phenomenon · claim-type · cross-domain-transfer · mechanism · claim-relation · replication-status · limitation — grounded in the full text| phenomenon | creative thinking and problem-solving ability in mathematics learning— “This study aims to determine the differences in the abilities of creative thinking and problem solving of mathematics in students who are taught by cooperative learning with the type of STAD and students who were taught with problem solving in class VII of Madrasah Tsanawiyah of Madinatussalam in Sei Rotan Learning Year 2015/2016.” | |
| claim-type | existence— “(4) There is a significant interaction between the learning model used with the ability to think creatively and the problem solving ability of mathematics in the students.” | |
| method — evidence | — “Therefore, this study is an experimental study with a quasi experiment design, because the class used has been formed before.” | |
| mechanism | Cooperative group work makes students interact and exchange and inspect each other's ideas, which is what raises creative thinking— “This is in accordance with what was proposed by Slavin that cooperative learning encourages students to interact actively and positively in groups.” | mechanisms[0] |
| mechanism | In STAD every problem is worked through in group discussion before the individual quiz, so students get repeated rehearsal at solving problems— “So all the problems to be solved are discussed in discussion to find the solution before each student undergoes the individual quiz.” | mechanisms[1] |
| mechanism | Creative thinking entails generating alternative solutions, so exercising it automatically exercises problem solving — which is why the two abilities interact with the learning model— “A person who has the ability to think creatively is not only able to solve problems that are non-routine, but also able to see various alternative problem solving.” | mechanisms[2] |
| builds-on | Slavin's account of cooperative learning— “This is in accordance with what was proposed by Slavin that cooperative learning encourages students to interact actively and positively in groups.” | claim_relations[0] |
| builds-on | Iin Septi Jannah Siregar's study of creative thinking and problem solving under problem-based vs conventional learning— “This is consistent with research conducted by Iin Septi Jannah Siregar.” | claim_relations[1] |
| sense | effect of STAD cooperative learning - AS THE COMBINED RESULT: the two abilities taken together are reported as NO BETTER than the comparison method— “(1) The abilities to think creatively and problem solving of mathematics in students taught by cooperative learning of STAD type is no better than students who are taught with learning of problem solving in the subject matter of the circle.” | senses[0] |
| sense | 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— “(2) The ability of creative thinking in students who are taught by cooperative learning of STAD type is better than students who are taught with learning of problem solving in the subject matter of circle.” | senses[1] |
| sense | creativity - identified with its PRODUCT: the paper states the main criterion in creativity is the product rather than the process— “With this understanding, it appears that the main criterion in creativity is the product.” | senses[2] |
| sense | 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— “As stated by Mardianto, creativity is the product of a good and right way of thinking [3]. While Munandar stated that creativity is a common ability to create something new, as the ability to provide new ideas that can be applied to problem solving, or as the ability to know the relationships between pre-existing elements” | senses[3] |
| control | each student's quiz score compared against that student's own earlier average score — held — rules out 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— “The results of the quiz score of the students were compared with their own average score obtained earlier.” | controls[0] |
| outcome (stated by the tagger, no quotation) | control — held | controls[0] |
| for which use | limitation — 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— “(1) The abilities to think creatively and problem solving of mathematics in students taught by cooperative learning of STAD type is no better than students who are taught with learning of problem solving in the subject matter of the circle. (2) The ability of creative thinking in students who are taught by cooperative learning of STAD type is… | limitations[0] |
| for which use | limitation — 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— “The population in this study is all students of class VII which amounted to 60.” | limitations[1] |
| replication | untested | |
| no type for this | 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.— “(3) Ability ofproblem solving of mathematics in students who are taught by cooperative learning of STAD type is better than students who are taught with learning of problem solving in the subject matter of the circle.” | unhoused_relations[0] |
| limitation | 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.— “(1) The abilities to think creatively and problem solving of mathematics in students taught by cooperative learning of STAD type is no better than students who are taught with learning of problem solving in the subject matter of the circle. (2) The ability of creative thinking in students who are taught by cooperative learning of STAD type is… | limitations[0] |
| limitation | The whole population was used as the sample, so there is no sampling beyond the single class group studied.— “The population in this study is all students of class VII which amounted to 60.” | limitations[1] |
| limitation | 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.— “the ability of problem solving of mathematics in students who were taught by Cooperative Learning of STAD Type in annex 13 and frequency distributions in annex 15 the following results are obtained: the counted average value… | limitations[2] |
| limitation | 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. | limitations[3] |
| limitation | A second impossible standard deviation: variance 145.640 with SD 62.609, where the square root is 12.068. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[4] |
| limitation | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[5] |
finding · quantity · variable · definition · key-term — grounded in the full text| finding | 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 — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[0] |
| finding | Considered on its own, mathematical creative thinking was better in the STAD group than in the problem-solving-learning group. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[1] |
| finding | Mathematical problem-solving ability was also better in the STAD group than in the problem-solving-learning group. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[2] |
| finding | The two-way analysis found a significant interaction between the learning model used and which of the two abilities was being measured. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[3] |
| quantity | 60 — total class VII population, which is also the study sample under saturated sampling Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[0] |
| quantity | X = 65 — mean creative-thinking post-test score of students taught by STAD cooperative learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[1] |
| quantity | X = 52.7 — mean creative-thinking post-test score of students taught by problem-solving learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[2] |
| quantity | X = 51.467 — mean problem-solving post-test score of students taught by STAD cooperative learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[3] |
| quantity | X = 62.800 — mean problem-solving post-test score of students taught by problem-solving learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[4] |
| quantity | 5 items — number of description-type test items for each of the two measured abilities Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[5] |
| variable | subject matter (control) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[2] |
| variable | ability of creative thinking (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[4] |
| variable | ability of problem solving (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[5] |
| definition | creative thinking in mathematics Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[0] |
| definition | problem solving Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[1] |
| definition | ability to solve problems of mathematics Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[2] |
| definition | cooperative learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[4] |
| definition | Student Team Achievement Division Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[5] |
| concept | creative thinking Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[0] |
| concept | problem solving Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[1] |
| concept | saturated sample Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[2] |
| concept | creativity Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[3] |
| concept | STAD Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[4] |
| two-way ANOVA F | as written: two-way analysis of variance Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[0] |
| Tukey post-hoc test Q | as written: Tukey-test Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[1] |
| F-test F | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[2] |
| Lilliefors normality test L | as written: Lilliefors analysis Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[3] |
| Bartlett test of homogeneity of variance χ2 | as written: Bartlett test Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[4] |
| null hypothesis testing | as written: we tested the null hypothesis Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[5] |
| mean X | as written: the counted average value (X) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[6] |
| variance S2 | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[7] |
| standard deviation SD | as written: Standard Deviation (SD) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[8] |
| claim type | existence — a second reading reaching the same value; recorded: existence Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | alternatives.claim_type |
| method | quasi-experiment — a second reading DIFFERING from the recorded value; recorded: behavioural-experiment Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | alternatives.method |
| 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 Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | alternatives.phenomenon |
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