Abstract
<p style="text-align: justify;">In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.</p>
Publisher
Eurasian Society of Educational Research
Subject
Pharmacology (medical),Complementary and alternative medicine,Pharmaceutical Science
Reference39 articles.
1. Ali, D., Amir MZ, Z., Kusnadi, K., & Vebrianto, R. (2021). Literature review: Mathematical creative thinking ability, and students’ self regulated learning to use an open ended approach. Malikussaleh Journal of Mathematics Learning, 4(1), 52-61. https://doi.org/10.29103/mjml.v4i1.3095
2. AlManafi, A. O. S., Osman, S. Z. M., Magableh, I. S. I., & Alghatani, R. H. H. (2023). The effect of blended learning on the primary stage EFL students’ reading comprehension achievement in libya. International Journal of Instruction, 16(2), 703–718. https://doi.org/10.29333/iji.2023.16237a
3. Casing, P. I., & Roble, D. B. (2021). Students’ mathematical creative thinking ability with posing-exploring-doing-evaluating (PEDE) productive failure model in new normal. American Journal of Educational Research, 9(7), 443–448. https://doi.org/10.12691/education-9-7-8
4. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative (5th ed.). Pearson Education, Inc.
5. Dwivedi, V. J., & Joshi, Y. C. (2021). ICT perspectives of productive and sustainable development for 21st century higher education institutions. Journal of Critical Reviews, 08(01), 829-841. https://bit.ly/3qFhszV