摘要：The research aims to: (1) produce the math learning materials in the form of syllabus (SP), study plan (RPP), student work (LKS), student modules (MS), and test to have a creative thinking (TKBK) which are valid; (2) formulate the learning materials which are practical and, (3) to have an effective math learning. This research refers to the Plomp development model with several stages; desigining, realizing/constructing; test, evaluation, and revision, and implementation. The material for prototype learning 1 is validated and revised according to validator inputs. Hence, the prototype 2 is then applied in a experimental class. After that, it will be finalised as prototype 3. The subjects of the study are students of senior high school state of 2 Kudus class X consisting of eight classes. X-5 is chosen as has been randomly selected. It is callsed ICARE. And class X-3 is called expository. The validation sheet, observatiob, questioner, and test are used. It is then processed through test, regression, comparative test, and creative thinking test. The result shows that : (1) after the validation from the expert and the peers, the scores are SP 4,233, RPP 4,150, LKS 4,080, MS 4,140, TKBK 4,200 which proved their validity. (2) the response of the students and the teachers are found to be positive, (3) math learning using strategy ICARE referred to constructivism is effective. It is shown by: (a) the students performance > 73 (KKM) reached 93,33%, (b) the students motivation in studying and their activities play vital roles as much as 51,9% towards the creative thinking, (c) the average of the students achievement in class ICARE is 81,33 > with the average of the Ekspocitory is 58,70, and (d) the ability of creative thinking increases from 28,27 in pre-test to 81,33 in post test. It is suggested that the math learning using ICARE based on constructivism can be developed in other math material.
其他摘要：The research aims to: (1) produce the math learning materials in the form of syllabus (SP), study plan (RPP), student work (LKS), student modules (MS), and test to have a creative thinking (TKBK) which are valid; (2) formulate the learning materials which
