Descriptive scores for mathematical creative thinking ability were higher in the ATI class (mean 87.07) than in the PBL class (mean 77.18)¶

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? The mean and median mathematical creative thinking scores of the ATI model class were greater than those of the PBL model class (ATI mean 87.07, median 87.50; PBL mean 77.18, median 75.00). → 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

Descriptive analysis of posttest scores in Table 1 from the two experimental classes: ATI mean 87.07 (SD 8.77) versus PBL mean 77.18 (SD 6.86). The article states these central-tendency differences as "the mean and median values of the ATI model are greater than the PBL model"; no effect size is printed.

"With centralization rules, it can be seen from the table that the ATI model is more influential in increasing students' creative thinking abilities, because the mean and median values of the ATI model are greater than the PBL model."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• The Aptitude Treatment Interaction model has a significant effect on students' mathematical creative thinking abilities compared to the Problem Based Learning model — possibly the same claim (merge candidate)
• The article reports that PBL raised the average creative thinking ability of its participants above the control class — related
• Hypothesized ATI effects of individualized explanations based on typical mistakes were not supported; exploratory benefits emerged for high-resource vocational-school students — related
• Empirical patterns of the expertise reversal effect fit those found in Aptitude Treatment Interaction studies initiated in the mid-60s — a broader claim this one bears on
• ATI research using static aptitude measures has yielded remarkably sparse robust results — a broader claim this one bears on