The Effect of Creative Problem Solving and Problem-Based Learning Models on Students' Mathematical Problem-Solving Ability
Rizkiana Salfa Khanifah, Nina Agustyaningrum, Megita Dwi Pamungkas
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Source: Crossref
Published: Sep 30, 2026
DOI: 10.30738/union.v14i3.23128
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Mathematical problem-solving ability is one of the essential competencies in mathematics learning. However, this ability remains relatively low, largely due to teacher-centered instruction that leaves students insufficiently active and under-trained in solving mathematical problems. This gap highlights the need for learning models capable of enhancing such ability, namely Creative Problem Solving (CPS) and Problem-Based Learning (PBL). This study aims to examine: (1) the improvement in students' mathematical problem-solving ability through the CPS learning model, (2) the improvement in students' mathematical problem-solving ability through the PBL model, and (3) the difference in the effect of the CPS and PBL learning models on mathematical problem-solving ability. A quantitative approach with a quasi-experimental method was employed. The population consisted of all tenth-grade students, with the experimental and control classes selected through a cluster random sampling technique. Data were collected using tests, interviews, and observations. The findings reveal that (1) the CPS learning model produced a significant improvement in students' mathematical problem-solving ability, (2) the PBL model likewise produced a significant improvement in this ability, and (3) a significant difference was found between the effects of the CPS and PBL models on students' mathematical problem-solving ability, with the CPS model demonstrating a stronger effect.
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