Fostering mathematical creative thinking through instagram-based interactive microlearning in linear algebra
DOI:
https://doi.org/10.30862/jhm.v9i2.1352Keywords:
Instagram, microlearning, mathematical creative thinking, vectorsAbstract
The development of digital technology has driven the transformation of mathematics learning using social media as a more flexible and interactive learning environment. However, the use of social media in mathematics learning is still largely focused on information distribution and has not been specifically designed to develop pre-service mathematics teachers’ mathematical creative thinking skills. This study aims to develop Instagram-based interactive microlearning on vector material in Linear Algebra courses and analyze its validity, practicality, and effectiveness in improving pre-service mathematics teachers’ mathematical creative thinking skills based on the aspects of fluency, flexibility, and originality. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects were pre-service mathematics teachers of the Mathematics Education Study Program consisting of 10 pre-service mathematics teachers in the small group trial and 20 pre-service mathematics teachers in the extended field trial. Data were collected through expert validation sheets, student response questionnaires, and mathematical creative thinking skills tests. The results showed that the developed media met the very valid category based on the assessments of media experts (3.50), material experts (3.58), and an instructional design expert (3.83). The practicality test results obtained an average score of 3.59 in the small group and 3.55 in the large group, categorized as very practical. The effectiveness evaluation results showed that 90% of pre-service mathematics teachers achieved the expected level of mathematical creative thinking skills. Analysis of each indicator showed that flexibility achieved the highest percentage of 90%, while fluency and originality each reached 75%. These findings indicate that the integration of Instagram as an interactive microlearning environment can facilitate pre-service mathematics teachers in exploring various mathematical problem-solving strategies. Thus, Instagram-based interactive microlearning can be a potential digital learning innovation to improve pre-service mathematics teachers’ mathematical creative thinking skills in abstract mathematical concepts.
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