Pengaruh Model Pembelajaran Learning Cycle 5E Berbantuan Scratch terhadap Kemampuan Berpikir Kreatif Matematis Siswa pada Materi Pola Bilangan

Abstract

This study aims to determine the differences and the effect of implementing the Learning Cycle 5E model assisted by Scratch on students’ mathematical creative thinking abilities in number pattern material. This research employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The population consisted of all tenth-grade students of SMAN Jenggawah in the 2025/2026 academic year. The sample included two classes selected through cluster random sampling, namely class X-1 as the experimental class and class X-2 as the control class, each consisting of 35 students. The research instruments were pretest and posttest essay questions developed based on indicators of mathematical creative thinking abilities, namely fluency, flexibility, originality, and elaboration, and were supported by observation sheets to capture the learning process data. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene’s homogeneity test, and nonparametric hypothesis tests, namely Mann-Whitney and Wilcoxon tests. The results showed that the mean posttest score of the experimental class 72,51 was higher than that of the control class 61.06. The Mann-Whitney test yielded a significance value of 0,002 < 0,05, indicating a difference in students’ mathematical creative thinking abilities between the two classes. Furthermore, the Wilcoxon test resulted in a significance value of 0,000 < 0,05, indicating a significant effect of the implementation of the Learning Cycle 5E model assisted by Scratch on students’ mathematical creative thinking abilities. Thus, there is both a difference in the mean scores and a significant effect of implementing the Learning Cycle 5E model assisted by Scratch on students’ mathematical creative thinking abilities in number pattern material.