<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kreatif matematis peserta didik antara model discovery learning berbantuan mind mapping dan pembelajaran konvensional, serta menguji pengaruh penerapan model tersebut terhadap kemampuan berpikir kreatif matematis. Penelitian menggunakan pendekatan kuantitatif dengan desain non-equivalent pretest-posttest control group. Sampel ditentukan melalui cluster random sampling, yaitu kelas VIII C sebagai kelas kontrol dan VIII F sebagai kelas eksperimen di SMP Negeri 7 Jember. Kedua kelas mempelajari materi Persamaan Linear Satu Variabel dengan guru, alokasi waktu, dan materi yang sama. Kelas eksperimen memperoleh discovery learning berbantuan mind mapping, sedangkan kelas kontrol memperoleh pembelajaran konvensional melalui penjelasan guru, tanya jawab, dan latihan soal menggunakan bahan ajar/tugas tanpa mind mapping. Pengumpulan data dilakukan melalui tes kemampuan berpikir kreatif matematis. Analisis data menggunakan Analysis of Covariance (ANCOVA) dengan pretest sebagai kovariat. Hasil penelitian menunjukkan bahwa setelah kemampuan awal dikontrol, terdapat perbedaan kemampuan berpikir kreatif matematis yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil tersebut menunjukkan bahwa penerapan discovery learning berbantuan mind mapping berkaitan dengan kemampuan berpikir kreatif matematis yang lebih tinggi dibandingkan pembelajaran konvensional. Penelitian ini dapat menjadi rujukan bagi guru dalam menerapkan pembelajaran yang mendorong peserta didik untuk aktif menemukan konsep dan mengembangkan ide secara kreatif.Kata kunci: Discovery learning, Mind mapping, berpikir kreatif matematis, PLSV, pembelajaran.Abstract: This study aims to determine the differences in students’ mathematical creative thinking abilities between the discovery learning model aided by mind mapping and conventional learning, as well as to examine the effect of implementing this model on mathematical creative thinking abilities. The study used a quantitative approach with a non-equivalent pretest-posttest control group design. The sample was selected through cluster random sampling, specifically Class VIII C as the control class and Class VIII F as the experimental class at SMP Negeri 7 Jember. Both classes studied the topic of “Linear Equations in One Variable” with the same teacher, time allocation, and instructional materials. The experimental class received discovery learning supported by mind mapping, while the control class received conventional instruction through teacher explanations, question-and-answer sessions, and practice problems using instructional materials/assignments without mind mapping. Data collection was conducted through a test of mathematical creative thinking skills. Data analysis used Analysis of Covariance (ANCOVA) with the pretest as a covariate. The results showed that after controlling for initial ability, there was a significant difference in mathematical creative thinking skills between the experimental and control classes. These results indicate that the application of discovery learning supported by mind mapping is associated with higher mathematical creative thinking skills compared to conventional learning. This study can serve as a reference for teachers in implementing instruction that encourages students to actively discover concepts and develop ideas creatively.Keywords: Discovery learning, Mind mapping, mathematical creative thinking, PLSV, learning.]]>
