THE IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL WITH A CONTEXTUAL APPROACH TO IMPROVE MIDDLE SCHOOL STUDENTS CREATIVE THINKING SKILLS

Abstract

This study aims to analyze the effectiveness of implementing the problembased learning model with a contextual approach in improving students mathematical creative thinking skills. This research employed a pre experimental design using a one-group pretest–posttest approach involving 30 eighth-grade students in Yogyakarta, selected through purposive sampling. The research instruments consisted of a mathematical creative thinking test and an observation sheet. The results showed a significant difference between students pretest and posttest scores based on a paired t-test with a significance value of 0.001 < 0.05. Furthermore, the one-sample t-test results indicated that the average students mathematical creative thinking ability had reached the predetermined mastery criteria, with a significance value of 0.001 < 0.05. In addition, the proportion test showed that classical learning mastery was achieved, with a significance value of 0.010 < 0.05, where at least 75% of students reached the mastery criteria. Meanwhile, the effect size analysis using Cohen’s d revealed a value of 1.832, which is categorized as a large effect. Thus, it can be concluded that the integration of the Problem-Based Learning model with a contextual approach is effective in improving students mathematical creative thinking skills and supports active engagement in learning.