Habibillah Achmad Putra Fauzi, Tatag Yuli Eko Siswono, Novita Vindri Harini

The Analyzing Creative Thinking Skills of Junior High School Students in Solving Mathematical Problems with AI Assistance

Introduction

The analyzing creative thinking skills of junior high school students in solving mathematical problems with ai assistance. Examines junior high students' creative thinking in math problem-solving with AI. Assesses fluency, flexibility, originality. Finds AI use varies by mathematical ability; teachers should guide AI for exploration.

Abstract

This study analyzed the creative thinking ability of junior high school students in solving mathematics problems with the help of Artificial Intelligence (AI). The research employed a qualitative case study approach with three ninth-grade students of varying mathematical abilities (high, medium, and low). Data were collected through tests, observations, and interviews, then analyzed based on creative thinking indicators: fluency, flexibility, originality, and elaboration. The results showed that students' creative thinking skills were in line with their level of mathematical ability, where students with high mathematical ability were able to solve problems using unique approaches and detailed steps. However, there were minor errors in the conclusions. Students with moderate math abilities can use two different strategies, but they are still affected by AI solutions. Students with low math abilities tend to rely on AI-generated answers without modification. This study concludes that students' creative thinking ability is influenced by their conceptual understanding and how they utilize AI. Teachers need to guide students to use AI as an exploration tool, not just a source of answers.

Review

This paper addresses a highly relevant and contemporary issue: the impact of Artificial Intelligence (AI) on the development of creative thinking skills in junior high school students, specifically within the domain of mathematics problem-solving. The study's aim to analyze how students utilize AI to foster or hinder their creative approaches is commendable and timely, given the increasing integration of AI tools in educational settings. Employing a qualitative case study design, the researchers focused on three ninth-grade students with diverse mathematical abilities, which allows for an in-depth exploration of individual differences in AI interaction and creative output, measuring indicators such as fluency, flexibility, originality, and elaboration. The findings provide valuable insights into the nuanced relationship between students' mathematical proficiency, AI assistance, and their creative thinking capabilities. It is particularly interesting that students with higher mathematical abilities demonstrated more unique and detailed problem-solving strategies, even with minor errors in their conclusions, suggesting AI might serve more as an inspiration or validation tool for them. Conversely, students with moderate abilities were noticeably influenced by AI solutions, and those with low abilities showed a strong dependency, merely reproducing AI-generated answers. This differential impact highlights that AI's utility as a learning aid is heavily mediated by the student's existing conceptual understanding and their interaction style with the technology. While the case study approach offers rich detail, the small sample size naturally limits the generalizability of these findings across broader student populations. However, the study effectively underlines a crucial pedagogical implication: simply providing AI tools is insufficient; educators must actively guide students to leverage AI as an exploratory and analytical instrument rather than a mere answer generator. Future research could expand upon these preliminary insights by investigating larger and more diverse student cohorts, exploring different types of AI tools, or designing specific instructional interventions aimed at optimizing AI integration to genuinely foster, rather than circumvent, creative mathematical thinking. This study serves as an important foundation for understanding the complex interplay between AI, mathematical ability, and creative development in students.

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