THE EFFECT OF SEARCH, SOLVE, CREATE, AND SHARE (SSCS) LEARNING MODEL ON INCREASING CRITICAL THINKING ABILITY AND CREATIVE THINKING MATHEMATICS OF SENIOR HIGH SCHOOL STUDENTS Andrew Rolas Siagian (a*), Kusnandi (b)
Mathemathics Education Study Program, Postgraduate School, Indonesia Education University. Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
Department of mathematics Education, Postgraduate School, Indonesia Education University. Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
Abstract
The aim of this study was to obtain a comprehensive picture of the enhancement of critical thingking abilities and creative thinking abilities who had learned using the Search, solve, create and share (SSCS) learning. This study was quasi-experiment study. The design of this study was non-equivalent pretest and posttest control group design. There were two group of sample used in the study. The experimental group was given SSCS learning and the control group was given conventional learning. The population in this study were 152 senior high school of grade X in batch 2021/2022 at one of the schools in the city of Bandung. The instrument used consisted of mathematical critical thinking skill tes and creative thingking tes. The statistical analysis used in this study is the Mann-Whitney test and two-way Anova. The outcomes showed that: (1) The improvement of critical thinking skills of students who receive SSCS learning is better than students who receive conventional learning in overall terms- (2) The improvement of creative thinking skills of students who receive SSCS learning is better than students who receive conventional learning in overall terms- (3) The improvement of critical thinking skills of students who received SSCS learning was better than students who received conventional learning in the high and mid math early ability category. Meanwhile, in the low math early ability categories, there is no difference in the improvement of critical thinking skills between students who receive SSCS learning and students who receive conventional learning.- (4) The improvement of creative thinking skills of students who received SSCS learning was better than students who received conventional learning in the mid and low math early ability category. Meanwhile, in the high math early ability categories, there is no difference in the improvement of critical thinking skills between students who receive SSCS learning and students who receive conventional learning.
