The Enhancement of Junior High School Students Mathematical Creative Thinking Abilities through Generative Learning

摘要

Mathematical creative thinking ability is one of the important comprehensible needs of students’ competency in mathematical learning. The issue of mathematical creative thinking has seemed to become a communally issue and argued to be promoted by educational stakeholders to be taken into account in the last decade. Mathematical creative thinking plays an important role mathematically in students’ problem solving, and in the process of distributing ideas in mathematical learning. The importance of mathematical creative thinking ability (MCTA) is unfortunately, promoted yet in parallelism the teaching of students’ mathematical learning achievement. Therefore, generative learning model (GLM) seems to be in an effort to support students’ mathematical learning development. Generative learning model (GLM) became an alternative to answer the need in this research. This research was conducted by using Generative-learning model (GLM) which was predictably taught to be an effective method in trigging students’ development of creative thinking ability. Through out a quasi-experiment design, this research conducted for the aim of identifying how students’ MCTA would be contributively enhanced through the implementation of GM. In the total number of 191 students, second grade students from three junior high schools in Yogyakarta, were taken as the sample of this research. Each of them represent the high level, medium and low levels of school. The hypothesis of this research was tested in significant levels of 5%, using t-test, one–way ANAVA, and two–way ANAVA. This research found that: there was different attainment, the improvement of students’ MCTA between class experiment and class control. There was no interaction between learning process and the school levels toward the enhancement of students’ MCTA, neither in students’ PMA and their learning toward MCTA. To identify the differences of students’ enhancement in MCTA, SE, and SS, t-test was used while, two-way ANOVA was used to identify students’ interaction in learning, school levels and PMA. Key Word: Mathematical Creative Thinking Ability, Generative Learning.