Mathematics creative thinking ability based on student’s cognitive style by using Knisley learning models

Abstract

Abstract The aim of this study was to find out the ievements of students’ creative thinking ability with Knisley’s learning model compared to the Direct Instruction model. This research is mixed methods. The results showed: (1) the mathematical creative thinking ability of students with Knisley’s learning model achieving classical completeness; (2) the proportion of students’ mathematical creative thinking abilities with Knisley’s learning model is better than the Direct Instruction model; (3) the mathematical creative thinking ability of students with Knisley’s mathematics learning model is better than the Direct Instruction mathematics learning model (4) student groups impulsive cognitive style achieve indicators: fluency; or fluency and novelty; student groups reflective cognitive style achieve indicators: fluency and flexibility; or fluency, flexibility and novelty; student groups fast-accurate achieve indicators: fluency, flexibility, and novelty; or fluency, and flexibility; and student groups slow–inaccurate achieve indicators: fluency, or nothing.