The Effect of the Discovery Learning Model on Students' Mathematical Creative Thinking Ability Bassed on Prior Mathematical Knowledge

Abstrak

Mathematical creative thinking ability is essential for students, yet traditional teacher-centered instruction often limits its development. This study aimed to investigate whether there were differences in mathematical creative thinking ability between students taught using the Discovery Learning model and those taught using direct instruction, based on their levels of prior mathematical knowledge (high, medium, and low). This study employed a quasi-experimental research design with a Posttest-Only Control Group Design. The data were analyzed using a two-way analysis of variance (Two-Way ANOVA). The results showed that: (1) there was a significant difference in mathematical creative thinking ability between students taught using Discovery Learning and those taught using direct instruction, with Fcount = 4618.9 > Ftable = 4.02; (2 there was a significant difference in creative thinking ability among students with high, medium, and low prior mathematical knowledge, with Fcoun=128.46 > Ftable =3.168; and (3) there was no interaction effect between the learning model and prior mathematical knowledge on students' creative thinking ability. In conclusion, the implementation of the Discovery Learning model has a significant positive effect on students' mathematical creative thinking ability across all levels of prior mathematical knowledge.

Kata kunci

• Discovery Learning
• mathematical creative thingking ability
• prior mathematical knowledge