Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking?

Abstract

Education in the 21st-century era can provide students with learning experiences that influence individual growth. This study aimed to determine the effect of integrating the Bamboo Dance learning model and Course Review Horay on students' mathematical creative thinking. The design of this study was quasi-experimental. Data collection instruments were open-ended test questions of mathematical creative thinking. The normality test and the homogeneity test were used as the analysis techniques. The hypothetical testing was performed using one-way ANOVA and Scheffe's method. The results of the analysis showed that the data were normally distributed and homogeneous. As a result of applying the Bamboo Dance learning model integrated with Course Review Horay, the students' mathematical creative thinking was better than the conventional learning model. The Bamboo Dance Model can provide information equally. The Course Review Horay's learning model can make students happy during the learning. This research implies that lecturers can apply BD-CRH as an alternative in improving students' mathematical creative thinking.

Full text

Al-Jabar: Jurnal Pendidikan Matematika
Vol. 12, No. 1, 2021, Hal 45 – 57
p-ISSN: 2086-5872, e-ISSN: 2540-7562
45
Copyright (c) 2021 Al-Jabar : Jurnal Pendidikan Matematika
Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can
We Assess Students' Mathematical Creative Thinking?
Suherman1, Kristóf Lakatos2, Rosida Rakhmawati Muhammad3, Binti Khoriyah4,
Komarudin4
1,2 Doctoral School of Education, University of Szeged, Hungary
3 Coventry University, United Kingdom
4 Universitas Nahdalatul Ulama Lampung, Indonesia
5 Universitas Islam Negeri Raden Intan Lampung, Indonesia
Article Info
Abstract
Submitted : 10 ─ 02 ─ 2021
Revised : 30 ─ 03 ─ 2021
Accepted : 20 ─ 04 ─ 2021
Published : 15 ─ 06 ─ 2021
*Correspondence:
suherman@edu.u-szeged.hu
Education in the 21st-century era can provide students with learning experiences
that influence individual growth. This study aimed to determine the effect of
integrating the Bamboo Dance learning model and Course Review Horay on
students' mathematical creative thinking. The design of this study was quasi-
experimental. Data collection instruments were open-ended test questions of
mathematical creative thinking. The normality test and the homogeneity test
were used as the analysis techniques. The hypothetical testing was performed
using one-way ANOVA and Scheffe's method. The results of the analysis
showed that the data were normally distributed and homogeneous. As a result of
applying the Bamboo Dance learning model integrated with Course Review
Horay, the students' mathematical creative thinking was better than the
conventional learning model. The Bamboo Dance Model can provide
information equally. The Course Review Horay's learning model can make
students happy during the learning. This research implies that lecturers can apply
BD-CRH as an alternative in improving students' mathematical creative
thinking.
Key Words: Bamboo Dance; Course Review Horay; Mathematical Creative
Thinking.
http://ejournal.radenintan.ac.id/index.php/al-jabar/index
Introduction
Education in the industrial revolution era can provide students with learning experiences.
Learning experiences can influence an individual's growth in the environment (Cantor et al.,
2019; Capel et al., 2019; Duerden & Witt, 2010), in harmony between society, nature, and
character (Ruihong, 2007; Ruyadi, 2010; Sukmawan & Nurmansyah, 2014; Yuanpei, 2005).
Good education in a country can impact competent human beings (Komarudin, 2017; Magier-
Łakomy & Rozkwitalska, 2013; Pantić & Wubbels, 2010). Education can provide experience for
every human being an important role in the assessment(Ibrahim, 2015; Komarudin et al., 2020;
Suherman et al., 2018; Vidákovich, 2014). This experience can be gained through learning.
Through the learning process (Andriani et al., 2019; Darling-Hammond et al., 2020; Hayashi et
al., 2020; Siregar et al., 2020; Vickers et al., 2015), humans can develop and progress (Efendi et
al., 2019; Hakim, 2016; Purwanti et al., 2016; Syazali et al., 2019), be prosperous, and happy.
They pointed out that learning in the 21st century is important to increasing creative thinking
students in mathematics. Furthermore, this learning is most essential in schools and life going
forward.
One effort to educate the nation's life is to improve schools' existing components (Andriani
et al., 2019; Hartinah et al., 2019; Hasanah et al., 2019). One of the components is creative

Al-Jabar: Jurnal Pendidikan Matematika Volume 12 Nomor 01 Suherman, etc
46
educators (Anggoro, Efendi, et al., 2019; Huda et al., 2019; Kamandoko & Suherman, 2017) and
innovation in the learning process, such as in the selection of learning models to be applied
(Huang et al., 2015; Kozma, 2008; Ruihong, 2007; Sudarsana, 2016). Educators who have the
motivation to develop learning methods will create new learning models (M. N. Fauzi et al.,
2017; Komariyah & Syam, 2016; Marcus, 2014). Students do not need to experience boredom,
and their knowledge could be improved instead (Berk, 2010; Permatasari et al., 2018; Putra &
Anggraini, 2016; San Pedro et al., 2013).
The right learning model can create a pleasant learning atmosphere (Andriani et al., 2019;
Hardianto, 2005; Hasanah et al., 2019; Huda et al., 2020; Irwandani, 2015; Sumarni, 2015),
arouse interest (Jiang et al., 2016), attitudes, and creativity in delivering their arguments (Haase
& Lautenschläger, 2011; Kennedy & Miceli, 2010; Komarudin et al., 2014) so that students'
mathematical creative thinking could be improved (Damayanti et al., 2019; Fatah et al., 2016;
Gumanti et al., 2018). Creative thinking is one of the mathematical skills that must be mastered
in learning mathematics (Malmia et al., 2019; Purwanti et al., 2016; Septiyana & Pujiastuti, 2018;
Tamrin et al., 2018).
The field facts show that students' mathematical abilities need to be improved (Maarif,
2016; Rany et al., 2020; Shodikin, 2015; Suherman et al., 2020). The students also feel bored in
class (Daschmann et al., 2014; Kristin, 2016; Yasin et al., 2020). This problem can be minimized
by applying a fun learning model yet places more emphasis on the concept of thinking (Anggoro,
Agustina, et al., 2019; Diez-Olivan et al., 2019; Ismanto et al., 2019). The learning model applied
was Bamboo Dance (BD) learning model combined with Course Review Horay (CRH). The
Bamboo Dance learning model is a learning model that can make students more active (Isnaini
et al., 2019; Novitasari, 2017a). The Bamboo Dance learning model encourages students to share
information in pairs within a short time regularly. This model was selected since it can make
students more active and increase their concept of thinking.
Some previous studies have shown that the Bamboo Dance learning model can evenly
distribute information to all students through their respective pairs in a short and concurrent time
(Chao et al., 2019; Fiyany, 2018; Novitasari, 2017b), the CRH learning model can improve
learning including teacher's skills, students' activities, and students' learning outcomes (Kasna et
al., 2015; Muhandaz et al., 2018; Suryani et al., 2016), students are more active, and teachers are
only as facilitators, dynamists, and mentors in learning activities (Prameswari et al., 2017). Also,
CRH can increase interaction among students in the learning process (Hermawan et al., 2018;
Lapatta et al., 2015; Wahyudi & Tripuspitaningrum, 2018; Wardani et al., 2019). This
cooperative learning model is expected to significantly increase learning activities and outcomes
(Anggraeny, 2018; Faradita, 2018; K. Fauzi et al., 2019; Lince, 2016; Marhadi et al., 2018a;
Meganingtyas et al., 2019; Putri et al., 2018).
Concerning previous studies, this research novelty lies in integrating the Bamboo Dance
learning model and Course Review Horay learning model to measure cognitive abilities in
mathematical creative thinking. The research will explain the Course Review Horay-based
Bamboo Dance learning model (BD-CRH) on the students' mathematical creative thinking.

Al-Jabar: Jurnal Pendidikan Matematika Volume 12 Nomor 01 Suherman, etc
47
Divide students
into 3 groups Stand facing Convey
Learning
Objectives
Apply the
Bamboo Dance
model
Assemble in U-
shape Make 9 Squares Read randomly Write answers
on the box
The speaker of
correct answer
must shout
Horey
Reward
The Research Methods
The method employed was a quantitative method of quasi-experimental design. The
population of this study was drawn from grade 7 (N=160) students in Indonesia. The sampling
technique used was simple random sampling with randomized class techniques. Experimental
class 1 was treated with the BD-CRH learning model, while experiment class 2 was treated with
the Bamboo Dance learning model. The control class was treated with the learning model
commonly used at school.
The data of the study was collected through tests of mathematical creative thinking. The
test was open-ended questions of triangle material. The indicators of mathematical creative
thinking are as follows (Ningsih et al., 2017):
Figure 1. The Indicators of Mathematical Creative Thinking
The Bamboo Dance integrated with Course Review Horay’s learning steps are as follows:
Figure 2. The Bamboo Dance integrating Course Review Horay Learning Model
Creative
Thinking
Fluency
Flexibility
Originality
Elaboration

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48
The prerequisite tests performed were the normality and homogeneity tests, while one-way
ANOVA was appropriate to the hypothetical test performed.
The Results of the Research and the Discussion
The study results revealed the influence of BD-CRH on mathematical creative thinking.
The data collected were taken through pretest and posttest tests, both from the experimental class
and the control class. The highest value () and the lowest value () in all three classes
were sought as well as the central tendency including the mean () and standard deviation. Here
is the summary of the mathematical creative thinking was taken by pretest and posttest.
Table 2. Description of Mathematical Creative Thinking Results
Class
pretest
posttest




St.Dev




St.Dev
Experiment1
85.50
50.30
75.73
10.57
90.00
66.00
83.44
4.77
Experiment2
78.00
40.50
65.48
7.748
85.00
64.00
82.53
4.92
Control
60.50
40.00
54.54
10.12
78.00
54.00
76.41
5.23
Concerning Table 2, it can be seen that the results were different between pretest and
posttest. The highest post-testing score was obtained by the experimental class 1, while the
control class obtained the lowest score. The following is the graphic of the pretest and posttest
scores on mathematical creative thinking.
Figure 3. The Pretest and Posttest Scores on Mathematical Creative Thinking
Figure 3 illustrates the maximum and minimum scores of the pretest and posttest in three
different classes. These data indicate a significant increase in students' mathematical creative
thinking after implementing Bamboo Dance integrated with Course Review Horay in the
experimental class 1, Bamboo Dance model in the experimental class 2, and the school's model
in the control class. The following are the data of mathematical creative thinking that is normally
distributed and homogeneous.
85.50
50.30
90.00
66.00
78.00
40.50
85.00
64.00
60.50
40.00
78.00
54.00
0.00 20.00 40.00 60.00 80.00 100.00
Maximum
Minimum
Maximum
Minimum
Pretest Posttest
Conventional Learning Model
Bamboo Dance
Bamboo Dance Learning model integrated Course Review Horay

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49
Table 3. The Data of Normality Test on Mathematical Creative Thinking
Class



Conclusions
BD-CRH
83.44
0.152
0.159
is accepted
Bamboo Dance
82.53
0.155
is accepted
Conventional Learning Model
76.41
0.129
is accepted
Table 3 shows that the data was normally distributed based on the tests performed in three classes.
Furthermore, a homogeneity test was carried out as displayed in Table 4.
Table 4. The Data of Homogeneity Test on Mathematical Creative Thinking
Class
Dk

Dk.
Log
Dk.Log
BD-CRH
31
20.791
644.530
1.318
40.858
Bamboo Dance
31
28.153
872.728
1.450
44.950
Conventional Learning Model
31
15.216
471.696
1.182
36.642
Table 4 shows that the data have the same variance. Furthermore, the research hypothesis was
tested using a one-way ANOVA test. The data can be seen in Table 5.
Table 5. The Results of ANOVA Test
JKG
KTG
KTK


P
5656.156
60.819
492.792
8.103
2.703
isrejected
Based on Table 5,  . Students' average score with the BD-CRH differs
from the other learning applications. The BD-CRH learning model and the conventional model
influences the students' mathematical creative thinking. To see which model affects dominantly,
a double compatibility test was performed using Scheffe's method.
Table 6.The Results of the Scheffe's Test
Treatment
Paired\Treatment



Conclusion
1

 

0.352
2.703
0.05
 is accepted
2

 

13.997
2.703
 is rejected
3

 

9.870
2,703
 is rejected
Regarding Table 6, in treatment 1, there is no difference between the Bamboo Dance
learning model integrated with Review Courses Horay compared to the Bamboo Dance model.
In treatment 2, there is a significant difference between the Bamboo Dance learning model
integrated with Review Courses Horay and conventional learning. In treatment 3, there is a
significant influence between the Bamboo Dance learning model and conventional dance models.
These results are due to the Bamboo Dance learning model's nature. The students
understand concepts with a clear learning structure, allowing them to exchange information
briefly and regularly (Sutarna & Kusdiana, 2018). It provides students opportunities to process
information and improves their thinking of the concept (Dewi, 2016).
The Bamboo Dance learning model makes students more active (M. N. Fauzi et al., 2017)
because it can evenly distribute the material. This material can be conveyed well because of the
repeated delivery of material by fellow friends in turn. Furthermore, the Course Review Horay

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50
learning model can make students enjoy because they can practice questions about the material
that has been conveyed in the Bamboo Dance learning model by playing games (M. N. Fauzi et
al., 2017; Rohman & Susiolo, 2017). Furthermore, it makes students become more interested and
understand the material. It means that in line with the results of research conducted by Dessy
Aanggraini that the Course Review Horay learning model can increase students' activities,
learning outcomes, and teachers' skills (Marhadi et al., 2018a; Triyana et al., 2019).
Based on the analysis results, the marginal mean obtained from applying the Bamboo
Dance learning model integrated with Course Review Horay was 83.719, while the marginal
mean for applying the Bamboo Dance learning model was 82.531. These results show that the
Bamboo Dance learning model's marginal mean integrated with Course Review Horay is greater
than the Bamboo Dance model.
The Bamboo Dance learning model is said to be better because students can exchange
experiences with each other in the learning process (Sutarna & Kusdiana, 2018), increase
collaboration among students (Chao et al., 2019), and increase tolerance among fellow students
(Rohartati, 2019). It can be seen that the Bamboo Dance learning model integrated with Course
Review Horay is better. Furthermore, in these learning models, students will be divided into three
groups as random groups. Regarding a grouping that a teacher then gives treatment, the next
steps are to face and convey learning objectives. In this step, the students doing some work
together for their group.
Regarding the learning model steps, the members of groups do not have to be three. It can
be less or more according to class conditions. The next step is dividing each group into two parts
then make them stand face-to-face. Students sit on the sidelines of the bench or in front of the
class. In the next step, the groups form U shape. Each group makes 9 boxes where each box is
made of 10 papers to write the answers. Furthermore, read out the questions randomly and ask
students to write answers on the paper. If the answer is correct, then it is obligatory to show the
chants of each winning group. The score is calculated from the correct answers. Finally, giving
rewards to the group that wins or gets the highest score.
The significant results are that students play an active role in learning activities during the
learning process. This Bamboo Dance learning model makes students more involved because
they have to face each other and transfer the learning materials. This material can be conveyed
well because of the delivery of material repeatedly by fellow friends in turn. Rahayu and Istiani
state that learning bamboo dance provides sharing of information simultaneously with various
partners quickly (Rahayu & Istiani, 2019).
The Course Review Horay learning model is fun because the students practice questions
about the material that has been conveyed in the Bamboo Dance learning model. It makes
students more interested in understanding the material. The statement is in line with the results
of research conducted by Marhadi et al. that applying for the Course Review Horay learning
model can increase students’ activity, learning outcomes, and teachers’ skills (Marhadi et al.,
2018b). The Course Review Horay approach can be lively and fun because the students must
shout when they win the round.

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51
Conclusion and Suggestion
Based on the study results, the Bamboo Dance learning model integrated with Course
Review Horay on mathematical creative thinking is better than the Bamboo Dance learning
model on the mathematical concepts. Furthermore, this model can be a solution to make students
more active during the learning process.
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