PROJECT-ACTIVITY-COOPERATIVE LEARNING-EXERCISE MODEL IN IMPROVING STUDENTS' CREATIVE THINKING ABILITY IN MATHEMATICS

M. Afrilianto (1*)
Tina Rosyana (2)
Linda Linda (3)
Tommy Tanu Wijaya (4)


(1) Institut Keguruan dan Ilmu Pendidikan Siliwangi, Indonesia
(2) Institut Keguruan dan Ilmu Pendidikan Siliwangi, Indonesia
(3) Institut Keguruan dan Ilmu Pendidikan Siliwangi, Indonesia
(4) Guangxi Normal University, China
(*) Corresponding Author


Abstract


Mathematical creative thinking ability is essential to be mastered by students to create good learning results and achievement. To install creative thinking in students' minds, they are highly requested to apply an innovative learning model. Among innovative learning models, project-activity-cooperative learning-exercise (PACE) is the one to be considered suitable for improving the students' mathematical creative thinking. This study is an experimental research using a pretest-posttest control group design. It was conducted in three classes of IKIP Siliwangi students by applying different learning models. The first class was given the PACE model treatment with Geogebra, the second class was given the PACE model treatment, and the third class was given direct learning. The instrument used tests. Based on the data analysis, we can conclude that there are differences in improving creative thinking abilities among the students who get the PACE model learning with Geogebra (PACE-G), the PACE model, and direct learning (DL). The improvement of creative students who get PACE and PACE-G models is better than those who get DL. The progress of students' mathematical creative thinking abilities obtained from PACE and PACE-G models is a high category. In contrast, improving students' creative thinking abilities who acquire DL is categorized as a medium.

Keywords


Mathematical creative thinking; PACE

Full Text:

PDF

References


Afrilianto, M., Sabandar, J., & Wahyudin. (2019). Improving students’ mathematical problem posing ability using PACE model. Journal of Physics: Conference Series, 1315(1), 012007. https://doi.org/10.1088/1742-6596/1315/1/012007

Aizikovitsh-Udi, E., & Amit, M. (2011). Developing the skills of critical and creative thinking by probability teaching. Procedia - Social and Behavioral Sciences, 15, 1087-1091. https://doi.org/10.1016/j.sbspro.2011.03.243

Azizul, S. M. J., & Din, R. (2018). Teaching and learning mathematics on geometry using GeoGebra software via MOOC. Journal of Personalized Learning, 2(1), 40-51.

Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. https://doi.org/10.1016/j.childyouth.2020.105227

Briggs, M. (2007). Creative teaching: Mathematics in the early years and primary classroom. London: David Fulton Publishers. https://doi.org/10.4324/9780203826294

Carbonell-Carrera, C., Saorin, J. L., Melian-Diaz, D., & de la Torre-Cantero, J. (2019). Enhancing creative thinking in STEM with 3D CAD modelling. Sustainability, 11(21), 6036. https://doi.org/10.3390/su11216036

Ersoy, E., & Başer, N. e. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia - Social and Behavioral Sciences, 116, 3494-3498. https://doi.org/10.1016/j.sbspro.2014.01.790

Evans, J. R. (1991). Creative thinking in the decision and management sciences cincinnati.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071

Hartman, H. (1997). Reciprocal teaching: Human learning and instruction. New York: City College of the University of New York.

Hidayat, W., Wahyudin, & Prabawanto, S. (2018). Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012005

Konopka, C. L., Adaime, M. B., & Mosele, P. H. (2015). Active Teaching and Learning Methodologies: Some Considerations. Creative Education, 6(14), 1536-1545, Article 58748. https://doi.org/10.4236/ce.2015.614154

Krisdiana, I., Masfingatin, T., Murtafiah, W., & Widodo, S. A. (2019). Research-based learning to increase creative thinking skill in mathematical statistic. Journal of Physics: Conference Series, 1188, 012042. https://doi.org/10.1088/1742-6596/1188/1/012042

Krulik, S., & Rudnick, J. A. (1999). Innovative tasks to improve critical and creative thinking skills In L. V. Stiff & F. R. Curcio (Eds.), Developing Mathematical Reasoning in Grades K-12. 1999 Yearbook. Virginia: NCTM.

Kusumah, Y. S., Kustiawati, D., & Herman, T. (2020). The effect of geogebra in three-dimensional geometry learning on students' mathematical communication ability. International Journal of Instruction, 13(2), 895-908. https://doi.org/10.29333/iji.2020.13260a

Laviatan, T. (2008). Innovative teaching and assessment method: QBI and project based learning. Mathematics Education Research Journal, 10(2), 105-116.

Lee, C. (1999). An Assesment of the PACE Strategy for an introduction statistics Course. USA: Central Michigan University.

Lee, C. F., Lee, J. C., & Lee, A. C. (2000). Statistics for business and financial economics (Vol. 1). Springer. https://doi.org/10.1007/978-1-4614-5897-5

Litster, K., MacDonald, B., & Shumway, J. F. (2020). Experiencing active mathematics learning: Meeting the expectations for teaching and learning in mathematics classrooms. The Mathematics Enthusiast, 17(2), 615-640. https://doi.org/10.54870/1551-3440.1499

Lopez-Caudana, E., Ramirez-Montoya, M. S., Martínez-Pérez, S., & Rodríguez-Abitia, G. (2020). Using robotics to enhance active learning in mathematics: A multi-scenario study. Mathematics, 8(12), 2163. https://doi.org/10.3390/math8122163

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychol Res Behav Manag, 11, 311-322. https://doi.org/10.2147/prbm.S141421

Maass, K., Doorman, M., Jonker, V., & Wijers, M. (2019). Promoting active citizenship in mathematics teaching. Zdm, 51(6), 991-1003. https://doi.org/10.1007/s11858-019-01048-6

Nurdiana, H., Sajidan, S., & Maridi, M. (2020). Creative thinking skills profile of junior high school students in science learning. Journal of Physics: Conference Series, 1567(2), 022049. https://doi.org/10.1088/1742-6596/1567/2/022049

Pearce, A., & Cline, R. (2006). Teaching the statistics laboratory-keep up the PACE. American Journal of Psychological Research, 2(1), 1-7.

Rosyana, T., Afrilianto, M., & Senjayawati, E. (2018). The strategy of formulate-share-listen-create to improve vocational high school students’ mathematical problem posing ability and mathematical disposition on probability concept. Infinity Journal, 7(1), 1-6. https://doi.org/10.22460/infinity.v7i1.p1-6

Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53. https://doi.org/10.1016/j.iheduc.2017.09.003

Tandiseru, S. R. (2015). The effectiveness of local culture-based mathematical heuristic-KR learning towards enhancing student's creative thinking skill. Journal of Education and Practice, 6(12), 74-81.

Ülger, K. (2016). The relationship between creative thinking and critical thinking skills of students. Hacettepe Universitesi Egitim Fakultesi Dergisi (H. U. Journal of Education), 31(4), 695-710. https://doi.org/10.16986/huje.2016018493

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.

Xu, D., & Dadgar, M. (2018). How effective are community college remedial math courses for students with the lowest math skills? Community College Review, 46(1), 62-81. https://doi.org/10.1177/0091552117743789

Yaniawati, P., Kariadinata, R., Sari, N., Pramiarsih, E., & Mariani, M. (2020). Integration of e-learning for mathematics on resource-based learning: Increasing mathematical creative thinking and self-confidence. International Journal of Emerging Technologies in Learning (iJET), 15(6), 60-78. https://doi.org/10.3991/ijet.v15i06.11915

Zulnaidi, H., & Zamri, S. N. A. S. (2017). The effectiveness of the GeoGebra software: The intermediary role of procedural knowledge on students’ conceptual knowledge and their achievement in mathematics. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 2155-2180. https://doi.org/10.12973/eurasia.2017.01219a




DOI: https://doi.org/10.22460/infinity.v11i2.p285-296

Article Metrics

Abstract view : 191 times
PDF - 98 times

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.