THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS
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Abstract
The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.
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Gusti, V. Y. K., & Rahayu, W. (2023). THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS. Kalamatika: Jurnal Pendidikan Matematika, 8(1), 49-62. https://doi.org/10.22236/KALAMATIKA.vol8no1.2023pp49-62
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References
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Alatas, F. (2014). Hubungan pemahaman konsep dengan keterampilan berpikir kritis melalui model pembelajaran treffinger pada mata kuliah fisika dasar. EDUSAINS, 4(1):88—96.
Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71-80.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Fajri, M. (2017). Kemampuan berpikir matematis dalam konteks pembelajaran abad 21 di sekolah dasar. Lemma, 3(2), 232878.
Fatah, A., Suryadi, D., & Sabandar, J. (2016). Open-ended approach: an effort in cultivating students' mathematical creative thinking ability and self-esteem in mathematics. Journal on Mathematics Education, 7(1), 11-20.
Firdaus, F., Kailani, I., Bakar, M. N. B., & Bakry, B. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning, 9(3), 226-236.
Kan’an, A., & Osman, K. (2015). The relationship between self-directed learning skills and science achievement among Qatari students. Creative education, 6(08), 790.
Knowles, M.S (1975). Self-directed learning: a Guide for learners and teachers. Association Press.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Lee, K., Tsai, P. S., Chai, C. S., & Koh, J. H. L. (2014). Students' perceptions of self‐directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425-437.
Lejeune, C., Beausaert, S., & Raemdonck, I. (2021). The impact on employees’ job performance of exercising self-directed learning within personal development plan practice. The international journal of human resource management, 32(5), 1086-1112.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en.
Örs, M. (2018). The self-directed learning readiness level of the undergraduate students of midwife and nurse in terms of sustainability in nursing and midwifery education. Sustainability, 10(10), 3574.
Rahayu, K. P. (2015). Pengaruh pembelajaran kimia dengan model web based learning terhadap hasil belajar kognitif siswa SMA kelas X ditinjau dari kemampuan self-directed learning (Doctoral dissertation, Universitas Negeri Malang).
Ridwan, R., Supriyadi, E., & Nurmanita, M. (2019, June). The Effect of Treffinger Learning Model on Critical Thinking Ability of Students in SMK 3 Yogyakarta. In 3rd International Conference on Current Issues in Education (ICCIE 2018) (pp. 445-451). Atlantis Press.
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3).
Sari, V. T. A., & Hidayat, W. (2019). The students’ mathematical critical and creative thinking ability in double-loop problem solving learning. Journal of Physics: Conference Series, 1315(1), 012024
Saunders, D. R. (1955). The" moderator variable" as a useful tool in prediction. In Proceedings of the Conference on Testing Problems, Educational Testing Service.
Shafto, P., Goodman, N. D., & Griffiths, T. L. (2014). A rational account of pedagogical reasoning: Teaching by, and learning from, examples. Cognitive psychology, 71, 55-89.
Stephan, M. (2020). Teacher-centered teaching in mathematics education. Encyclopedia of mathematics education, 836-840.
Sukardjo, M., & Salam, M. (2020). Effect of concept attainment models and self-directed learning (sdl) on mathematics learning outcomes. International Journal of Instruction, 13(3), 275-292.
Susanti, E. (2019). Mathematical Critical Thinking and Creative Thinking Skills: How Does Their Relationship Influence Mathematical Achievement?. In Proceedings of the 2019 International Conference on Mathematics, Science and Technology Teaching and Learning (pp. 63-66).
Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science, 12, p.257-285.
Treffinger, D.J. (1980). A preliminary model of creative learning, The Journal of Gifted Child Ouarterly 24f 127-138.
Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher education, 31(1), 25-50.
Widyatiningtyas, R., Kusumah, Y. S., Sumarmo, U., & Sabandar, J. (2015). The impact of problem-based learning approach to senior high school students' mathematics critical thinking ability. Indonesian Mathematical Society Journal on Mathematics Education, 6(2), 30-38.