How the Effects of the 21st-Century Learning Model on Higher Level Thinking Ability and Mathematical Learning Creativity Viewed from Student Mathematical Disposition

DOI

10.2991/assehr.k.200129.132How to use a DOI?

Keywords

21st-century education, challenge-based learning, HOTS, creativity, mathematical disposition

Abstract

21st-century education requires students to communicate, collaborate, think critically, do problem-solving, creativity, and innovation. This can be measured based on high-level thinking skills and student learning creativity. However, the reality is that the current learning model of mathematics learning does not support this, which makes students’ high-level thinking skills and learning creativity not increase. Therefore, the main focus of this study is to apply the challenge-based learning model and see how the effects of the challenge-based learning model are viewed from the students ‘mathematical dispositions towards high-level thinking skills and students’ learning creativity in mathematics. The methodology used is quantitative research with quasi-experimental type of research, subjects of VIII grade students of SMP Negeri in Surakarta, data collection techniques using test instruments, questionnaires, and observations. The method of data analysis in this study uses multivariate variance analysis with unequal cell lines. The results of the study prove that the 21st-century learning model and mathematical disposition have a significant influence on HOTS and student learning creativity and the Challenge Based Learning model is very appropriate in increasing HOTS abilities and student learning creativity.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Tumas Yulianto
AU  - Ikrar Pramudya
AU  - Isnandar Slamet
PY  - 2020
DA  - 2020/02/06
TI  - How the Effects of the 21st-Century Learning Model on Higher Level Thinking Ability and Mathematical Learning Creativity Viewed from Student Mathematical Disposition
BT  - Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)
PB  - Atlantis Press
SP  - 1066
EP  - 1076
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200129.132
DO  - 10.2991/assehr.k.200129.132
ID  - Yulianto2020
ER  -