Hafriani, Muhammad Yani, Maya Ghufra Yuzar, Darwani

Application Of Treffinger Learning Model Towards Mathematical Creative Thinking Ability Of Junior High School Students

Introduction

Application of treffinger learning model towards mathematical creative thinking ability of junior high school students. Discover how the Treffinger learning model enhances mathematical creative thinking skills in junior high school students compared to conventional methods. Research findings included.

Abstract

Mathematical creative thinking is one of the important abilities that students must have to be able to solve various problems, both mathematical problems and problems related to life. The reality in the field is that students still lack mathematical creative thinking skills because the learning that is carried out is less able to optimize the development of students' mathematical creative thinking processes. This study aims to determine students' mathematical creative thinking skills through treffinger learning and conventional learning. The approach used in this study is quantitative with a pretest-posttest design. The research sample consisted of 16 students in the experimental class and 18 students in the control class. Data were collected through a valid written test that can measure students' mathematical creative thinking skills. Data analysis used a mean difference test using the t-test (independent sample t-test). The results of the study showed that there was a difference in the mathematical creative thinking skills of students who were taught using the treffinger learning model and students who were taught using conventional learning, where the mathematical creative thinking skills of students who were taught using the treffinger model were better than students who received conventional learning. The positive impact obtained from the application of the Treffinger learning model is also inseparable from the teacher's ability to understand the characteristics and phases of the Treffinger learning model as well as the time and class management which is already very good.

Review

This study addresses a highly relevant educational challenge concerning the development of mathematical creative thinking skills in junior high school students, identifying a clear gap in conventional teaching methods. The authors propose the application of the Treffinger learning model as an alternative to foster these crucial abilities. Employing a quantitative approach with a pretest-posttest design, the research compares the efficacy of the Treffinger model against conventional learning. The primary finding indicates a significant improvement in mathematical creative thinking skills among students exposed to the Treffinger model, suggesting its potential to optimize student learning outcomes in this domain. While the study tackles a pertinent issue, several aspects warrant closer examination. The efficacy of the Treffinger model, central to this research, remains somewhat opaque without a brief elucidation of its theoretical underpinnings or pedagogical phases within the abstract itself. Understanding *what* constitutes Treffinger learning is crucial for replicating or extending these findings. Furthermore, the sample sizes of 16 students in the experimental group and 18 in the control group, while potentially yielding a statistically significant result via a t-test, are relatively modest and could limit the generalizability of the findings to a broader population. Greater detail regarding the "valid written test" for mathematical creative thinking, including its dimensions (e.g., fluency, flexibility, originality) and validation process, would also enhance the credibility and interpretability of the results. To strengthen the study's contribution, the full manuscript should provide a more comprehensive description of the Treffinger learning model, enabling readers to understand its mechanisms and how it specifically targets creative thinking. Addressing the limitations posed by the sample size, perhaps through a discussion on power analysis or recommendations for future large-scale studies, would also be beneficial. Despite these points for refinement, this study offers a valuable initial insight into the potential of the Treffinger learning model to foster mathematical creative thinking in junior high school students, laying groundwork for further exploration in this critical educational domain.

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