How the Effects of the 21st-Century Learning Model on Higher Level Thinking Ability and Mathematical Learning Creativity Viewed from Student Mathematical Disposition

摘要

21st-century education requires students to communicate, collaborate, think critically, do problem-solving, creativity, and innovation. This can be measured based on high-level thinking skills and student learning creativity. However, the reality is that the current learning model of mathematics learning does not support this, which makes students' high-level thinking skills and learning creativity not increase. Therefore, the main focus of this study is to apply the challenge-based learning model and see how the effects of the challenge-based learning model are viewed from the students' mathematical dispositions towards high-level thinking skills and students' learning creativity in mathematics. The methodology used is quantitative research with quasi-experimental type of research, subjects of VIII grade students of SMP Negeri in Surakarta, data collection techniques using test instruments, questionnaires, and observations. The method of data analysis in this study uses multivariate variance analysis with unequal cell lines. The results of the study prove that the 21st-century learning model and mathematical disposition have a significant influence on HOTS and student learning creativity and the Challenge Based Learning model is very appropriate in increasing HOTS abilities and student learning creativity.