Enhancing Mathematical Understanding Ability, Creative Thinking Skills and Self Confidence through Open-Ended Approach on Junior High School Students

Abstract

T he open-ended approach in mathematics education has been proven effective in enhancing deeper understanding, creative thinking skills, and student self-confidence by encouraging exploration and allowing multiple solutions. This study aims to evaluate the effectiveness of the open-ended approach in improving mathematical understanding, creative thinking skills, and self-confidence among junior high school students, as well as to identify specific strategies within this approach that most significantly contribute to these educational outcomes. The research employed a quasi-experimental design with a pre-test and post-test control group. Participants were junior high school students divided into two groups: an experimental group that received instruction using the open-ended approach and a control group taught using traditional methods. Data were collected through tests measuring mathematical understanding, creative thinking skills, and self-confidence, administered before and after the intervention. Statistical analysis of the results indicated that students in the experimental group showed significant improvement in mathematical understanding, creative thinking skills, and self-confidence compared to the control group. This study concludes that the open-ended approach is more effective than traditional teaching methods in enhancing these educational outcomes among junior high school students. The findings highlight the importance of implementing the open-ended approach in mathematics education to provide more meaningful learning experiences and better prepare students for complex problem-solving tasks.