Fostering Critical and Creative Thinking in Mathematics: A Study on Brain-Based and Problem-Based Learning

Rivaldo Paul Telussa; Jovial Kaihatu; Paul Arjanto

doi:10.21070/madrosatuna.v9i1.1598

(1) Rivaldo Paul Telussa Universitas Satya Wiyata Mandala (USWIM)
Indonesia
(2) Jovial Kaihatu Universitas Satya Wiyata Mandala (USWIM)
Indonesia
(3) * Paul Arjanto Universitas Satya Wiyata Mandala (USWIM)
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/madrosatuna.v9i1.1598

Abstract

This research explores the intersection between brain-based learning (BBL) and problem-based learning (PBL) in the context of improving mathematics skills, with a focus on developing logical, critical and creative thinking in elementary school students. Taking place at SD Negeri 02 Nabire, this research involved 58 fourth grade students, to test the effectiveness of innovative teaching strategies rooted in the concept of multiple intelligences. A quasi-experimental design utilized a non-equivalent control group to compare the impact of BBL and PBL on students' mathematical thinking abilities. This research uses a questionnaire specifically designed to measure students' logical and creative thinking abilities in mathematics. Statistical analysis, including normality test, homogeneity test, t-test, and two-way ANOVA, revealed significant differences in critical and creative thinking abilities between the experimental and control groups. These findings underscore the potential of combining BBL and PBL strategies in improving students' mathematical thinking skills, highlighting the need for pedagogical approaches that cater to diverse intelligences and promote deeper conceptual understanding and problem-solving skills in mathematics. This study contributes valuable insights to the ongoing discourse regarding effective educational strategies for developing mathematical intelligence in young learners, paving the way for future educational innovations.

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