Differences in Reflective Thinking Ability Between Creative Problem Solving and Discovery Learning Models Based on Gender

Ahmad Isnaini ,Mukhtar ,- Mulyono

doi:10.7176/jep/10-23-04

Abstract

This study aims to see the differences in students' mathematical reflective thinking ability between students which is taught with the Creative Problem Solving learning model and the Discovery Learning learning model if it is viewed from gender. The Data Analysis of research result used two-way Anova to see the effect of gender and learning models on students' mathematical reflective thinking ability. After finding the effect of Gender and the learning model,the advanced test of post-Anova by using the Scheffe’ method. The results are as the following : There is Gender influence on students' mathematical reflective thinking ability, there is an influence of the learning model on students' mathematical reflective thinking ability, there is no interaction between Gender and learning models on students' mathematical reflective thinking ability and post-Anova test with Scheffe’ 's method, the results show that there are differences in mathematical reflective thinking ability between the Creative Problem Solving model and the Discovery Learning model. Keywords: Creative Problem Solving¸ Discovery Learning, Reflective Thinking Ability DOI : 10.7176/JEP/10-23-04 Publication date : August 31 st 2019

Highlights

The actual issue in current learning, especially in the field of mathematics, is how to develop high-level thinking ability and make it an important goal that must be achieved. (Anwar, 2018, pp.91.)In the PISA program that emphasizes high-level thinking ability, there are six levels of student math ability
Based on the explanation above, this study aims to see differences in the ability of mathematical reflective thinking between students taught with the Creative Problem Solving learning model and Discovery Learning models based on gender
For technical data collection is done by giving posttest mathematical reflective thinking ability that is with data collection instruments in the form of description questions that have been tested for validity and reliability of the question and in accordance with indicators of mathematical reflective thinking ability

Summary

Introduction

The actual issue in current learning, especially in the field of mathematics, is how to develop high-level thinking ability and make it an important goal that must be achieved. (Anwar, 2018, pp.91.)In the PISA program that emphasizes high-level thinking ability, there are six levels of student math ability. The actual issue in current learning, especially in the field of mathematics, is how to develop high-level thinking ability and make it an important goal that must be achieved. (Anwar, 2018, pp.91.)In the PISA program that emphasizes high-level thinking ability, there are six levels of student math ability. The ability to think at a high level is one of them is reflective thinking. Tok (2008), in his research to see the effect of the ability of reflective thinking on learning achievement found that reflective thinking ability have improved student learning achievement. Based on research conducted by Nindiasari (2013) in high schools in Tanggerang district, reflective thinking ability are still low. It is shown that almost 60% of students have not been able to reach indicators of mathematical reflective thinking ability. In the ability to interpret, associate and evaluate. (Jaenudin, 2017, p.71)

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