The Effectiveness of the DOCAR Learning Model in Enhancing Students' Mathematical Creative Thinking: A Concurrent Embedded Mixed Methods Study Based on Self-Efficacy
DOI:
https://doi.org/10.72204/51n3nx13Keywords:
DOCAR Learning Model, Creative Thinking Ability, Self EfficacyAbstract
Developing students' mathematical creative thinking is a key objective of twenty-first-century mathematics education. However, previous studies have generally examined innovative learning models and self-efficacy separately, providing limited evidence of their interaction in enhancing mathematical creative thinking. This study investigated the effectiveness of the DOCAR (Do, Observation, Construction, Association, Reflection) learning model in improving students' mathematical creative thinking across different levels of self-efficacy. A Concurrent Embedded Mixed Methods design was employed, with quantitative data as the primary source and qualitative data used to explain the quantitative findings. The study involved Grade VII students at SMP Muhammadiyah 15 Surabaya using a quasi-experimental non-equivalent control group design. Data was collected through mathematical creative thinking tests, self-efficacy questionnaires, classroom observations, students' written work, and semi structured interviews. Quantitative data were analyzed using descriptive statistics and Two-Way ANOVA, while qualitative data were analyzed thematically. The results showed that the DOCAR learning model significantly improved students' mathematical creative thinking compared with conventional instruction. Students with high self-efficacy also achieved better creative thinking performance. Qualitative findings confirmed that the DOCAR learning phases promoted active knowledge construction, collaboration, reflection, and confidence. The novelty of this study lies in integrating cognitive and affective perspectives through a Concurrent Embedded Mixed Methods approach, providing theoretical and practical contributions to student-centered mathematics learning.
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