Surur, Agus Miftakus, 2014. Application of Modified Free Inquiry to Increase Student Creativity in Class XI IPA MAN Kandangan on Trigonometry Material. Thesis. Mathematics Education Study Program, Postgraduate Program, State University of Malang. Advisors: (1) Dr. Edy Bambang Irawan, M.Pd, (2) Prof. Dr. Toto Nusantara, M.Si.

Keywords: modified free inquiry, creativity, trigonometry

Trigonometry is a part of mathematics that is studied and taught as an art, so students need to increase creativity in learning trigonometry. Creativity in students needs to be improved, so that students' creativity is more honed, students can more easily actualize themselves, gain benefits and learning satisfaction, and are accustomed to having many ideas to improve their quality of life. Researchers chose the modified free inquiry learning model to help improve student creativity. The purpose of this study was to determine the application of modified free inquiry which can increase the creativity of thinking class XI IPA MAN Kandangan students on trigonometric material.

The research method in this study is a qualitative research method and the type of research is classroom action research. The data in this study were obtained from the results of validation, test results, observations of teacher and student activities, and results of interviews, then applied data triangulation and theory to check the validity of the data. The results showed an increase in student creativity. This matter
means that the modified free inquiry learning model can help improve students' creativity in learning trigonometry. These results are supported by observations of teacher and student activities that are in accordance with the lesson plan and also the results of interviews
who get a positive response from students. The modified free inquiry learning model in this study uses a learning design which consists of six stages: (1) Orientation, namely the teacher prepares students and delivers learning objectives and
learning motivation, (2) formulating problems, namely students illustrating problems in mathematical language, (3) formulating hypotheses by making temporary answers to problems, (4) collecting data, teachers as facilitators and students acting
knowledge they already have, (5) testing the hypotheses that have been made earlier, and (6) formulating conclusions.