Mathematical creative thinking ability viewed from students’ learning interest and adversity quotient through creative problem-solving learning model

Abstract

The study aims to: (1) find the increase of mathematical creative thinking ability through the CPS learning model; (2) find the increase of mathematical creative thinking ability through the CPS learning model viewed from learning interest; (3) find the increase of mathematical creative thinking ability through the CPS learning model viewed from Adversity Quotient (AQ); (4) determine the effect of learning interest and AQ students towards mathematical creative thinking ability; and (5) describe mathematical creative thinking ability viewed from learning interest through the CPS learning model. This study used a mixed-method. The results showed that: (1) students’ mathematical creative thinking ability increased through the CPS learning model; (2) students with high interest increased moderate creative thinking ability, students with moderate interest increased moderate creative thinking ability, students with low interest increased creative thinking abilities low; (3) students with AQ climber, camper, and quitter increased moderate creative thinking ability; (4) there was a significant influence between student’s learning interest and AQ towards mathematical creative thinking ability; and (5) students with high interest at level 4 of mathematical creative thinking (LMCT), students with moderate interest at level 3 of LMCT, and students with low interest at level 1 of LMCT.