The Effect of the Problem-Posing and Solving (Jucama) Learning Model on Mathematical Creative Thinking Skills as Measured by Students’ Self-Confidence
Abstract
This study examined the effect of the Problem-Posing and Problem-Solving (JUCAMA) learning model on students' mathematical creative thinking abilities in relation to their mathematical self-confidence. This quasi-experimental study employed a 2 × 3 factorial design at MTs Negeri 8 Kampar, Indonesia. Cluster random sampling was used to select Class VII.4 as the experimental group (JUCAMA model) and Class VII.2 as the control group (conventional instruction). Data were collected through essay tests assessing mathematical creative thinking and questionnaires measuring self-confidence. Data were analyzed using two-way analysis of variance (ANOVA). Three main findings emerged: (1) students taught using JUCAMA demonstrated significantly different mathematical creative thinking abilities from those receiving conventional instruction (F = 29.396 > F-critical = 4.02); (2) significant differences were found among students with high, moderate, and low self-confidence (F = 29.097 > F-critical = 3.17); and (3) no significant interaction was found between the learning model and self-confidence in influencing mathematical creative thinking abilities (F = 0.469 < F-critical = 3.17). These findings indicate that JUCAMA supports mathematical creative thinking, while self-confidence independently contributes to students' creative thinking performance.
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Accepted 2026-11-02
Published 2026-11-03
