Development of Learning Activities Based on Creativity-Based Learning (CBL) to Enhance Mathematical Creativity Thinking and Learning Achievement on 3-Dimensional Geometric Shapes of Grade-6 Students
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Abstract
Creative-based learning is a learning management method that focus on the students is important encourage learners to develop thinking process skills, research, presentation, and group work. The purposes of this study were: (1) to develop plans for organization of mathematics learning activities using creativity-based learning with a require efficiency of 70/70; (2) to find out the effectiveness index of plans for
the organization of mathematics learning activities using creativity-based learning; (3) to compare the mathematical achievement of student who study using creativity-based learning with 70 percent criteria; (4) to compare the mathematical creativity of student who study using creativity-based learning with 70 percent criteria. The participants in this study were nineteen students who studied in Grade-6 at Koklamwittayakarn School, Roi Et Province, in the second semester of academic 2022. However, they were selected by using the cluster random sampling technique. The instruments are used in the study were (1) the learning activity plan using creativity-based learning; (2) the mathematical learning achievement test; (3) the mathematical creativity ability test. The statistics are used for analyzing the data. It consists of percentage, mean, and standard deviation. Moreover, to examine the hypothesis by using a t-test for one sample. The results of the study were as follows: (1) The lesson plans for organization of mathematics learning activities were 73.13/77.11, respectively. (2) The effectiveness index of plans for organization of mathematics learning activities using creativity-based learning was 0.6314, or 63.14 percent, respectively. (3) Mathematical achievement of students who studied using creativity-based learning accounted for 77.11 percent at over 70 percent criteria at .05 level of significance. (4) Mathematical creativity of students who studied using creativity-based learning accounted for 73.69 percent at over 70 percent criteria at .05 level of significance.
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