Email this article Understanding Students' Creative Processes in Solving Open-Ended Statistical Problems Within a Culturally Responsive Environment
), Fashihah Fashihah(2), Vena Agustina(3), Qurrotul Ainiyah(4)
| 
Country:
(1) Department of Mathematics, Universitas Negeri Semarang, Indonesia
(2) Department of Mathematics, Universitas Negeri Semarang, Indonesia
(3) Department of Mathematics, Universitas Negeri Semarang, Indonesia
(4) Sekolah Menengah Atas Negeri 1 Ungaran, Indonesia
Corresponding Author
10.23960/jpp.v15i3.pp1558-1578
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Puput Relitasari, Fashihah Fashihah, Vena Agustina, Qurrotul Ainiyah
Understanding Students' Creative Processes in Solving Open-Ended Statistical Problems Within a Culturally Responsive Environment. Objectives: This study aims to analyze the creative thinking process in solving open-ended problems through Culturally Responsive Teaching (CRT) based on personal experience using SPSS. Methods: This qualitative case study sample consisted of 26 international students from a mathematics education program. Three subjects were selected by purposive sampling to be interviewed based on flexibility, fluency, and novelty. Data were obtained through tests and interviews (triangulation methods), which were analyzed, included data collection, analysis, research findings, and interpretation based on Wallas' theory (preparation, incubation, illumination, and verification). Findings: The four stages appeared in the creative thinking process of the three subjects, but not linearly. In the preparation, the subject showed the ability to understand the problem based on a learning experience. The incubation is characterized by the exploration of strategies, both technical (A1), contextual (A2), and structural-conceptual (A3). Illumination occurs when subjects discover new connections between methods or unexpected analysis results. In the verification stage, they not only check procedures but also encourage reflection on the meaning of the data. This dynamic shows that creative thinking is cyclical and flexible. In the flexibility, three subjects showed different approaches in combining data visualization and statistical tests, with a tendency to move between stages of thinking. On the fluency, subjects were able to generate multiple problem contexts based on learning experiences, but varied in the depth of reflection and strategy used. There were original reconstructions of ideas and problem structures on the novelty, especially when facing bidirectional data, with meaningful interpretations influenced by their respective learning experiences. The CRT appeared strong in the way subjects connected statistical data with learning experiences. It allows students to strengthen the meaning at each stage of creative thinking. The findings emphasize the importance of CRT to develop contextual creative thinking.
Keywords: creative thinking, culturally responsive teaching, open-ended problem, SPSS.
Barari, S., Angbazo, J., Wang, N., Christian, L. M., Dean, E., & Sepulvado, B. (2025). AI-Assisted conversational interviewing : effects on data quality and user experience.arXiv preprint arXiv:2504.13908.
Bicer, A., Marquez, A., Colindres, K. V. M., Schanke, A. A., Castellon, L. B., Audette, L. M., … Lee, Y. (2021). Investigating creativity-directed tasks in middle school mathematics curricula. Thinking Skills and Creativity, 40(January), 100823. doi:10.1016/j.tsc.2021.100823
Bingölbali, E., & Bingölbali, F. (2021). An examination of open-ended mathematics questions’ affordances. International Journal of Progressive Education, 17(4), 1–16. doi:10.29329/ijpe.2021.366.1
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., … Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. doi:10.1177/1744987120927206
Cheng, G., Zou, D., Xie, H., & Wang, F. L. (2024). Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension. Computers and Education, 208(October 2023), 104948. doi:10.1016/j.compedu.2023.104948
Cheng, M. M., Lacaste, A. V., Saranza, C., & Chuang, H. H. (2021). Culturally responsive teaching in technology-supported learning environments in marine education for sustainable development. Sustainability (Switzerland), 13(24). doi:10.3390/su132413922
de Ries, K. E., Schaap, H., van Loon, A. M. M. J. A. P., Kral, M. M. H., & Meijer, P. C. (2022). A literature review of open-ended concept maps as a research instrument to study knowledge and learning. Quality and Quantity (Vol. 56). Springer Netherlands. doi:10.1007/s11135-021-01113-x
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. doi:10.1111/bjep.12459
Granzier, J. J. M., Gegenfurtner, K. R., & Diplock, A. (2019). Anne morrison lester-irabinna rigney robert hattam toward an Australian culturally responsive pedagogy. A narrative review of the literature. i-Perception (Vol. 3). doi:10.13140/RG.2.2.13031.52641
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough?An experiment with data saturation and variability. Field Methods, 18(1), 59–82. doi:10.1177/1525822X05279903
Horton, N. J., & Hardin, J. S. (2020). Integrating computing in the statistics and data science curriculum : Creative structures, novel skills and habits, and ways to teach computational thinking, Journal of Statistics and Data Science Education, (3), 1–9.
Hussein, F., Stephens, J., & Tiwari, R. (2020). Grounded theory as an approach for exploring the effect of cultural memory on psychosocial well-being in historic urban landscapes. Social Sciences, 9(12), 1–21. doi:10.3390/socsci9120219
Joklitschke, J., Rott, B., & Schindler, M. (2022). Notions of creativity in mathematics education research : a systematic literature review, International Journal of Science and Mathematics Education, 20(6), 1161–1181.
Larsson, K. (2021). Using essay responses as a basis for teaching critical thinking–a variation theory approach. Scandinavian Journal of Educational Research, 65(1), 21–35. doi:10.1080/00313831.2019.1650824
Maylor, H., & Blackmon, K. (2005). Designing qualitative research. Researching Business and Management, 219–240. doi:10.1007/978-1-137-11022-0_7
Mtisi, S. (2022). The qualitative case study research strategy as applied on a rural enterprise development doctoral research project. International Journal of Qualitative Methods, 21, 1–13. doi:10.1177/16094069221145849
Newton, D., Wang, Y. L., Newton, L., Newton, D., Wang, Y. L., Allowing, L. N., … Newton, L. (2022). ‘ Allowing them to dream ’: fostering creativity in mathematics undergraduates ABSTRACT. Journal of Further and Higher Education, 46(10), 1334–1346. doi:10.1080/0309877X.2022.2075719
OECD. (2023). Oecd Economic Outlook, 91, 499–533.
Olsson, J., & Granberg, C. (2024). Teacher-student interaction supporting students ’ creative mathematical reasoning during problem solving using Scratch. Mathematical Thinking and Learning, 26(3), 278–305. doi:10.1080/10986065.2022.2105567
Pai, G. (2025). Elementary teachers’ experiences of implementing culturally responsive and inclusive education in new york state. Education Sciences, 15(1), 6–7. doi:10.3390/educsci15010089
Ramadhani, R., & Sribina, N. (2019). Pemanfaatan media pembelajaran spss untuk meningkatkan kemampuan statistik siswa SMK. Jurnal SOLMA, 8(1), 159. doi:10.29405/solma.v8i1.2996
Rizos, I., & Gkrekas, N. (2023). Incorporating history of mathematics in open-ended problem solving: An empirical study. Eurasia Journal of Mathematics, Science and Technology Education, 19(3). doi:10.29333/ejmste/13025
Schindler, M. (2020). Students creative process in mathematics : insights from eye-tracking-stimulated recall interview on students work on multiple solution tasks. International Journal of Science and Mathematics Education, 18(8), 1565–1586.
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. doi:10.1007/s11858-021-01315-5
Siswanto, D. H., Kuswantara, H., & Wahyuni, N. (2024). Implementation of problem-based learning approach culturally responsive teaching to enhance engagement and learning outcomes in algebraic function limit material. EDUCATUM Journal of Science, Mathematics and Technology, 12(1), 80-88.
Sitorus, J., & Doctoral, M. (2016). Students ’ creative thinking process stages : Implementation of realistic mathematics education. Thinking Skills and Creativity, 22, 111–120. doi:10.1016/j.tsc.2016.09.007
Solfitri, T., Siregar, H. M., Kartini, K., & Permata, A. (2024). Facilitating mathematical creative thinking ability: analysis of validation, practicality, and effectiveness of learning modules. Jurnal Pendidikan Progresif, 14(1), 619–634. doi:10.23960/jpp.v14.i1.202445
Sriraman, B. (2004). The characteristics of mathematical creativity. The mathematics educator, 14(1), 19–34.
van Hooijdonk, M., Mainhard, T., Kroesbergen, E. H., & van Tartwijk, J. (2020). Creative problem solving in primary education: exploring the role of fact finding, problem finding, and solution finding across tasks. Thinking Skills and Creativity, 37(April), 100665. doi:10.1016/j.tsc.2020.100665
Viray, G., Cheney, I., & Wan, T. (2024). Using skateboarding to develop a culturally relevant tutorial on static equilibrium. Retrieved from http://arxiv.org/abs/2406.17625
Wood, B. B. (2017). A phenomenological study of the lived experiences of non-traditional students in higher-level mathematics at a Midwest university (Doctoral dissertation, Keiser University).
Ye, J., Gu, J., Zhao, X., Yin, W., & Wang, G. (2025, April). Assessing the creativity of llms in proposing novel solutions to mathematical problems. In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 39, No. 24, pp. 25687–25696).
Zhang, H., Wang, C., Li, X., & Tohti, G. (2024). Exploration on teaching reform of spss data analysis and application course using project-based learning. Journal of Higher Education Teaching, 1(4), 249–253. doi:10.62517/jhet.202415439
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats