Comparison of Students’ Mathematical Creative Thinking Ability Through Means-Ends Analysis and Discovery Learning Model
Creative thinking is one of mathematical abilities that students need to achieve. In fact, that ability is not yet fully in line with expectations. The purpose of this research is to analyze students’ achievement and enhancement in
mathematical creative thinking, particularly for those who acquired learning through means-ends analysis model and discovery learning model. The method used was quasi-experimental research design with two-group pretest-posttest design. This research was conducted to grade 8 students (13-14 years) in one of school located at Bandung Regencies and the number of samples involved was 68 students. The results showed that there were no differences in achievement and enhancement of mathematical creative thinking ability between students who
acquired learning through means-ends analysis model and students who acquired learning through discovery learning model. The level of achievement in mathematical creative thinking abilities in both research classes were sufficient, while the level of the enhancement in mathematical creative thinking abilities in both research classes were moderate. Based on the results, means-ends analysis and discovery learning can be used as alternative learning models to develop students’ creative thinking ability.
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