Mathematical creative thinking ability of students in treffinger and brain-based learning at junior high school

Abstract

The purpose of this experiment was to comprehensively examine whether innovative Brain-Based Learning and Treffinger learning was effective for developing mathematical creative thinking ability at junior high school. The research design was a quasi-experimental non-equivalent control-group design. The population was all grade VIII students at Junior High School in the 2019/2020 school year. The samples were two classes determined by a randomized class. Data collection techniques with tests. Data analysis were using the z-test and the t-test. The results of this study were the percentage of students in the class that applied the Treffinger learning achieved classical completeness and the mean of creative thinking ability of students in the class that applied the Treffinger learning was more than the mean mathematical creative thinking ability of students in the class that applied Problem-Based Learning. The percentage of students in the Brain-Based Learning class achieved classical completeness and the mean mathematical creative thinking ability of students with Brain-Based Learning was higher than the students with Problem-Based Learning. There is no significant mean difference between the students’ mathematical creative thinking ability in the class that apply Brain-Based Learning and Treffinger learning. This research concludes that innovative learning Brain-Based Learning and Treffinger learning is effective for developing mathematical creative thinking ability at junior high school.