Integrasi zone of proximal development pada pembelajaran active knowledge sharing terhadap kemampuan berpikir kreatif matematis siswa
DOI:
https://doi.org/10.61291/jpi.v7i2.84Keywords:
Zone of proximal development, berpikir kreatif matematis, active knowledge sharing, kemampuan berpikir kreatif matematisAbstract
This study aimed to analyze the effect of integrating the Zone of Proximal Development (ZPD) into Active Knowledge Sharing learning on students' mathematical creative thinking ability. The study employed a quasi-experimental approach with a posttest-only control group design. The research population consisted of all 90 seventh-grade students at MTs Swasta Cerdas Murni. Two classes were selected using cluster random sampling, with class VII-2 serving as the experimental group and class VII-1 as the control group, each consisting of 30 students. The research instrument was a mathematical creative thinking ability test that had undergone expert validation, empirical validity testing, and reliability testing. Data were analyzed using descriptive statistics and an independent samples t-test after the assumptions of normality and homogeneity of variance were satisfied. The results showed that the mean mathematical creative thinking score of the experimental group (76.50) was higher than that of the control group (67.00). Hypothesis testing yielded t(58) = 4.115, with p < 0.001. These findings indicate a statistically significant difference between the two groups and provide evidence supporting the effect of integrating ZPD into Active Knowledge Sharing learning on students' mathematical creative thinking ability. Therefore, ZPD-based Active Knowledge Sharing can be considered an alternative instructional strategy to foster students' mathematical creative thinking ability through social interaction, scaffolding, and active knowledge-sharing activities.
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