Volume 13, Issue 9 (September 2026), Pages: 239-251

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 Original Research Paper

Development of a creative geometry module: A reflective thinking–based problem-solving approach for fifth-grade students

 Author(s): 

Zulaika Hidayat, Agustan Syamsuddin *, Mukhlis Mukhlis, Andi Aswani, Rahmawati Rahmawati

 Affiliation(s):

Department of Education, Universitas Muhammadiyah Makassar, South Sulawesi, Indonesia

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0003-2164-852X

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.09.022

 Abstract

Elementary mathematics education continues to face challenges, particularly in developing higher-order thinking skills such as reflective thinking and mathematical problem solving. Traditional teaching methods that rely on direct instruction often limit students’ opportunities to explore, question, and reflect, leading to difficulties in understanding abstract topics such as geometry. These limitations reduce students’ conceptual understanding and their ability to connect mathematical ideas to real-life contexts. To address this issue, this study developed and evaluated a Creative Geometry Module that integrates problem-solving strategies with reflective thinking supports to improve conceptual understanding among fifth-grade students. The module was designed based on problem-solving principles and included guiding reflective questions, contextual examples, and structured learning activities. A preliminary trial was conducted with 30 students, followed by an experimental study with 60 students. Data were collected through observation sheets, student questionnaires, teacher reflective notes, and pre- and post-tests on geometry concepts. The results showed significant improvement in students’ understanding of plane and solid shapes, with most students achieving high or very high learning gains. Observations also indicated that the module increased classroom engagement, supported reflective thinking, and encouraged collaborative problem solving. Teacher reflections confirmed the practicality and relevance of the module, although some challenges related to the time required for reflection were reported.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Creative geometry module, Reflective thinking, Problem solving, Conceptual understanding, Elementary mathematics

 Article history

Received 30 September 2025, Received in revised form 21 April 2026, Accepted 4 October 2026

 Acknowledgment

We would like to express our deepest appreciation to all those who provided us with the opportunity to complete this report. A special gratitude we give to Rector of Universitas Muhammadiyah Makassar for providing the necessary facilities and reference sources. Their encouragement and support were crucial to the successful completion of this research. This research is supported by a research grant from the Directorate of Research and Community Service (DPPM), the Ministry of Higher Education, Science and Technology, and LLDIKTI Wilayah IX, based on Decree Number 0070/C3/AL.04/2025 and Agreement/Contract Number 130/C3/DT.05.00/ PL/2025, May 28, 2025; 681/LL9/PG/2025; 088/KONTR-PENL/VI/1446/2025, June 3, 2025. 

 Compliance with ethical standards

 Ethical considerations 

Permission to conduct the research was obtained from the participating school. Informed consent was obtained from the parents or legal guardians of the participating students, and the students provided age-appropriate assent before taking part in the study. Participation was voluntary, and the confidentiality and anonymity of the participants were maintained throughout the research. 

 Citation:

Hidayat Z, Syamsuddin A, Mukhlis M, Aswani A, and Rahmawati R (2026). Development of a creative geometry module: A reflective thinking–based problem-solving approach for fifth-grade students. International Journal of Advanced and Applied Sciences, 13(9): 239-251

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