The Aptitude Treatment Interaction model has a significant effect on students' mathematical creative thinking abilities compared to the Problem Based Learning model¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Maskur 2020: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? In a quasi-experimental posttest comparison of two experimental classes, students taught with the ATI model achieved significantly higher mathematical creative thinking scores than students taught with the PBL model (t = 4.941, sig. .000, mean difference 9.8871). → Maskur 2020

Evidence¶

Maskur 2020¶

Maskur, R., Sumarno, S., Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Kinarya Palupi, E. (2020). The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on Curriculum 2013. European Journal of Educational Research, 9(1), 375-383. https://doi.org/10.12973/eu-jer.9.1.375

q2 · i? · causal · r1

Quasi-experimental posttest-only comparison of two experimental classes, one taught with PBL and one with ATI, analyzed with a non-correlated two-sample t-test. The printed result is "t count was 4,941" against a table value of 2.04227, with mean difference 9.8871 and sig. .000. No effect size is printed.

"Based on Table 4, it was obtained that in the t test the value of t count was 4,941. As for drawing conclusions from the hypothesis based on the analysis of H 0 if tcount ≥ t tableso will be accepted . Because 4,941 ≥ 2.04227, then H0 is accepted, which means that the Aptitude Treatment Interaction model has a significant effect on students' creative thinking abilities compared to the Problem Based Learning model"

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Descriptive scores for mathematical creative thinking ability were higher in the ATI class (mean 87.07) than in the PBL class (mean 77.18) — possibly the same claim (merge candidate)
• No aptitude-treatment interaction: prior proficiency did not interact with hint type — related
• The article reports that PBL raised the average creative thinking ability of its participants above the control class — related
• ATI research using static aptitude measures has yielded remarkably sparse robust results — related
• Empirical patterns of the expertise reversal effect fit those found in Aptitude Treatment Interaction studies initiated in the mid-60s — related
• Hypothesized ATI effects of individualized explanations based on typical mistakes were not supported; exploratory benefits emerged for high-resource vocational-school students — related
• Grasping virtual objects benefits low language aptitude learners but not high language aptitude learners relative to audiovisual baseline — related
• Senior secondary students taught with CRAIS achieved significantly higher mathematics posttest scores than students taught with modified conventional teaching strategy — related