Improving Students Learning Approach in Mathematical Thinking through Constructivist Learning Approach with Creativity for Architecture Students
The purpose of this research is to measure the effectiveness of constructivist learning approach in
structural study specifically for architecture students. Theoretically, improving student’s performance
in mathematics is challenging for today education. In architectural education, structural study is part
of the non- design courses in the syllabus under the area of technology and environment and it involve
in mathematical calculations. In the context of typical classrooms that adopt conventional teaching
method, students are usually taught using structured rules based on the given academic syllabus.
However, teaching architecture students need a different approach. This is because architecture
students learn by understanding the application into practice rather than by only solving the principleproblem.
Purposive sampling which is the Torrance Test of Creative Thinking (TTCT) was selected as
the method of the study and teaching experiment was conducted. In the experimental structural design,
26 groups of architecture students were tested based on two situations; pre-test (original) and post-test
(change), and tests are conducted according to the stages and times set for each topic. The experiment
was designed based on the Constructivist learning approach as foundation of the experiment to study
the mathematical creativity of the students. The findings show that there are positive impacts on
creativity in the subject of structural study which beneficially affects their understanding and
application abilities. Further research needs to done to ensure this beneficial outcome can be greatly
support students’ long-term retention of knowledge and skills.
Keywords: Constructivist learning approach, Creativity in mathematical thinking, and Experimental
study for architecture students
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