Exploring the Role of ChatGPT in Enhancing Students’ Mathematical Creative Thinking in Geometry Learning: A Qualitative Case Study
DOI:
https://doi.org/10.31980/mosharafa.v15i1.3567Keywords:
ChatGPT, Berpikir kreatif matematis, pembelajaran geometri, studi kasus kualitatif, mathematical creative thinking, geometry learning, qualitative case studyAbstract
Pikiran kreatif merupakan kompetensi kunci dalam pembelajaran geometri, yang sering melibatkan pemecahan masalah yang tidak rutin dan secara visual kompleks, namun banyak siswa mengalami kesulitan dalam mengembangkan strategi pemecahan masalah. Peningkatan penggunaan kecerdasan buatan generatif seperti ChatGPT menawarkan peluang pedagogis baru, namun perannya dalam mendukung pemikiran kreatif matematis masih belum jelas. Studi ini bertujuan untuk mengkaji bagaimana keterkaitan pembelajaran yang didukung ChatGPT terhadap pemikiran kreatif matematis siswa dalam geometri dan menganalisis karakteristik pemecahan masalah siswa saat didukung oleh AI. Studi kasus kualitatif dilakukan dengan 29 siswa kelas tujuh dari SMP di Kampar. Data dikumpulkan melalui Tes Kemampuan Berpikir Kreatif Matematika dengan empat soal geometri non-rutin, observasi kelas, dan analisis tanggapan tertulis siswa, yang dievaluasi menggunakan indikator berpikir kreatif matematika. Temuan menunjukkan bahwa berpikir kreatif siswa berada pada tingkat sedang, dengan ChatGPT paling efektif dalam mendukung elaborasi, sementara fleksibilitas dan orisinalitas tetap relatif lemah. Kesalahan utama terjadi pada tahap keterampilan transformasi dan proses, terutama dalam tugas visual-spasial. ChatGPT berfungsi sebagai scaffolding prosedural dan elaboratif rather than katalisator untuk pemikiran divergen, menyoroti kebutuhan akan integrasi AI yang terarah dan reflektif dalam pembelajaran geometri.
Creative thinking is a key competency in geometry learning, which often involves solving non-routine and visually complex problems, yet many students struggle to develop problem-solving strategies. The increased use of generative artificial intelligence such as ChatGPT offers new pedagogical opportunities, but its role in supporting mathematical creative thinking remains unclear. This study aims to examine how ChatGPT-supported learning relates to students' mathematical creative thinking in geometry and to analyse the characteristics of students' problem solving when supported by AI. A qualitative case study was conducted with 29 seventh-grade students from a secondary school in Kampar. Data were collected through a Mathematical Creative Thinking Ability Test with four non-routine geometry questions, classroom observations, and analysis of students' written responses, which were evaluated using indicators of mathematical creative thinking. Findings indicate that students' creative thinking is at a moderate level, with ChatGPT most effective in supporting elaboration, while flexibility and originality remain relatively weak. The main errors occurred at the transformation and process skill stages, especially in visual-spatial tasks. ChatGPT functioned as procedural and elaborative scaffolding rather than a catalyst for divergent thinking, highlighting the need for targeted and reflective AI integration in geometry learning.
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