Sasha Herlistiyanti, Sri Hastuti Noer, Agung Putra Wijaya

The Effect of Problem Based Learning Model on Students' Mathematical Creative Thinking Ability

Introduction

The effect of problem based learning model on students' mathematical creative thinking ability. Learn how Problem Based Learning (PBL) significantly improves junior high students' mathematical creative thinking abilities, including fluency, flexibility, and originality. Empirical evidence supports its effectiveness.

Abstract

Background - Creative thinking skills are an important ability in 21st century learning, especially in mathematics as part of higher order thinking skills. Purpose - This study aims to analyze the effect of Problem Based Learning (PBL) on aspects of students' mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. Method/approach - This quantitative research used a quasi-experimental approach with a pretest-posttest control group design which was carried out for 1 month. The sample consisted of 32 students of class VIII-10 and 31 students of class VIII-11 of SMPN 1 Bandar Lampung who were selected by purposive sampling. Findings -The Mann Whitney U Test results showed that students who learned with PBL experienced a more significant increase in mathematical creative thinking skills than students who learned conventionally, especially in certain aspects. The application of PBL not only improves creativity in general but also strengthens the originality and flexibility of students' thinking in mathematical problem solving. The strength of this study lies in the in-depth analysis of the effect of PBL on specific aspects of mathematical creativity, not just the overall improvement. Conclusions - This study also provides empirical evidence of the effectiveness of PBL in improving higher order thinking skills at the junior high school level. Novelty/Originality/Value - Thus, PBL is proven to have an effect on students' mathematical creative thinking skills.

Review

This study effectively addresses the critical need to cultivate 21st-century skills, specifically mathematical creative thinking, through the application of the Problem-Based Learning (PBL) model. Using a quantitative, quasi-experimental approach with a pretest-posttest control group design, the research systematically compared the development of creative thinking abilities in students exposed to PBL versus conventional instruction. The abstract clearly outlines the study's purpose to analyze the effect of PBL on specific aspects of mathematical creativity – fluency, flexibility, originality, and elaboration – setting a focused and relevant agenda for educational inquiry. A significant strength of this research is its commitment to an in-depth analysis of mathematical creative thinking, moving beyond a general improvement to pinpoint the impact on distinct dimensions such as originality and flexibility. The findings, derived from the Mann Whitney U Test, compellingly demonstrate that students in the PBL group experienced a more significant increase in these skills, particularly strengthening originality and flexibility in mathematical problem-solving. This empirical evidence, showing PBL's effectiveness in improving higher-order thinking skills at the junior high school level, is a valuable contribution that reinforces the pedagogical utility of PBL for fostering deeper cognitive abilities in mathematics education. While the abstract provides a strong overview, a more detailed presentation of certain methodological aspects would enhance the full paper. The rationale for employing purposive sampling should be thoroughly justified to address potential biases and clarify the generalizability of findings. Furthermore, while the one-month intervention period is a good starting point, discussing the potential for long-term follow-up studies could provide insights into the sustained impact and retention of these improved creative thinking skills. Clarifying how the "certain aspects" mentioned in the findings were specifically measured and isolated would also add to the study's rigor and allow for a deeper understanding of the nuanced effects of PBL.

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