Improving creative thinking skills of junior high school students with the mathematical learning model of numbered heads together

Creative thinking skills in mathematics are widely recognized for their critical importance in terms of learning a range of mathematical contents through problem-solving approaches. As fundamental means of developing mathematical knowledge, such skills should therefore be of serious concern and have a prominent role in the education of K-12 students, Junior High School students in this regard. This research presented efforts, by applying Numbered Heads Together (NHT) as a cooperative learning alternative, which enabled such a wide range of students in different environments to sufficiently comprehend such skills and later to extend them. Quasi-experimentally designed with Control Group Pre-Test and Post-Test Design, this research sampled 130 8th grade students of two schools in Ambon, with each representing high-ranked and medium-ranked schools. The hypothesis, that NHT set off such skills, was tested at 95% significance level. The research ultimately found that; (1) the students’ creative thinking skills were different in the experimental class and control class; (2) learning with NHT was better than conventional method.