Abstract
The objective of this research is to find out the differences in terms of creative thinking ability between one class taught using implementing Mathematical problem posing based on Lesson Study for Learning Community (LSLC) and another class taught in conventional fashion. This research applied Mixed-Method study which was initiated by developing instructional instruments based on Lesson Study for Learning Community (LSLC) to train students’ creativity, collaboration, and communication. This quantitative study applied experimental method with quasi experimental design. The results of this research indicated: (1) that the developed instruments meet validity, practicality, and effectiveness criteria; (2) There is ability difference of creative thinking in mathematical problem posing between the experimental class and the control class. The application of different learning in the two sample classes has an effect on the level of students’ creative thinking skills. Mathematical problem posing based on Lesson Study for Learning Community can help students to understand the lesson.
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