Combining scientific approach and PBL in learning of set to improve mathematical creative thinking skills

Abstract

The purpose of this research is to determine the improvement of students’ creative thinking through a scientific approach that integrated a problem-based learning model on set problems. This research used quasi-experimental design which compared pretest and posttest results between two groups. The population of this study was all of the eighth-grade students at one of state Islamic junior high schools (MTsN) in Sungai Penuh, Jambi, Indonesia. The research sample consisted of students in two groups that were randomly selected. One group was an experimental group that treated by a scientific approach integrated with PBL and the other one was as a control group that treated by direct instruction. We collected the data using a test of students’ mathematical creative thinking skills. Then, we analyzed it statistically using the N-gain parameter for the test results. The results of the analysis show that the improvement of students’ creative thinking through the scientific approach that integrated with PBL was better than the improvement through the direct instruction. Learning with a scientific approach combined with PBL makes the students freer to express their ideas and to improve their creative thinking skills.

Problem-Based Learning and Its Effects on Achievement and Attitude in Science Among Grade 8 Students

“…Hands-on activities provide students with opportunities to interact in exploration and make meaningful conclusions (Zhou et al, 2013). The study of Putra et al (2021) that was an experimental pre-and post-test design and a comparison of the PBL group with the control group results have shown that the implementation of the PBL model has resulted in substantial changes in academic achievement.…”