Analysis of Creative Thinking Process Based on Metacognitive with Project Work Models

Abstract

- One learning model that encourages students to develop mathematical creative thinking is the project work model. One of the factors that influence differences in mathematical creative thinking processes is metacognitive. Therefore, the aim of this study is to analyze students' mathematical creative thinking abilities based on metacognitive levels through the project work learning model. The research method used in this study is a combination of explanatory sequential design research methods. The research sample was taken through simple random sampling, where the sample was divided into experimental and control classes. While the technique of selecting research subjects for qualitative data collection is purposive sampling, namely subjects based on metacognitive, divided into high, medium, and low levels. The average value of the mathematical creative thinking test of the experimental and control classes was carried out by the comparative test results obtained in table 1. Based on table 1 Sign value 0.01 < 0.05 so that there is a difference in the average between the experimental and control classes. The average of the experimental class is 62.97 while the control class is 54. Metacognitive as one of the components that affect the ability of mathematical creative thinking. Stages of mathematical creative thinking process in students with metacognitive levels consist of understanding the problem, formulating problem solving strategies, implementing problem solving strategies, evaluating problem solving solutions.