Assessing both learning process and achievement is a pedagogical competency in which it refers to an ability that must be possessed by the teacher. The learning done by teacher is intended to maximize the students’ higher order thinking skills, that is why the assessment is required to measure their higher order thinking skills. This research was carried out to study the teacher’s creative thinking skill and the implementation of problem-based learning to improve teacher’s creative thinking skill in creating mathematical problems based on higher order thinking skill (HOTS) through a comparative research. The method used was mixed method combining quantitative and qualitative research methods. 64 respondents were selected as the subject of this research, then they were divided into two classes, an experimental class which involved 32 teachers and a control class which consisted of 32 teachers. This research revealed that there was a significant difference found on the independent t-test from the post-test. Data analysis showed that t-value taken from post-test was sig. 0,000< 0.05, it proved significant. Therefore, there was an effect of the implementation of problem-based learning in which it was able to improve the teachers’ creative thinking skill in creating mathematical problems based on higher order thinking skill.
4C’s skills (creative, critics, collaborative, communicative) are the skills that are required in the 21st-century era. Accordingly, creative thinking ability is one of the demands required. It can be develop anywhere; one of them is in the implementation of learning conducted at school. The learning implemented by the teachers at school is expected to maximize the development of students’ creative thinking skills. The learning model of realistic mathematics education (RME) is one of the learning models used to optimize learning. This research aimed to study the students’ creative thinking ability and the RME learning model’s implementation in improving students’ creative thinking ability in solving the problem in comparison material. In this research we used a new study, this study was combining among qualitative method and quantitative methode, we call it with mixed method. This research involved 70 respondents in the same school who were divided into the experimental class and control class. The first class there are 35 students from control class and the second class there are 35 students from experiment class. The result showed that there was a significant difference, as shown up in the value of independent t-test toward the post-test. The result of the research showed that the post-test stage in the control class revealed that 16% students were in the category of uncreative, 33% students were quite creative, 29% students were creative, and 22% students were very creative and in the experimental class, it was found that 9% students were uncreative, 18% students were quite creative, 31% students were creative, and 42% students were very creative according to the level of creative thinking ability. The data analysis presented that the value of independent sample t-test from the post-test was sig. 0.00 (p 0.05), tBerefore it was significant. Thus, there was an effect of the implementation of realistic mathematics education (RME) in improving students’ creative thinking ability in solving problems in comparison material.
Critical thinking in learning is very necessary because critical thinking is an asset for students to be able to develop knowledge widely. The cooperative learning model of the student team achievement division type is one of the learning models used to optimize learning. This study aims to study students’ critical thinking ability and the application of the cooperative learning model type student teamsachievement division on algebra factorization material. This research uses a mixed method that combines quantitative and qualitative methods. This study involved 64 respondents who were divided into control and experimental class. The control class consisted of 32 students and the experimental class consisted of 32 students. The results showed that there was a significant difference, as seen from the independent t-test scores on the post-test. The data analysis shows that the value of the independent sample t-test from the post-test is sig. 0.011 (p ≤ 0.05), Therefore significant. Thus, there is an effect of the application of cooperative learning type student teams achievement divisions in increasing students’ critical thinking skills in solving problems in algebraic factorization material.
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