How the Effects of the 21st-Century Learning Model on Higher Level Thinking Ability and Mathematical Learning Creativity Viewed from Student Mathematical Disposition
- DOI
- 10.2991/assehr.k.200129.132How to use a DOI?
- Keywords
- 21st-century education, challenge-based learning, HOTS, creativity, mathematical disposition
- Abstract
21st-century education requires students to communicate, collaborate, think critically, do problem-solving, creativity, and innovation. This can be measured based on high-level thinking skills and student learning creativity. However, the reality is that the current learning model of mathematics learning does not support this, which makes students’ high-level thinking skills and learning creativity not increase. Therefore, the main focus of this study is to apply the challenge-based learning model and see how the effects of the challenge-based learning model are viewed from the students ‘mathematical dispositions towards high-level thinking skills and students’ learning creativity in mathematics. The methodology used is quantitative research with quasi-experimental type of research, subjects of VIII grade students of SMP Negeri in Surakarta, data collection techniques using test instruments, questionnaires, and observations. The method of data analysis in this study uses multivariate variance analysis with unequal cell lines. The results of the study prove that the 21st-century learning model and mathematical disposition have a significant influence on HOTS and student learning creativity and the Challenge Based Learning model is very appropriate in increasing HOTS abilities and student learning creativity.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Tumas Yulianto AU - Ikrar Pramudya AU - Isnandar Slamet PY - 2020 DA - 2020/02/06 TI - How the Effects of the 21st-Century Learning Model on Higher Level Thinking Ability and Mathematical Learning Creativity Viewed from Student Mathematical Disposition BT - Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) PB - Atlantis Press SP - 1066 EP - 1076 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200129.132 DO - 10.2991/assehr.k.200129.132 ID - Yulianto2020 ER -