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Students’ high-level thinking skills in creative problem solving learning
model
To cite this article: N Selvia et al 2020 J. Phys.: Conf. Ser. 1480 012046

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National Conference on Mathematics Education (NaCoME)
IOP Conf. Series: Journal of Physics: Conf. Series 1480 (2020) 012046

IOP Publishing
doi:10.1088/1742-6596/1480/1/012046

Students’ high-level thinking skills in creative problem solving
learning model
N Selvia1, Y Hartono1*, Indaryanti1, Scristia1 , and M Yusup1
1

Mathematics Education Department, Universitas Sriwijaya, Palembang, South
Sumatra, Indonesia
*

Corresponding author’s email: yhartono@unsri.ac.id

Abstract. This research is a quantitative research. This study aims to look at students' higher
order thinking skills to solve linear equations after learning with creative problem solving
models is given. The subjects of this study were the XI grade students of SMA N 5 Palembang.
The data collection technique used was a test in the form of a description consisting of three
questions. Based on data analysis that students' high-level thinking skills in learning linear
equations are categorized low.

1. Introduction
One of the competencies that need to be approved by all high school students is creative motivation to
solve problems [1]. This is supported by the participation of mathematics learning that is agreed upon
in problem-solving with a creative problem-solving learning model [2]. This creative problem-solving
learning model emphasizes students' creative thinking, so it is hoped that students will be able to think
creatively, critically, and skillfully at solving problems. This is important because it restores the 21stcentury skills needed by students regarding learning and innovation skills, literacy, character, and life
skills [3]. Literacy and competencies as well as the main objectives of mathematics learning and
curriculum competencies, namely the ability to think skills at a higher level [4].
The goal of high-level mathematics learning in schools is to make quality human learners, so they
can survive in facing the challenges of global development [2]. Therefore high order thinking skills
become one of the priorities [2]. The purpose of this study is to look at students' higher-order thinking
skills with creative problem-solving learning models. High-level thinking is the ability where students
can argue, solve problems, provide explanations, distinguish ideas or ideas, and complex things
become clear [5]. Higher-order thinking skills take place when students connect the information they
know with new information and rebuild information to resolve difficult circumstances [6]. The main
purpose of higher-level thinking is how to improve students' thinking abilities to the highest level [7].
Bloom's taxonomy is assumed to be the basic concept of high-level thinking, this is because more
thought processes are needed for certain types of learning, but the benefits are more general. In
Bloom's Taxonomy, The ability to think at a higher level is the ability to analyze, evaluate and create
[8]. In its revision A Revision of Bloom's Taxonomy: An Overview reveals indicators to measure
higher-order thinking skills including analyzing, evaluating, and creating [9]. For this reason, the
indicators in this study are to analyze, evaluate and create.
To improve students' ability to think at a high level the right learning model is a problem-solving
learning model. This is because students are given as much opportunity as possible to solve the
problem based on their strategy. The development of this learning model is the Creative Problem
Solving (CPS) learning method [10]. This CPS learning method was originally formulated by Alex

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National Conference on Mathematics Education (NaCoME)
IOP Conf. Series: Journal of Physics: Conf. Series 1480 (2020) 012046

IOP Publishing
doi:10.1088/1742-6596/1480/1/012046

Osborn and Sidney Parnes in 1940 who developed spontaneous creative abilities in education. Also
besides, he revealed that everyone will be creative through the teaching and learning process. The
Parnes-Osborn model is built on the concept of brainstorming which emphasizes the divergentconvergent cycle.
Creative Problem Solving (CPS) learning method is a learning method that focuses on teaching and
problem-solving skills, followed by strengthening skills. When faced with a problem, students can
perform problem-solving skills to choose and develop their responses. Not only by memorizing
without thinking, but problem-solving skills also broaden the thought process. The process of the
Creative Problem Solving (CPS) learning method consists of the following steps [11]: Clarification of
the problem: includes giving an explanation to students about the problems raised, so that students can
understand about the solution as expected, Brainstorming / Disclosure Opinion: At this stage students
are freed to express opinions about a variety of problem-solving strategies, Evaluation and selection:
At this stage each group discusses which opinions or strategies are suitable for solving problems, and
Implementation: At this stage students determine which strategies are determined. can be taken to
solve the problem, then apply it until finding a solution to the problem.
It can be concluded that the Creative Problem Solving learning method is suitable to be used in
increasing the ability to solve problems because in this learning method prior experience in solving a
problem is an important factor in solving new problems that are different.
2. Method
This study uses quantitative descriptive research. Quantitative research is a method used to test certain
theories by examining the relationships between variables. In this study, the population is students of
class XI Science 5 in SMA Negeri 5 Palembang. The sample in this study used purposive or
purposeful samples according to certain criteria. Variables are variations on the research object. The
variable in this study is the ability to think of students at a higher level. High-level thinking ability is
the ability of students to analyze, evaluate, and create a problem that will be seen from the scores
obtained by students through tests.
In this study data collection techniques with tests. The test is used to determine the extent of
students' high-level thinking skills in solving HOTS questions on linear program material with the
creative problem-solving method. The form of the test given is an objective test in the form of a
description which amounts to 3 question items. The form of the test given is a description to make the
students' thinking process clear and how students express their answers. Interviews are used to find out
more about how students' abilities in answering questions. The instrument in this study was a matter of
higher-order thinking skills and an interview sheet. The test result data to measure the ability of highlevel thinking in students is seen from the scores obtained on the test questions. The test is in the form
of a description of the problem in which the process of referencing refers to higher-level thinking
indicators. Test questions are then checked with the guideline guidelines. After obtaining the results of
the high-level thinking ability test results, then determine the category of high-level thinking ability of
each student. The KKM of the Compulsory Mathematics subject in Palembang's High School 5 is 67,
so this category is based on the KKM score of Palembang's High School 5
Table 1. Categories of students' highlevel thinking ability
Score
86 – 100
76 – 85
67 – 75
31 – 66
0 – 30

Category
Very Good
Good
Satisfactory
Poor
Very Poor

Data on the results of tests to see students' higher-order thinking skills can be seen from the scoring
obtained from working on student test questions. Test questions are then checked with the guideline
guidelines then the results are analyzed according to the results obtained.
2

National Conference on Mathematics Education (NaCoME)
IOP Conf. Series: Journal of Physics: Conf. Series 1480 (2020) 012046

IOP Publishing
doi:10.1088/1742-6596/1480/1/012046

3. Result and Discussion
Higher-order thinking skills take place when students connect the information they know with new
information and rebuild information to resolve difficult circumstances [6]. The main purpose of
higher-level thinking is how to improve students' thinking abilities to the highest level [7]. This relates
to the ability to think critically in receiving various types of information, think creatively in solving a
problem using the knowledge possessed and make decisions in complex situations. The ability to think
at a higher level requires students to understand, infer, connect facts and concepts, categorize,
manipulate, then unite them in new ways (create) and apply them when searching for new solutions to
new problems[18]
The results of the analysis of high-level thinking ability tests are categorized into 5 ability
categories, which are very good, good, sufficient, less and very less. Each of these categories has
different value intervals. The value interval for each category is adjusted to the value in SMA Negeri 5
Palembang with the compulsory Mathematics KKM is 67. Following the analysis of data from
students of grade XI, IPA 5 in SMA Negeri 5 Palembang can be seen in Table 2.
Table 2. Results of student data analysis.
Score Intervals
86-100
75-85
67-75
31-66
0-30
Average

Category
Very Good
Good
Satisfactory
Poor
Very Poor

Frequency
6
2
3
17
7

Percentage (%)
17.14
5.71
8.57
48.57
20

56.818

Based on the table it can be seen from 35 students that there are 17.14% of students with very good
categories, 5.71% of good categories, 8.57% of satisfactory categories, and 48.57% of the poor
categories, and there are still 20% of very poor categories. The categories are based on the values
obtained by students from the results of test analysis in the form of score scores.
Research on high-level thinking skills in learning linear programs with creative problem-solving
learning models aims to see the high-level thinking skills of class XI students of SMA Negeri 5
Palembang. The description of students' high-level thinking skills is obtained from the results of highlevel thinking ability tests conducted after learning with the creative problem-solving learning model.
Learning is done based on the steps of learning creative problem solving that has been discussed with
the supervisor and has been through the process of validation by experts, in addition to the learning
process of creative problem-solving models that have been adapted to the process of learning
mathematics.
Based on tests of high-level thinking ability of class XI Science 5 students totaling 35 people for
the results of data analysis can be seen in the table. In the analysis of the test results if we combine the
scores of students categorized very well and well there are as many as 8 students or as many as
22.85% of students categorized as having good high-level thinking skills and there are 17 students
with fewer categories or as many as 48.57%. In the linear program questions with high-level thinking
ability indicators, namely: analyzing (C4), evaluating (C5), and creating (C6) contained in three items
including numbers 1, 2, and 3. In the indicator analyzing 35 students of class XI IPA 5 able from
questions number 1,2, and 3. Each question consists of three indicators of higher-order thinking, the
indicator evaluates that most students are capable.
In creating indicators for question number one 14 students get a score of 4, 10 students get a score
of 3, for question number 2 only two people get a score of 4 and 3 people to get a score of 3 and 4
people to get a score of 2, question number 3 only 2 people get a score 4, 11 people get a score of 3
and 1 person gets a score of 1. Of these three questions, students have difficulty when creating where
they have to find a corner point. This is in line with research conducted [11, 12] which says that the
ability to think at a high level is low, this is because students are easier to work on analyzing indicators
than creating that in working on problems requires the incorporation of information to produce new
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National Conference on Mathematics Education (NaCoME)
IOP Conf. Series: Journal of Physics: Conf. Series 1480 (2020) 012046

IOP Publishing
doi:10.1088/1742-6596/1480/1/012046

ideas in its completion. Something similar happened in the study [13] in a study conducted by Anjani
revealed that MAN 2 Kudus students have not been able to reach the level of creating high-level
thinking skills in linear program material.
4. Conclusion
Indicators of high-level thinking ability, namely analyzing, evaluating, and creating. Based on the
results of research in class XI IPA 5 SMA Negeri 5 Palembang that the high-level thinking ability of
students in linear program material is lacking in detail with details: 6 very good students, 2 good
students, 3 good students, 17 less students, and 7 very students less with an average value of 56.818
and the average grade XI science student 5 SMA Negeri 5 Palembang categorized as lacking in highlevel thinking skills. Where almost all students have been able to reach the analysis stage and some
students have been able to reach the evaluation stage, and there are still many who have not been able
to create. Some of the obstacles that become the cause are students who are still having difficulty in
making mathematical models, it is difficult to distinguish the question of minimizing and maximizing
and the number of each object being asked which is accompanied by reason, still experiencing errors
in determining the corner points with new ideas.
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[8] Dodd L 2004 Learning to Think: Thinking to Learn online:
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