The effectiveness of GeoGebra-assisted non-routine problem-based learning on students’ mathematical creativity

In Malaysia, student achievement in mathematics problem-solving is still less than satisfactory, especially when solving non-routine mathematical problems. One factor that leads to this problem is the lack of Mathematical Creativity among primary school students. According to previous research, Mathematical Creativity is more related to problem-solving, especially non-routine problems when there is new knowledge creation and flexible problem-solving. Therefore, it is important to create a learning environment that can attract interest and deepen the creative thinking of mathematics among students. In this era of rapidly developing technology, it is appropriate if Problem-Based Learning (PBL) is integrated with technology (GeoGebra) to increase its effectiveness in fostering Mathematical Creativity. In this study, 30 students from School A (control group) and 30 from School B (experimental group) were involved. The experimental group utilized GeoGebra-Assisted Non-Routine PBL Strategy in teaching and learning. A t-test was employed to observe the significant differences between the experimental and control groups after the experiment. Note that this test has adequate validity. Analysis of the pre-test data showed no statistically significant difference (p<.05) between the experimental and control groups. However, post-test data analysis indicated that the post-test mean of the experimental group was statistically significantly higher (p>.001) than the control group. Hence, it can be concluded that GeoGebra-Assisted Non-routine PBL Strategy increases Mathematical Creativity among primary school students.