The Effect of Technological Pedagogical Content Knowledge-Based Discovery Learning on Students' Creative Thinking Skills

Abstrak

This study aimed to analyze the implementation of Discovery Learning based on Technological Pedagogical Content Knowledge (TPACK) and its differences in students’ creative thinking skills in mathematics learning on trigonometry. The study employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The participants were 60 tenth-grade students divided into an experimental class and a control class, with 30 students in each class. The experimental class received TPACK-based Discovery Learning, while the control class received direct instruction. Data were collected through an essay-based creative thinking test and observation sheets of teacher and student activities. The test consisted of four items representing fluency, flexibility, originality, and elaboration; all items were declared valid and reliable with a Cronbach’s alpha of 0.724. The experimental class achieved a posttest mean of 85.43, while the control class achieved 72.56. The N-Gain values were 0.65 and 0.45, respectively. The t-test showed a significant difference with a mean difference of 12.87, t (58) = 5.34, p < 0.001, 95% CI [8.05, 17.69], and Cohen’s d = 1.38. At the indicator level, increases in item scores in the experimental class were observed in fluency, flexibility, originality, and elaboration. These findings indicate that TPACK-based Discovery Learning was associated with higher creative-thinking outcomes in the observed classroom context, although the quasi-experimental design does not allow an absolute causal attribution.

Kata kunci

• Discovery Learning
• creative thinking
• quasi-experimental
• tpack
• trigonometry