Cognitive stage relation with creative thinking ability and mathematical learning interest
Euis Eti Rohaeti (a*), Bima Gusti Ramadan (a), Nelly Fitriani (a).
a) IKIP Siliwangi, Jalan Terusan Jenderal Sudirman Cimahi, Cimahi Tengah, Cimahi
Abstract
This study aims to analyze the links between students cognitive stages and creative thinking skills and mathematical learning interests. This study involved 36 11th grade students, test of logical thinking (TOLT), a description of the creative thinking ability (CTA), learning interest scale (LI). Based on TOLT, the study found the cognitive stage distribution of students as follows: 30% of students were in the formal stage, 25% were transitional stages, and 45% were concrete stages. In addition, the researchers found, overall in CTA and LI students achieve quality at a fairly good level. Judging from the cognitive stage of students, the quality of CTA and LI students in the formal and transition stages is classified as a fairly good level, and concrete students achieve the quality of CTA and LI at moderate levels. In addition to completing the CTA tasks, concrete students experience more difficulties while the students in the transition stage and the formal stage experience a little difficulty. Another finding is that there is no association between CTA and LI. Overall, the findings relate to the cognitive stage, the quality of the CTA and LI students based on their cognitive stages according to the childs Cognitive Development Theory.
Keywords: Cognitive Stage, TOLT, Creative Thinking, and Learning Interest Mathematics.
Topic: Mathematics Education