Comparison of the Effects of Problem-Based Learning and Inquiry-Based Learning on Students' Mathematical Creative Thinking Skills
Kusmi Fitriyani, Heni Pujiastuti, Maman Fathurrahman
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Published: Oct 31, 2026
DOI: 10.51574/kognitif.v6i4.5519
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Developing students’ mathematical creative thinking skills is important because these skills enable them to generate alternative solutions to problems. However, interviews with mathematics teachers at SMP Negeri 2 Cilegon indicated that students struggled to explore ideas and develop problem-solving strategies independently. This study aimed to compare students’ mathematical creative thinking skills and improvements in these skills following problem-based learning (PBL) and inquiry-based learning (IBL). A quantitative, quasi-experimental study was conducted using a nonequivalent pretest–posttest comparison-group design. The sample comprised 70 seventh-grade students selected through cluster random sampling: 35 students from Class VII B formed the PBL group, and 35 students from Class VII J formed the IBL group. Both groups received four instructional sessions on plane figures. Data were collected using a mathematical creative thinking test, an observation sheet, and a student response questionnaire. The test comprised four constructed-response items assessing fluency, flexibility, originality, and elaboration. All test items were reported as valid, with validity coefficients ranging from 0.74181 to 0.79536, and the test demonstrated internal consistency, with a Cronbach’s alpha of 0.767. Data analysis included normality and homogeneity tests, an independent-samples t-test, and normalized gain (N-gain) calculations. The mean posttest scores were 82.77 for the PBL group and 76.63 for the IBL group, while the corresponding mean N-gain values were 0.77 and 0.69. The independent-samples t-test indicated a statistically significant between-group difference, t(68) = 3.761, p < .001. Overall, the PBL group achieved higher mean posttest scores and greater mean normalized gains than the IBL group. These findings suggest that PBL is a promising instructional approach for supporting students’ mathematical creative thinking in the context studied.
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