The Impact of Interactive Media with Problem-Based Learning on Student’s Mathematical Creative Thinking Ability in Terms of Self-Efficacy
DOI:
https://doi.org/10.31949/th.v11i2.17564Abstract
Mathematical creative thinking ability is an essential skill to be developed in 21st-century learners. However, observations indicate that this ability is still relatively low, as students tend to produce limited, less original, and less detailed ideas. One of the approaches that can be applied to improve creative thinking ability is Problem Based Learning (PBL) assisted by interactive media. This study aims to examine the effect of the PBL model integrated with Google Sites interactive media on students’ mathematical creative thinking ability in terms of their self-efficacy levels. This research employed a quasi-experimental method with a 2x3 factorial design. The subjects were eighth-grade students of SMP IT Rabbi Radhiyya in the academic year 2024/2025. The sample was determined using purposive sampling: class VIII.A was designated as the experimental group, which received instruction with the interactive Google Sites-based PBL model, and class VIII.C was designated as the control group, which received PBL instruction without the interactive media. The instruments used were a mathematical creative thinking test and a self-efficacy questionnaire. Data were analyzed using two-way ANOVA. The findings revealed significant differences in mathematical creative thinking ability between students taught with PBL using Google Sites interactive media and those taught with PBL without interactive media. Furthermore, differences were also found based on students’ self-efficacy levels (high, medium, low). However, no interaction was found between the learning model and self-efficacy levels on students’ mathematical creative thinking ability.
Keywords:
Problem Based Learning, Interactive Media Learning, Google Site, Mathematical Creative Thinking, Self-EfficacyDownloads
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