Enhancement of mathematical creative thinking ability through open-ended approach based on metacognitive

Abstract

This study aims to describe enhancement of mathematical creative thinking abilities in fifth grade elementary school student through open-ended approach based on metacognitive, open-ended, and direct instruction. The method of this study was quasi experiment with pretest posttest design. Enhancement of mathematical creative thinking ability students that learning with open-ended approach based on metacognitive better than students that learning with open-ended and direct instruction. It was caused, in the open-ended approach based on metacognitive students encourage to think divergent. So they could find various alternative solution to solve the problem. In the other hand, using metacognitive strategy in the open-ended approach could make student to think conscious and deeply about how to solve the problem. Therefore students could know their known and made meaningful learning.