Lateral Thinking Ability through challenge-based Learning with Sparkol Videoscribe
Wati Susilawati

UIN Sunan Gunung Djati

Abstract

Covid 19 has an impact on the learning process in schools so that it affects the quality of the student^ thinking ability which demands the use of technology. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking ability between students who receive the Sparkol VideoScribe challenge-based learning and conventional learning. The research method uses quasi-experimental, with a non-equivalent control group design. The sample was selected by means of a random sample technique from eight parallel classes of a high school in Bandung. Class X 1 as the experimental class and class X 2 as the conventional class. The instrument used was a mathematical lateral thinking ability test and a mathematics preliminary knowledge test. Data analysis used independent T-test and two-way ANOVA. The findings: There are differences in the improvement of mathematical lateral thinking ability between students in the experimental class and the conventional class. There are differences in the achievement of lateral mathematical thinking ability between experimental class and conventional class students based on their initial knowledge of mathematics in the high, medium and low categories. Sparkol VideoScribe challenge-based learning makes it easy for students to understand the material, the construction process, interaction, reflection, thereby increasing their mathematical lateral thinking ability.

Keywords: Challenge-based learning, Lateral thinking ability, Sparkol VideoScribe

Topic: Mathematics Education