Education plays a crucial role in community development. Over time, various learning models and methods have been developed to enhance the quality of education. Learning involves the acquisition and automation of schemas and it imposes a significant cognitive load [1]. However, it is important to acknowledge that not all students grasp and take an interest in mathematics. Consequently, mathematics is often considered a prestigious subject [2].

Mathematics learning is frequently linked to problem-solving processes that deviate from routine approaches and often necessitate departure from standard formulas. Complex mathematical problems typically demand an understanding of concepts, creative thinking skills, critical thinking abilities and effective mathematical communication skills that foster innovation in problem-solving. Mathematics education prioritizes the cultivation of critical and creative thinking skills, enabling students to interpret, analyze and resolve intricate mathematical problems [3].

School serves as more than just a platform for refining cognitive abilities; it also plays a pivotal role in nurturing equally significant affective abilities. These include the capacity to empathize, communicate effectively, articulate opinions, embrace diversity, appreciate varying viewpoints and collaborate harmoniously-an invaluable provision in one's education. Cooperative learning not only facilitates a deeper grasp of academic concepts but also fosters a profound understanding of oneself and others. Through collaborative projects, group discussions and shared challenges, students are encouraged to cultivate essential social skills, such as empathy, an appreciation for diverse perspectives and the ability to establish healthy relationships within groups [4].

Cognitive and affective abilities are mutually reinforcing facets of education. To promote their harmonious   development   in  learning,  it  is  essential  to employ teaching models that do not overly emphasize one aspect over the other. An approach that has garnered attention is the Treffinger Learning Model, which can be adapted within a cooperative learning environment or simplified as the Treffinger Setting Cooperative (TRESCO) Learning Model. This model is specifically designed to enhance student creativity, encourage collaboration and promote active learning. This article delves into the Treffinger Setting Cooperative (TRESCO) Learning Model, providing insight into its definition, guiding principles and the benefits it offers.

Treffinger Learning Model 

One effective learning model that can be employed in educational settings is the Treffinger Learning Model. This model empowers students by actively engaging them in problem-solving processes, which, in turn, significantly enhance their learning outcomes [5,6]. The Treffinger Learning Model equips students with the necessary tools to proficiently analyze problems, gather data, formulate hypotheses and explore potential solutions. Through this model, students not only acquire knowledge and skills but also cultivate a mindset that fosters innovation and resilience.

The Treffinger Learning Model is an instructional framework comprised of vital components, specifically centered around understanding challenges, generating ideas and preparing for action [7,8]. These components are further elucidated through six distinct stages: (1) Defining Goals, (2) Digging into Data, (3) Formulating Problems, (4) Generating Ideas, (5) Developing Solutions and (6) Building Acceptance. With the resources at hand, the Treffinger Learning Model can be effectively applied in diverse pedagogical contexts, fostering creativity and active student engagement [9].

Component I - Understanding Challenge 

• Stage 1: Determine Objectives - The teacher outlines the learning objectives, informing students of the competencies they need to achieve

• Stage 2: Digging for Data - Teachers demonstrate or present natural phenomena that pique students' curiosity, encouraging inquiry

• Stage 3: Formulate the Problem - Students are given the opportunity to identify and define the problem under consideration

Component II - Generating Ideas 

• Stage 4: Coming up with Ideas - The teacher allocates time for students to express their ideas while also guiding them to explore alternative solutions for testing

Component III - Preparing for Action 

• Stage 5: Develop Solutions - Teachers inspire students to gather relevant information, conduct experiments and derive explanations to solve the identified problems

• Stage 6: Build Acceptance - The teacher evaluates the solutions proposed by students and presents new, more complex problems to enable students to apply the solutions they have developed

The application of the Treffinger Learning Model in mathematics education has garnered significant attention in recent years. This approach places a strong emphasis on connecting mathematical concepts to real-world contexts, fostering student engagement and nurturing a profound understanding of mathematics [11]. The utilization of the Treffinger Learning Model in mathematics education equips teachers with the means to facilitate a deeper comprehension of mathematical concepts [12] and the development of problem-solving skills among students [13]. Furthermore, research has shown that employing the Treffinger Learning Model in mathematics education can enhance students' mathematical communication skills [10].

The model facilitates the development of students' creative thinking abilities and the enhancement of their problem-solving skills. Moreover, numerous studies have demonstrated the effectiveness of this model in improving students' understanding of mathematical concepts and critical thinking skills. The Treffinger Learning Model serves as an instructional framework that actively promotes creativity, critical thinking and problem-solving proficiency among students [9]. A study assessing the model's impact on mathematical comprehension and critical thinking skills revealed a positive correlation, underscoring its ability to boost creative thinking capabilities [14].

The Treffinger Learning Model represents an innovative teaching approach that seeks to tackle various challenges prevalent in mathematics education [10]. Specifically, this model targets the deficiency in higher-order thinking skills among students, their limited exposure to solving non-routine problems that demand critical thinking and the disparity between mathematical concepts and real-life applications. Through the integration of the Treffinger Learning Model, educators can introduce novel and captivating learning experiences, thereby stimulating students to engage in critical and creative thinking.

Cooperative Learning Model 

Robert E. Slavin introduced a comprehensive theory of Cooperative Learning, encompassing a range of models and approaches. Among his significant contributions, Cooperative Learning stands out as a central model. Slavin underscores the critical role of cooperation among students in accomplishing learning objectives. The Cooperative Learning model entails a series of collaborative learning activities conducted within specific groups, where children work together in small, heterogeneous groups comprising 4-6 members. The primary aim is to collectively achieve the formulated learning goals [15].

Cooperative learning is supported and influenced by Vygotsky's theory of cognition development on the concept of proximal developmental zones, where children work together in heterogeneous groups to assist each other in learning [16,17]. Cooperative learning provides many opportunities for students to communicate and interact with other students from diverse backgrounds, so that students become active and produce positive feedback on learning outcomes and student responses [16].

The Cooperative Learning approach is guided by two fundamental principles, as outlined by Mogelvag and Nylehn [18]:

Positive Interdependence

Positive interdependence is a cornerstone of Cooperative Learning, emphasizing the creation of a mutual reliance among students within a group to collectively achieve common objectives. In this framework, the success of each group member is intricately tied to the success of others, fostering a spirit of cooperation and interdependence.

Individual Responsibility 

In Cooperative Learning, individual responsibility entails that each student takes ownership of comprehending the material and actively contributing to the group's progress. To instill this principle effectively, teachers often implement mechanisms such as individual assessments or exams, thereby holding each group member accountable for their understanding of the content and the completion of group tasks.

Cooperative Learning is a pedagogical approach that engages learners in active collaboration within small groups, all working collectively toward a shared objective. Central to this approach is the principle of positive interdependence, which posits that one's actions positively impact the actions of others. Compared to competitive and individualistic learning methods, cooperative learning has been shown to yield several benefits, including enhanced student achievement, stimulation of critical thinking skills, cultivation of positive attitudes toward subjects, improvement in interpersonal skills, reduction in dropout rates and a boost in students' self-esteem [19].

Cooperative learning involves a structured approach with six key stages, as outlined by Hasanah and Himami [20] and Wulandari [21]:

Phase 1: Convey Goals and Motivate Students

In this initial phase, the teacher communicates the lesson's objectives and motivates students to engage in the learning process enthusiastically. 

Phase 2: Presenting/Conveying Information 

Teachers deliver essential information to students using various methods, such as demonstrations or reading materials.

Phase 3: Organize Students into Study Groups 

During this phase, the teacher provides guidance on how to form study groups, facilitating efficient group transitions. 

Phase 4: Teacher Guidance for Working and Study Groups

The teacher plays a guiding role in supervising study groups as they work on assignments, ensuring effective collaboration.

Phase 5: Evaluation 

In this stage, the teacher assesses the learning outcomes of the material covered or invites each group to present their work. 

Phase 6: Giving Awards 

Teachers explore ways to recognize and reward both individual and group efforts, as well as the achieved learning outcomes.

Cooperative Treffinger Setting Learning Model

The integration of the Cooperative Learning model with the Treffinger Learning Model forms a comprehensive approach aimed at enhancing student engagement and nurturing their creativity during the learning process. The Treffinger Setting Cooperative (TRESCO) Learning Model, within this framework, is designed to foster active participation and collaboration among students, with a primary focus on improving their mathematical comprehension and problem-solving skills. In the TRESCO Learning Model, students work in small groups to collaboratively tackle mathematical problems, engage in discussions to share strategies and articulate their thought processes. Teachers assume the role of facilitators, offering guidance, support and opportunities for students to take ownership of their learning journey. By implementing the Treffinger Setting Cooperative (TRESCO) Learning Model, it is anticipated that students will benefit from mutual learning, exchanging ideas and gaining diverse perspectives. This collaborative learning environment not only facilitates a deeper understanding of mathematical concepts but also encourages the development of vital skills, including effective communication, critical thinking, teamwork and creativity.

Overall, the Treffinger Setting Cooperative (TRESCO) Learning Model in mathematics is a comprehensive teaching approach that not only improves students' understanding of mathematics and problem-solving skills but also fosters creativity, communication, critical thinking, teamwork and overall student engagement in mathematics. By applying the Treffinger Setting Cooperative (TRESCO) Learning Model in math learning, teachers can create a dynamic and interactive learning environment that encourages active engagement, collaboration and critical thinking among students.

The integration of the cooperative learning model with the treffinger learning model is shown in Table 1.

The 8 stages of the syntax of the Treffinger Setting Cooperative (TRESCO) Learning Model are described as follows:

Stage 1: Convey Goals and Motivate Students 

The lesson begins with the teacher conveying the purpose of the lesson and motivating students to learn. 

Stage 2: Presenting Information 

Through demonstrations or reading materials, teachers present material or phenomena that can pique students' curiosity.

Table 1: Integration of the Cooperative Learning Model with the Treffinger Learning Model

Stage 3:  Formulate the Problem 

Teachers provide students with the opportunity to identify problems. The teacher can present an open problem with more than one solution. 

Stage 4: Organize Students into Study Groups 

The teacher divides students into study groups, ensuring that each group comprises members with heterogeneous abilities.

Stage 5: Generate Ideas and Provide Guidance 

Teachers allocate time and opportunities for students to express their ideas and engage in discussions within their respective groups, focusing on previously identified problems. The teacher also offers guidance and instructions to groups encountering difficulties. 

Stage 6: Solution Development 

The teacher encourages students to gather relevant information, conduct experiments to gain insights and solve problems. Additionally, the teacher provides the opportunity for each group to present the results of their discussions. 

Stage 7: Build Acceptance 

The teacher evaluates the solutions obtained by each group and introduces new, more complex problems. This stage allows students to apply the solutions they have developed to address these challenging scenarios. 

Stage 8: Give Awards 

Teachers explore various ways to acknowledge and reward both individual and group efforts, as well as the learning outcomes achieved. Appreciation can take the form of tangible objects or it can also be expressed through words or actions, such as giving praise or applause.

Treffinger's learning model, which places a strong emphasis on creativity and problem-solving, integrates seamlessly into cooperative learning environments. This fusion of models promotes active and collaborative learning. Implementing Treffinger models within cooperative learning settings not only aids in honing crucial skills for the future, such as creative thinking, collaboration and problem-solving but also makes the Treffinger Setting Cooperative (TRESCO) Learning Model an enticing choice for education.

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