Cooperative learning model using AFL to learn geometry based on creativity perspective

Abstract

This study aims first to find out who has the better learning achievement among the groups of students learning by using the Students Team Achievement Division (STAD) model with Assessment for Learning (AFL), using STAD with experimental method, and using direct instruction to learn solid geometry. Second, this study aims to find out the students' learning achievement based on their creativity level. Third, this study aims to explore the interaction between the learning model and the students' creativity. We conducted this study at some Islamic junior high schools in Klaten, Indonesia. We administered both questionnaire and test to collect the data of learning achievement and creativity, and we used two-way ANOVA to analyse the data. The results suggest that the learning achievement of students who get STAD with AFL was better than the students who get either STAD or direct instruction, while the learning achievement of the students who get STAD was better than the direct instruction model. The learning achievement of students with high creativity was better than of students with medium or low creativity, while the learning achievement of students with medium creativity was better than of students with low creativity. Finally, there was an interaction between the factor of the learning model and the factor of students' creativity.