DIFFERENCES IN THE ABILITIES OF CREATIVE THINKING AND PROBLEM SOLVING OF STUDENTS IN MATHEMATICS BY USING COOPERATIVE LEARNING AND LEARNING OF PROBLEM SOLVING

DIFFERENCES IN THE ABILITIES OF CREATIVE THINKING AND PROBLEM SOLVING OF STUDENTS IN MATHEMATICS BY USING COOPERATIVE LEARNING AND LEARNING OF PROBLEM SOLVING Hasanah Surya

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DIFFERENCES IN THE ABILITIES OF CREATIVE THINKING AND PROBLEM SOLVING OF STUDENTS IN MATHEMATICS BY USING COOPERATIVE LEARNING AND LEARNING OF PROBLEM SOLVING 2017 International Journal of Sciences : Basic and Applied Research (IJSBAR) hasanah2017-differences-in-the-abilities-of-cr hasanah2017-differences-in-the-abilities-of-cr.txt, the project's staged copy 94eeb29d01ed0efcc971448365ceb2873747edd7 open-access education

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0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them existence Quotation withheld because this record is not cleared for redistribution. creative thinking and problem-solving ability in mathematics learning Quotation withheld because this record is not cleared for redistribution. behavioural-experiment behavioural-experiment Quotation withheld because this record is not cleared for redistribution. mechanisms Cooperative group work makes students interact and exchange and inspect each other's ideas, which is what raises creative thinking Quotation withheld because this record is not cleared for redistribution. mechanisms In STAD every problem is worked through in group discussion before the individual quiz, so students get repeated rehearsal at solving problems Quotation withheld because this record is not cleared for redistribution. mechanisms Creative thinking entails generating alternative solutions, so exercising it automatically exercises problem solving — which is why the two abilities interact with the learning model Quotation withheld because this record is not cleared for redistribution. The abstract reports the two abilities TOGETHER as no better than the comparison, and each ability SEPARATELY as better than the same comparison; the three statements do not compose and are not reconciled. what this limits: citing this study for whether STAD cooperative learning outperforms problem-solving learning: the abstract's combined result says no better while both component results say better, and the paper does not state which reading holds Quotation withheld because this record is not cleared for redistribution. The whole population was used as the sample, so there is no sampling beyond the single class group studied. what this limits: the generality of these results: the population is all 60 students of class VII at one school, and the analysis treats the data as coming from a saturated sample Quotation withheld because this record is not cleared for redistribution. THE ABSTRACT'S THIRD FINDING IS CONTRADICTED BY THE PAPER'S OWN MEANS. It states that problem-solving ability is better under STAD than under problem-solving learning; the reported means are 51.467 for STAD and 62.800 for problem-solving learning, so STAD is 11.3 points WORSE on that measure. The direction of the claim is the opposite of the direction of the data, and both are in this paper. Quotation withheld because this record is not cleared for redistribution. A standard deviation that cannot come from its own variance: variance 136.585 is reported with SD 111.821, where the square root is 11.687. Four of the six cells are exact to three decimals, so the computation was right and this is a transcription error - but it is printed as a result. Quotation withheld because this record is not cleared for redistribution. A second impossible standard deviation: variance 145.640 with SD 62.609, where the square root is 12.068. Quotation withheld because this record is not cleared for redistribution. The whole population of 60 was used, described by the paper as a saturated sample, so the analysis assumes normality and homogeneity of a set that was not sampled from anything wider. Quotation withheld because this record is not cleared for redistribution. each student's quiz score compared against that student's own earlier average score eliminates: between-student differences in ability - the comparison is within a pupil, so a rise is a rise relative to how that pupil was already performing · outcome (stated by the tagger, no quotation): held Quotation withheld because this record is not cleared for redistribution. creative thinking creative thinking Quotation withheld because this record is not cleared for redistribution. problem solving problem solving Quotation withheld because this record is not cleared for redistribution. saturated sample saturated sample Quotation withheld because this record is not cleared for redistribution. creativity creativity Quotation withheld because this record is not cleared for redistribution. STAD STAD Quotation withheld because this record is not cleared for redistribution. the abstract's claim that STAD is better for problem solving → the paper's own reported means for that comparison A PAPER CONTRADICTING ITSELF, WHICH NO TYPE CAN EXPRESS. Every claim relations type points at ANOTHER work; there is no way to record that a paper's stated finding runs opposite to the numbers printed in its own results section. Filed here because the alternative is to record only one half and lose the fact that both are present. Quotation withheld because this record is not cleared for redistribution. effect of STAD cooperative learning - AS THE COMBINED RESULT: the two abilities taken together are reported as NO BETTER than the comparison method Quotation withheld because this record is not cleared for redistribution. effect of STAD cooperative learning - AS THE COMPONENT RESULTS: creative thinking is reported as BETTER, and problem solving is reported as BETTER, against the same comparison Quotation withheld because this record is not cleared for redistribution. creativity - identified with its PRODUCT: the paper states the main criterion in creativity is the product rather than the process Quotation withheld because this record is not cleared for redistribution. creativity - given three different definitions in a single paragraph, from three cited authors: the PRODUCT of good thinking, the ABILITY to create something new, and the capacity to see relationships among pre-existing elements Quotation withheld because this record is not cleared for redistribution. claim_type: existence a second reading reaching the same value. Recorded: existence — note: A BLIND second reading by the project on 2026-08-25: the record's own claim type/method/phenomenon were not looked at until every value here was written and substring-verified. Not applied - a person decides. Sampling frame: the 504 staged records carrying no alternatives block, so this never re-measures the 202. All 11 records with 130+ tags were taken as a census and 19 more spread one per discipline across 22 disciplines - the dense non-neuroscience cell is the one the 202 do not contain (inside them, 94-100% of the densest bands are neuroscience; among these 11, one is)., Quotation withheld because this record is not cleared for redistribution. method: quasi-experiment a second reading DIFFERING from the recorded value. Recorded: behavioural-experiment — note: A BLIND second reading by the project on 2026-08-25: the record's own claim type/method/phenomenon were not looked at until every value here was written and substring-verified. Not applied - a person decides. Sampling frame: the 504 staged records carrying no alternatives block, so this never re-measures the 202. All 11 records with 130+ tags were taken as a census and 19 more spread one per discipline across 22 disciplines - the dense non-neuroscience cell is the one the 202 do not contain (inside them, 94-100% of the densest bands are neuroscience; among these 11, one is)., Quotation withheld because this record is not cleared for redistribution. phenomenon: differences in creative thinking and mathematical problem-solving ability between two teaching models a second reading DIFFERING from the recorded value. Recorded: creative thinking and problem-solving ability in mathematics learning — note: A BLIND second reading by the project on 2026-08-25: the record's own claim type/method/phenomenon were not looked at until every value here was written and substring-verified. Not applied - a person decides. Sampling frame: the 504 staged records carrying no alternatives block, so this never re-measures the 202. All 11 records with 130+ tags were taken as a census and 19 more spread one per discipline across 22 disciplines - the dense non-neuroscience cell is the one the 202 do not contain (inside them, 94-100% of the densest bands are neuroscience; among these 11, one is)., Quotation withheld because this record is not cleared for redistribution. builds-on → Slavin's account of cooperative learning Quotation withheld because this record is not cleared for redistribution. builds-on → Iin Septi Jannah Siregar's study of creative thinking and problem solving under problem-based vs conventional learning Quotation withheld because this record is not cleared for redistribution. two-way ANOVA two-way ANOVA Quotation withheld because this record is not cleared for redistribution. Tukey post-hoc test Tukey post-hoc test Quotation withheld because this record is not cleared for redistribution. F-test F-test Quotation withheld because this record is not cleared for redistribution. Lilliefors normality test Lilliefors normality test Quotation withheld because this record is not cleared for redistribution. Bartlett test of homogeneity of variance Bartlett test of homogeneity of variance Quotation withheld because this record is not cleared for redistribution. null hypothesis testing null hypothesis testing Quotation withheld because this record is not cleared for redistribution. mean mean Quotation withheld because this record is not cleared for redistribution. variance variance Quotation withheld because this record is not cleared for redistribution. standard deviation standard deviation Quotation withheld because this record is not cleared for redistribution. Taking creative thinking and problem solving together, students taught by STAD cooperative learning were not better than those taught by problem-solving learning on the topic of the circle. Quotation withheld because this record is not cleared for redistribution. Considered on its own, mathematical creative thinking was better in the STAD group than in the problem-solving-learning group. Quotation withheld because this record is not cleared for redistribution. Mathematical problem-solving ability was also better in the STAD group than in the problem-solving-learning group. Quotation withheld because this record is not cleared for redistribution. The two-way analysis found a significant interaction between the learning model used and which of the two abilities was being measured. Quotation withheld because this record is not cleared for redistribution. creative thinking in mathematics creative thinking in mathematics Quotation withheld because this record is not cleared for redistribution. problem solving problem solving Quotation withheld because this record is not cleared for redistribution. ability to solve problems of mathematics ability to solve problems of mathematics Quotation withheld because this record is not cleared for redistribution. cooperative learning cooperative learning Quotation withheld because this record is not cleared for redistribution. Student Team Achievement Division Student Team Achievement Division Quotation withheld because this record is not cleared for redistribution. subject matter subject matter Quotation withheld because this record is not cleared for redistribution. ability of creative thinking ability of creative thinking Quotation withheld because this record is not cleared for redistribution. ability of problem solving ability of problem solving Quotation withheld because this record is not cleared for redistribution. 60 — total class VII population, which is also the study sample under saturated sampling Quotation withheld because this record is not cleared for redistribution. X = 65 — mean creative-thinking post-test score of students taught by STAD cooperative learning Quotation withheld because this record is not cleared for redistribution. X = 52.7 — mean creative-thinking post-test score of students taught by problem-solving learning Quotation withheld because this record is not cleared for redistribution. X = 51.467 — mean problem-solving post-test score of students taught by STAD cooperative learning Quotation withheld because this record is not cleared for redistribution. X = 62.800 — mean problem-solving post-test score of students taught by problem-solving learning Quotation withheld because this record is not cleared for redistribution. 5 items — number of description-type test items for each of the two measured abilities Quotation withheld because this record is not cleared for redistribution.

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