PENERAPAN DIFFERENTIATED INSTRUCTION TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA

Abstract

The implementation of the 2013 curriculum which was not yet in line with its demands resulted in less effective mathematics learning. This can be seen at the time of class teachers only give assignments to students to learn and work on problems independently without guidance from the teacher. The ability of students to think creatively to solve mathematical problems is not yet apparent if the learning model applied by the teacher is still like this. The solution to overcome these problems is by learning Differential Instruction. The purpose of this article is to see whether there are differences in students' creative thinking abilities through differential learning instruction and expository learning. Quasi-experimental is a type of research. This research data was analyzed
using one sample t test. The results of data analysis showed that students' creative thinking abilities through Differential Instruction learning were better than expository learning, seen from the results of tcount> ttable analysis.