Improving the Creative Thinking Ability of Junior High School Students Through GeoGebra Assisted Learning Community in Mathematics
This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The research method uses quantitative, designed with an experimental pattern of nonequivalent control g...
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| Autores principales: | , , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
International Association of Online Engineering (IAOE)
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/ad74123a333540cf8f17086c504e868a |
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| Sumario: | This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The research method uses quantitative, designed with an experimental pattern of nonequivalent control groups. Samples taken not randomly from two different classes amounted to 79 people. One class gets community learning with the help of GeoGebra, and the other class gets conventional learning. Data obtained by using the test. The test was conducted twice, namely pretest and posttest. Normalized N-Gain is done to measure the increase in creative thinking skills. Data analysis used an independent sample t-test. Based on the results of the analysis, it was found that there was a significant increase in students' creative thinking skills. Learning community is student-centered learning in groups (Student-Centered Learning). The research findings consider it important to implement GeoGebra-assisted learning communities according to the characteristics and development of the student learning environment. |
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