. Conner, A. M., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86, 401–429. https://doi.org/10.1007/s10649-014-9532-8
  25. Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Pearson.
  26. Creswell, J. W., & Creswell, D. W. (2018). Research design qualitative, quantitative, and mixed methods approaches. SAGE Publications.
  27. Daher, W., Gierdien, F., & Anabousy, A. (2021). Self-efficacy in creativity and curiosity as predicting creative emotions. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(2), 86–99. https://doi.org/10.23917/jramathedu.v6i2.12667
  28. de Vink, I. C., Willemsen, R. H., Lazonder, A. W., & Kroesbergen, E. H. (2022). Creativity in mathematics performance: the role of divergent and convergent thinking. British Journal of Educational Psychology, 92(2), 484–501. https://doi.org/10.1111/bjep.12459
  29. Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM - International Journal on Mathematics Education, 43(4), 471–482. https://doi.org/10.1007/s11858-011-0309-6
  30. Doorman, M., Drijvers, P., Dekker, T., van den Heuvel-Panhuizen, M., de Lange, J., & Wijers, M. (2007). Problem solving as a challenge for mathematics education in The Netherlands. ZDM, 39(5), 405–418. https://doi.org/10.1007/s11858-007-0043-2
  31. Edwards, A. L. (1957). The method of successive intervals. In A. L. Edwards (Ed.), Techniques of attitude scale construction (pp. 120–148). Appleton-Century-Crofts. https://doi.org/10.1037/14423-005
  32. Elgrably, H., & Leikin, R. (2021). Creativity as a function of problem-solving expertise: posing new problems through investigations. ZDM - Mathematics Education, 53(4), 891–904. https://doi.org/10.1007/s11858-021-01228-3
  33. Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2013). Mathematical connections and their relationship to mathematics knowledge for teaching geometry. School Science and Mathematics, 113(3), 120–134. https://doi.org/10.1111/ssm.12009
  34. Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186. https://doi.org/10.1017/CBO9781107415324.004
  35. Felson, R. B., & Bohrnstedt, G. W. (1979). “Are the good beautiful or the beautiful good?” the relationship between children’s perceptions of ability and perceptions of physical attractiveness. Social Psychology Quarterly, 42(4), 386–392. https://doi.org/10.2307/3033808
  36. Feudel, F., & Unger, A. (2022). Students ’ strategic usage of formative quizzes in an undergraduate course in abstract algebra. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00194-9
  37. Fikriyatii, A., Surabaya, U. N., Agustini, R., Surabaya, U. N., Sutoyo, S., Surabaya, U. N., Planning, H. E., & Board, C. (2022). Critical thinking cycle model to promote critical thinking disposition and critical thinking skills of pre-service science teacher. Cypriot Journal of Educational Sciences, 17(1), 120–133. https://doi.org/10.18844/cjes.v17i1.6690
  38. Fiori, M., Fischer, S., & Barabasch, A. (2022). Creativity is associated with higher well-being and more positive COVID-19 experience. Personality and Individual Differences, 194(3), 111646. https://doi.org/10.1016/j.paid.2022.111646
  39. Folse, J. A. G., Niedrich, R. W., & Grau, S. L. (2010). Cause-relating marketing: The effects of purchase quantity and firm donation amount on consumer inferences and participation intentions. Journal of Retailing, 86(4), 295–309. https://doi.org/10.1016/j.jretai.2010.02.005
  40. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.2307/3151312
  41. Garcia, J. G., & Mukhopadhyay, T. P. (2019). The role and efficacy of creative imagination in concept formation: A study of variables for children in primary school. Education Sciences, 9(3), 175. https://doi.org/10.3390/educsci9030175
  42. Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: competencies for analysis and applications. Pearson Education, Inc.
  43. Grégoire, J. (2016). Understanding creativity in mathematics for improving mathematical education. Journal of Cognitive Education and Psychology, 15(1), 24–36. https://doi.org/10.1891/1945-8959.15.1.24
  44. Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265–275. https://doi.org/10.1037/0033-2909.103.2.265
  45. Gurat, M. G. (2018). Mathematical problem-solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53–64. https://doi.org/10.7160/eriesj.2018.110302
  46. Gürefe, N. (2018). Mathematical language skills of mathematics prospective teachers. Universal Journal of Educational Research, 6(4), 661–671. https://doi.org/10.13189/ujer.2018.060410
  47. Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137–161. https://doi.org/10.1080/14794802.2012.694281
  48. Harunasari, S. Y., & Halim, N. (2019). Digital backchannel: Promoting students’ engagement in EFL large class. International Journal of Emerging Technologies in Learning, 14(7), 163–178. https://doi.org/10.3991/ijet.v14i07.9128
  49. Herwin, & Nurhayati, R. (2021). Measuring students’ curiosity character using confirmatory factor analysis. European Journal of Educational Research, 10(2), 773–783. https://doi.org/10.12973/EU-JER.10.2.773
  50. Hsu, S. H., Chen, W. H., & Hsieh, M. J. (2006). Robustness testing of PLS, LISREL, EQS and ANN-based SEM for measuring customer satisfaction. Total Quality Management and Business Excellence, 17(3), 355–372. https://doi.org/10.1080/14783360500451465
  51. Ibrahim, I., Sujadi, I., Maarif, S., & Widodo, S. A. (2021). Increasing mathematical critical thinking skills using advocacy learning with mathematical problem solving. Jurnal Didaktik Matematika, 8(1), 1–14. https://doi.org/10.24815/jdm.v8i1.19200
  52. Ibrahim, I., & Widodo, S. A. (2020). Advocacy approach with open-ended problems to mathematical creative thinking ability. Infinity Journal, 9(1), 93. https://doi.org/10.22460/infinity.v9i1.p93-102
  53. Isyrofinnisak, F., Kusmayadi, T. A., & Fitriana, L. (2020). Mathematics creativity skill of student in junior high school based on students thinking style. Journal of Physics: Conference Series, 1538(1). https://doi.org/10.1088/1742-6596/1538/1/012068
  54. Jagals, D., & van der Walt, M. (2019). Metacognitive awareness and visualisation in the imagination: the case of the invisible circles. Pythagoras, 40(1), a464. https://doi.org/10.4102/pythagoras.v40i1.464
  55. Jonsson, B., Granberg, C., & Lithner, J. (2020). Gaining mathematical understanding: The effects of creative mathematical reasoning and cognitive proficiency. Frontiers in Psychology, 11(December), 1–16. https://doi.org/10.3389/fpsyg.2020.574366
  56. Jonsson, B., Mossegård, J., Lithner, J., & Karlsson Wirebring, L. (2022). Creative mathematical reasoning: does need for cognition matter? Frontiers in Psychology, 12(January), 1–10. https://doi.org/10.3389/fpsyg.2021.797807
  57. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. In Scientific Software International.
  58. Kadir, K., Lucyana, L., & Satriawati, G. (2016). The implementation of open-inquiry approach to improve students’ learning activities, responses, and mathematical creative thinking skills. Journal on Mathematics Education, 8(1), 103–114. https://doi.org/10.22342/jme.8.1.3406.103-114
  59. Kalelioğlu, F., & Gülbahar, Y. (2014). International forum of educational technology & society the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion. Educational Technology & Society, 17(1), 248–258. http://www.jstor.org/stable/jeductechsoci.17.1.248
  60. Kanoknitanunt, P., Nilsook, P., & Wannapiroon, P. (2021). Imagineering learning with logical problem solving. Journal of Education and Learning, 10(3), 112–121. https://doi.org/10.5539/jel.v10n3p112
  61. Karwowski, M., Jankowska, D. M., & Szwajkowski, W. (2017). Creativity, imagination, and early mathematics education. In B. Leikin, R., Sriraman (Ed.), Creativity and Giftedness. Advances in Mathematics Education (pp. 7–22). Springer, Cham. https://doi.org/10.1007/978-3-319-38840-3_2
  62. Kashdan, T. B., Stiksma, M. C., Disabato, D. D., McKnight, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The five-dimensional curiosity scale: capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. Journal of Research in Personality, 73, 130–149. https://doi.org/10.1016/j.jrp.2017.11.011
  63. Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (2013). Connecting mathematical creativity to mathematical ability. ZDM - International Journal on Mathematics Education, 45(2), 167–181. https://doi.org/10.1007/s11858-012-0467-1
  64. Kaur, T., & Prendergast, M. (2022). Students’ perceptions of mathematics writing and its impact on their enjoyment and self-confidence. Teaching Mathematics and Its Applications: An International Journal Ofthe IMA, 41(1), 1–21. https://doi.org/10.1093/teamat/hrab008
  65. Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69–80. https://doi.org/10.22342/jme.10.1.5416.69-80
  66. Kerlinger, F. N. (1967). The first- and second-order factor structures of attitudes toward. American Educational Research Journal, 4(3), 191–205. https://doi.org/10.2307/1161610
  67. Khalil, I., & Alnatheer, M. (2020). Developing a learning unit in light of the integration between the mathematical proficiency and the 21st century skills. INTED2020 Proceedings, 1(April), 2501–2506. https://doi.org/10.21125/inted.2020.0761
  68. Kornpitack, P., & Sawmong, S. (2022). Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand. Heliyon, 8(3), e09183. https://doi.org/10.1016/j.heliyon.2022.e09183
  69. Kurniati, Kusumah, Y. S., Sabandar, J., & Herman, T. (2015). Mathematical critical thinking ability. Journal on Mathematics Education, 6(1), 53–62. https://doi.org/10.22342/jme.6.1.1901.53-62
  70. Laine, A., Ahtee, M., & Näveri, L. (2020). Impact of teacher’s actions on emotional atmosphere in mathematics lessons in primary school. International Journal of Science and Mathematics Education, 18(1), 163–181. https://doi.org/10.1007/s10763-018-09948-x
  71. Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal for Talent Development and Creativity, 1(2), 41–51. http://www.ijtdc.net/images/pdf/IJTDC_12_2013_Web.pdf
  72. Niu, W., Cheng, L., Duan, D., & Zhang, Q. (2022). Impact of perceived supportive learning environment on mathematical achievement: the mediating roles of autonomous self-regulation and creative thinking. Frontiers in Psychology, 12(781594), 1–9. https://doi.org/10.3389/fpsyg.2021.781594
  73. Oliveira, H., Polo-Blanco, I., & Henriques, A. (2021). Exploring prospective elementary mathematics teachers’ knowledge: a focus on functional thinking. Journal on Mathematics Education, 12(2), 257–278. https://doi.org/10.22342/jme.12.2.13745.257-278
  74. Ormond, C. (2016). Scaffolding the mathematical “connections”: a new approach to preparing teachers for the teaching of lower secondary algebra. Australian Journal of Teacher Education, 41(6), 122–164. https://doi.org/10.14221/ajte.2016v41n6.8
  75. Ovando-Tellez, M., Benedek, M., Kenett, Y. N., Hills, T., Bouanane, S., Bernard, M., Belo, J., Bieth, T., & Volle, E. (2022). An investigation of the cognitive and neural correlates of semantic memory search related to creative ability. Communications Biology, 5(604), 1–16. https://doi.org/10.1038/s42003-022-03547-x
  76. Ozer, D. J. (1985). Correlation and the coefficient of determination. Psychological Bulletin, 97(2), 307–315. https://doi.org/10.1037/0033-2909.97.2.307
  77. Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Education, 14(2), 190–200. https://doi.org/10.18844/cjes.v14i2.3766
  78. Powell, S. R., Fuchs, L. S., & Fuchs, D. (2013). Reaching the mountaintop: addressing the common core standards in mathematics for students with mathematics difficulties. Learning Disabilities Research and Practice, 28(1), 38–48. https://doi.org/10.1111/ldrp.12001
  79. Rabi, N. M., & Masran, M. N. Bin. (2016). Creativity characteristics in teaching students with learning disabilities among pre-service teacher in UPSI. International Journal of Advanced and Applied Sciences, 3(11), 66–72. https://doi.org/10.21833/ijaas.2016.11.012
  80. Rahmawati, L., & Ibrahim, I. (2021). Mathematical logical intelligence and linguistics as predictor of students mathematics learning outcomes. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 245–256. https://doi.org/10.31980/mosharafa.v10i2.906
  81. Ramdani, D., Susilo, H., Suhadi, & Sueb. (2022). The effectiveness of collaborative learning on critical thinking, creative thinking, and metacognitive skill ability: meta-analysis on biological learning. European Journal of Educational Research, 11(3), 1607–1628. https://doi.org/10.12973/eu-jer.11.3.1607
  82. Saraswati, S., Putri, R. I. I., & Somakim. (2016). Supporting students’ understanding of linear equations with one variable using algebra tiles. Journal on Mathematics Education, 7(1), 19–30. https://doi.org/10.22342/jme.7.1.2814.19-30
  83. Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.
  84. Schindler, M., & Lilienthal, A. J. (2022). Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews. ZDM - Mathematics Education, 54(1), 163–178. https://doi.org/10.1007/s11858-022-01327-9
  85. Schoevers, E. M., Kroesbergen, E. H., Moerbeek, M., & Leseman, P. P. M. (2022). The relation between creativity and students’ performance on different types of geometrical problems in elementary education. ZDM - Mathematics Education, 54(1), 133–147. https://doi.org/10.1007/s11858-021-01315-5
  86. Setiyani, Putri, D. P., Ferdianto, F., & Fauji, S. H. (2020). Designing a digital teaching module based on mathematical communication in relation and function. Journal on Mathematics Education, 11(2), 223–236. https://doi.org/10.22342/jme.11.2.7320.223-236
  87. Setiyani, Waluya, S. B., Sukestiyarno, Y. L., & Cahyono, A. N. (2022). E-module design using kvisoft flipbook application based on mathematics creative thinking ability for junior high schools. International Journal of Interactive Mobile Technologies, 16(4), 116–136. https://doi.org/10.3991/ijim.v16i04.25329
  88. Shaw, S. T., Luna, M. L., Rodriguez, B., Yeh, J., Villalta, N., & Ramirez, G. (2022). Mathematical creativity in elementary school children: general patterns and effects of an incubation break. Frontiers in Education, 7(835911), 1–8. https://doi.org/10.3389/feduc.2022.835911
  89. Sinniah, C., Abdullah, A. H., & Osman, S. (2022). Preliminary study to enhance mathematical creativity in non-routine mathematics problem solving among primary school students. Journal of Positive School …, 6(6), 3676–3686. https://www.journalppw.com/index.php/jpsp/article/view/7955
  90. Smith, J. S., Gleim, M. R., Robinson, S. G., Kettinger, W. J., & Park, S. H. S. (2014). Using an old dog for new tricks: a regulatory focus perspective on consumer acceptance of RFID applications. Journal of Service Research, 17(1), 85–101. https://doi.org/10.1177/1094670513501394
  91. Street, K. E. S., Malmberg, L. E., & Stylianides, G. J. (2022). Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study. Educational Studies in Mathematics, 111(3), 515–541. https://doi.org/10.1007/s10649-022-10165-1
  92. Suhirman, S., Prayogi, S., & Asy’ari, M. (2021). Problem-based learning with character-emphasis and naturalist intelligence: examining students critical thinking and curiosity. International Journal of Instruction, 14(2), 217–232. https://doi.org/10.29333/iji.2021.14213a
  93. Sumarmo, U., Hidayat, W., Zukarnaen, R., Hamidah, & Sariningsih, R. (2012). Mathematical logical, critical, and creative abilities and dispositions (experiments on high school students using problem-based learning and think-talk-write strategies). Journal of Teaching Mathematics and Natural Sciences, 17(1), 17–33. https://vm36.upi.edu/index.php/jpmipa/article/view/36048/15430
  94. Tan, C. Y., Chuah, C. Q., Lee, S. T., & Tan, C. S. (2021). Being creative makes you happier: the positive effect of creativity on subjective well-being. International Journal of Environmental Research and Public Health, 18(7244), 1–14. https://doi.org/10.3390/ijerph18147244
  95. Tang, Y., & Hew, K. F. (2022). Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study. International Journal of Educational Technology in Higher Education, 19(3), 1–22. https://doi.org/10.1186/s41239-021-00306-6
  96. Theriou, N., Maditinos, D., & Theriou, G. (2011). Knowledge management enabler factors and firm performance: an empirical research of the greek medium and large firms. European Research Studies Journal, 14(2), 97–134. https://doi.org/10.35808/ersj/321
  97. Toheri, Winarso, W., & Haqq, A. A. (2020). Where exactly for enhance critical and creative thinking: the use of problem posing or contextual learning. European Journal of Educational Research, 9(2), 877–887. https://doi.org/10.12973/eu-jer.9.2.877
  98. Turan, M. B., & Dişçeken, O. (2019). The effects of cognitive learning and imagination training on the balances of the 14-16 years old handball players. Journal of Education and Training Studies, 7(1), 10–16. https://doi.org/10.11114/jets.v7i1.3834
  99. Türkmen, H. (2015). Creative thinking skills analyzes of vocational high school. Journal of Educational and Instructional Studies, 5(1), 74–84.
  100. Utemov, V. V., & Masalimova, A. R. (2017). Differentiation of creative mathematical problems for primary school students. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4351–4362. https://doi.org/10.12973/eurasia.2017.00931a
  101. Utemov, V. V., Ribakova, L. A., Kalugina, O. A., Slepneva, E. V., Zakharova, V. L., Belyalova, A. M., & Platonova, R. I. (2020). Solving math problems through the principles of scientific creativity. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), 1–9. https://doi.org/10.29333/EJMSTE/8478
  102. Vacca, G., & Zoia, M. G. (2019). Identifying and testing recursive vs. interdependent links in simultaneous equation models via the SIRE package. The R Journal, 11(1), 1–20. https://doi.org/10.32614/rj-2019-016
  103. Vu, Q. C., Pham, D. T. T., & Le, D. C. (2022). Correlations among perception, emotion and behavior in sustainable development of mathematical creativity competency of primary school students in Vietnam. Journal of Educational and Social Research, 12(1), 282–296. https://doi.org/10.36941/jesr-2022-0023
  104. Wijayanto, H. S. (2015). The research method uses structural equation modeling with LISREL 9. FE UI.
  105. Wright, S. (1921). Correlation and causation. Journal of Agricultural Research, 20(7), 557–585. https://doi.org/10.1016/S0161-6420(13)30987-7
  106. Wu, C. H., Liu, C. H., & Huang, Y. M. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(35), 1–22. https://doi.org/10.1186/s40594-022-00346-y
  107. Ximénez, C. (2009). Recovery of weak factor loadings in confirmatory factor analysis under conditions of model misspecification. Behavior Research Methods, 41(4), 1038–1052. https://doi.org/10.3758/BRM.41.4.1038
  108. Young, D. J. (1998). Ambition, self-concept , and achievement: a structural equation model for comparing rural and urban students. Journal of Research in Rural Education, 14(1), 34–44.
  109. Yu, M., & Chen, Z. (2021). The effect of aviation responses to the control of imported COVID-19 cases. Journal of Air Transport Management, 97(102140), 1–15. https://doi.org/10.1016/j.jairtraman.2021.102140
  110. Zhang, D. (2016). A coefficient of determination for generalized linear models. The American Statistician, 71(4), 310–316. https://doi.org/10.1080/00031305.2016.1256839

Most read articles by the same author(s)