scholarly journals Mathematics Creative Thinking Skill Reviewed by Students’ Metacognitions on Creative Problem Solving Learning Model Implementation

2020 ◽  
Vol 9 (3) ◽  
pp. 286-294
Author(s):  
Khoirida Hardini Kurniani ◽  
Dwijanto Dwijanto ◽  
Nur Karomah Dwidayati
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Qualitative Data ◽  
Learning Model ◽  
Mixed Method Research ◽  
Creative Problem Solving ◽  
Thinking Skill ◽  
Creative Problem ◽  
Creative Thinking Skill

C Creative Problem Solving (CPS) learning model supports students to focus on learning and skill processes. CPS learning, students could select, process, and develop their responses in solving a problem creatively. Metacognition plays an important role in CPS since it could monitor students in selecting and using strategy to improve further cognitive performance. This research aims to find out effectiveness of CPS learning model on mathematics creative thinking skill reviewed from students’ metacognitions. This mixed method research used sequential explanatory design. The population consisted of VIII graders at SMP N 4 Kudus. The samples consisted of experimental class with CPS learning and control class with discovery learning. The first stage of thr research was quantitative data collection. It were done using test and questionnaires to categorized the subject. The next stage was qualitative data collections which were done by using questionnaires and interview. Data of  quantitative data were triangulated with the qualitative data to gain the goal of the research. The findings showed that CPS model was effective to improve creative thinking skill reviewed from students’ metacognitions. Students with high metacognition in the experimental class are more creative than the control class. CPS learning can improve students' creative thinking through the stages of idea finding to acceptance finding, because students can find new ideas and choose the right solution from some of the ideas they have. Mathematics  creative thinking skill of the students with high metacognition shown form the students’ ability in writing problem solving skill of creative questions logically and could provide other notions. Students with medium category have the similar achievement but can correct errors; meanwhile students with low metacognition can wrote problem solving skill of creative questions quite logically and still have problems in giving ideas.

PENGARUH MODEL PEMBELAJARAN CPS (CREATIVE PROBLEM SOLVING) TERHADAP KETERAMPILAN BERPIKIR KREATIF DAN HASIL BELAJAR KOGNITIF SISWA

2018 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Munisah Munisah ◽  
Siti Nurhidayati ◽  
Ida Royani
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
T Test ◽  
Creative Problem Solving ◽  
Thinking Skill ◽  
Creative Problem ◽  
Creative Thinking Skill

The problem that happened in MTs NW Darussholihin Wassyakirin is creative thinking skill and cognitive learning result of student is still less satisfactory, proved by the value of MID semester under KKM (Criteria Completed Minimal). This is because the learning process is not effective because the use of methods or learning models that are not effective. The purpose of this research is to know the influence of CPS (Creative Problem Solving) model of creative thinking skill and students' cognitive learning outcomes. This type of research is quasi experimental research with pretest postest control group design research design. The instrument used in this research is the observation sheet of learning implementation (RPP), test of creative thinking skill and test of cognitive learning result of the students. Data collection techniques are observations and tests, while data analysis techniques are descriptive and t-test. The results showed that the data presentation of creative thinking skills of students in the experimental class is 85.33 with very high category while the result of cognitive learning posstest students get the average value in the experimental class that is 80.83 and the control class is 78.67. The result of study posttest showed that the average learning result of the students in the experimental class and the control class were 86 and 76. Based on the t-test analysis with separated variance formula with 5% significant, student learning result obtained tcount of 2,581 and ttable value of 2.048, means tcount is greater than ttable value (2.581 > 2.048) so that (Ho) is rejected (Ha) accepted. Based on these results can be concluded that the model of learning CPS (Creative Problem Solving) effect on student cognitive learning outcomes, and average creative thinking skills achieve high categories.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

scholarly journals MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KREATIF SISWA

Vidya Karya ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 1 ◽  
Author(s):  
Shella Malisa ◽  
Iriani Bakti ◽  
Rilia Iriani
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Student Activities ◽  
Thinking Ability ◽  
Creative Problem ◽  
Creative Thinking Ability

Abstract. The ability to think creatively is one of the 21st century skills that students must possess. This ability can be improved by using a learning model that exposes students to problems directly. This research aims to increase teacher activity, student activities, creative thinking skills, and student academic achievement by implementing Creative Problem Solving (CPS) learning model in class XI IPA 2 SMA PGRI 6 Banjarmasin. The research applied classroom action research (CAR) design with 2 cycles. The subjects were 39 eleventh grade students of natural science class. The data were analyzed by percentage and descriptive quantitative technique. The results showed that the teacher's activity in the implementation of the action increased from 70.15% (good) to 85.46% (very good). Student activity in cycle I 67.27% (quite active) to 85% in cycle II (active). Students' creative thinking ability for fluency indicators was originally 59.25% to 77.42%, flexibility which was originally 37.25% to 55.03%, elaboration which was originally 39.75% to 69.75%. Classical cognitive of students with a percentage of 69.23% increased to 87.17%. Students’ affective increased from 53.35% to 70.15% in cycle II and students' psychomotor learning outcomes were originally 59.69% to 69.4% in cycle II.  Keywords: creative thinking ability, academic achievement, creative problem solving                          Abstrak. Kemampuan berpikir kreatif merupakan salah satu dari keterampilan abad 21 yang harus dimiliki siswa. Kemampuan ini dapat ditingkatkan dengan menggunakan model pembelajaran yang menghadapkan siswa pada masalah secara langsung. Penelitian ini bertujuan meningkatkan aktivitas guru, aktivitas siswa, kemampuan berpikir kreatif, dan hasil belajar siswa di kelas XI IPA 2 SMA PGRI 6 Banjarmasin dengan menerapkan model pembelajaran Creative Problem Solving (CPS). Penelitian menggunakan desain penelitian tindakan kelas (PTK) dengan 2 siklus. Subjek penelitian merupakan siswa kelas XI IPA berjumlah 39 orang. Data dianalisis menggunakan teknik persentase dan deskriptif kuantitatif Hasil penelitian menunjukkan bahwa aktivitas guru dalam pelaksanaan tindakan meningkat dari 70,15% (baik) menjadi 85,46% (sangat baik). Aktivitas siswa pada siklus I 67,27% (cukup aktif) menjadi 85% pada siklus II (aktif). Kemampuan berpikir kreatif siswa untuk indikator fluency, semula 59,25% menjadi 77,42%, flexibility yang semula 37,25 % menjadi 55,03%, elaboration yang awalnya 39,75% menjadi 69,75%. Hasil belajar kognitif siswa secara klasikal  dengan persentase 69,23% meningkat menjadi 87,17%. Hasil belajar afektif siswa meningkat dari 53,35% menjadi 70,15% pada siklus II dan hasil belajar psikomotorik siswa yang semula 59,69% menjadi 69,4% pada siklus II. Hasil penelitian menunjukkan bahwa model pembelajaran CPS dapat meningkatkan hasil belajar dan kemampuan berpikir kreatif siswa. Kata kunci: kemampuan berpikir kreatif, hasil belajar, creative problem solving

scholarly journals PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING BERBANTUAN MEDIA BERBASIS TIK TERHADAP KEMAMPUAN BERPIKIR KREATIF DALAM MEMECAHKAN MASALAH MATEMATIKA SISWA KELAS VIII SMPN 1 BANGLI

2019 ◽  
Vol 8 (2) ◽  
pp. 78-86
Author(s):  
N. P Yuliastuti ◽  
I. N Sukajaya ◽  
N. M. S Mertasari
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Cluster Random Sampling

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran creative problem solving berbantuan media berbasis TIK terhadap kemampuan berpikir kreatif dalam memecahkan masalah matematika siswa. Jenis penelitian ini adalah eksperimen semu dengan desain penelitian adalah Post Test Only Control Group. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 1 Bangli tahun ajaran 2018/2019.  Sampel dalam penelitian ini adalah siswa kelas VIII A dan VIII E yang diambil menggunakkan teknik cluster random sampling. Data dikumpulkan dengan tes kemampuan berpikir kreatif yang diberikan kepada siswa dalam bentuk tes uraian dan diberikan di akhir penelitian. Data hasil tes kemampuan berpikir kreatif dianalisis menggunakan uji-t satu ekor dengan taraf siginifikansi 5%. Hasil penelitian menunjukkan bahwa sehingga  ditolak. Ini berarti, kemampuan berpikir kreatif dalam memecahkan masalah matematika siswa yang dibelajarkan dengan model pembelajaran creative problem solving berbantuan media berbasis TIK lebih baik daripada kemampuan berpikir kreatif dalam memecahkan masalah matematika siswa yang dibelajarkan dengan model pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran creative problem solving berbantuan media berbasis TIK terhadap kemampuan berpikir kreatif dalam memecahkan masalah matematika siswa. Kata kunci: model pembelajaran creative problem solving, media berbasis TIK, berpikir kreatif  AbstractThis study aims to determine the effect of creative problem soving learning model supported by ICT-based media  to student’s creative thinking abilities in mathematical problem solving. Quasi-experiment was used in this study with posttest only control group design. The population of this study was all students of class VIII SMPN 1 Bangli in the academic year 2018/2019. VIII A and VIII E classes were selected to be the sample of this study by using cluster random sampling technique. Data were collected through test of creativity thinking abilities given to in the form of essay test and given at the end of study. Data from the test results of creativity thinking ability were analyzed using one-tailed t-test with a significance level of 5%. The result showed that the  was rejected. This means that the creative thinking abilities in mathematical problem solving who are taught by creative problem soving learning model supported by ICT-based media are better than students’ mathematical problem solving abilities taught by conventional learning model, so it can be conclude that there is an effect of creative problem soving learning model supported by ICT-based media to students’ creative thinking abilities in mathematical problem solving.  Keywords: creative problem soving learning model, ICT-based media, creative thinking.

scholarly journals Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa melalui Creative Problem Solving

2020 ◽  
Vol 9 (1) ◽  
pp. 107-118
Author(s):  
Ikhsan Faturohman ◽  
Ekasatya Aldila Afriansyah
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Purposive Sampling ◽  
Thinking Ability ◽  
Before And After ◽  
The Subject ◽  
Creative Problem ◽  
Creative Thinking Ability

AbstrakBerbagai penelitian mengemukakan kemampuan berpikir kreatif matematis siswa masih rendah. Siswa hanya mencontoh apa yang dikerjakan guru, tanpa makna, sehingga dalam menyelesaikan soal, siswa menganggap cukup mengerjakan seperti apa yang dicontohkan. Tujuan dari penelitian ini untuk mendapatkan bukti empiris serta mengetahui bagaimana peningkatan kemampuan berpikir kreatif matematis siswa dengan penggunakan model pembelajaran Creative Problem Solving. Metode penelitian yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan satu kelas sebagai kelas eksperimen. Instrumen yang digunakan dalam penelitian ini berupa soal tes uraian yang diberikan sebelum dan setelah diterapkannya model pembelajaran, dengan pokok bahasan materi fungsi. Populasi pada penelitian ini adalah seluruh siswa kelas X SMAN 25 Garut dengan sampel satu kelas yaitu, kelas X MIA 3 sebanyak 32 siswa, diambil secara purposive sampling. Hasil penelitian menunjukan bahwa secara statistik peningkatan kemampuan berpikir kreatif matematis kelas Creative Problem Solving bartaraf sedang, maka dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kreatif matematis siswa yang menggunakan model Creative Problem Solving. Enhanced Ability of Student Mathematical Creative Thinking with Creative Problem SolvingAbstractDifferent studies propose that students' mathematical creative thinking abilities are still weak. Students only imitate what the teacher is doing, without meaning, so that in solving problems, students assume enough to do as what is explained. The objective of this study is to obtain empirical evidence and find out how to enhance students' mathematical creative thinking abilities by using the Creative Problem Solving learning model. The study method is a quasi-experiment with one class as an experimental class. The instrument was in the form of a test item given before and after the learning model was performed, with the subject theme functioning. The population in this study were all students of class X SMAN 25 Garut with a sample of one class that is, class X MIA 3 as many as 32 students, taken by purposive sampling. The outcomes of the study revealed that statistically increasing the ability to think mathematically in a creative class of moderate problem-solving problem, it can be assumed that there was an improvement in students' mathematical creative thinking ability using the model of creative problem-solving.

scholarly journals PENGARUH PEMBELAJARAN CREATIVE PROBLEM SOLVING BERBASIS APLIKASI MAPLE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Ahmad Sulthan Auliya ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Learning Model ◽  
Distribution Data ◽  
Homogeneity Test ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Post Test ◽  
Creative Problem

Abstrak — Menggunakan model dan strategi pembelajaran yang bervariatif merupakan salah satu cara untuk menumbuhkan minat belajar siswa dalam pembelajaran matematika. Creative problem solving adalah model pembelajaran yang memusatkan pada pengajaran dan keterampilan pemecahan masalah yang diikuti dengan penguatan keterampilan. Penguatan keterampilan yang dimaksud adalah dengan menggunakan media pembelajaran, salah satunya dengan aplikasi maple untuk memecahkan masalah matematika. Riset ini memakai penelitian kuantitatif dengan tipe eksperimen untuk mengetahui kefektifan model pembelajaran creative problem solving dengan media pembelajaran maple untuk meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini dilaksanakan di salah satu sekolah menengah atas di Surabaya pada kelas XMIA1 semester ganjil tahun ajaran 2019/2020 dengan melibatkan 30 siswa. Kegiatan dalam penelitian ini meliputi pemberian pre test, pemberian perlakuan, dan pemberian post test. Kemudian perolehan dari nilai pre test dan post test dianalisis untuk melihat kefektifan pembelajaran creative problem solving berbasis aplikasi maple. Hasil penelitian ini menunjukkan adanya dampak model pembelajaran berbasis aplikasi maple terhadap kemampuan berpikir kreatif siswa yang didapatkan dengan uji t. Selain itu, berdasarkan uji Gain dihasilkan nilai rata-rata N-Gain 0.71 yang berada pada interval N-Gain 0.7 < 𝑔 ≤ 1.00, yang artinya pembelajaran creative problem solving berbasis aplikasi maple memiliki tingkat keefektifan yang tinggi. Selanjutnya, data yang didapatkan dari penelitian ini merupakan data berdistribusi normal. Hal ini dapat dilihat dari perolehan uji normalitas data yang hasil signifikansinya > 0.05. Selain itu, data yang didapat dari penelitian ini merupakan data yang homogen. Hal ini dapat dilihat dari hasil uji homogenitas data yang hasil signifiansinya > 0,05.Kata kunci: Creative Problem Solving, Maple, Berpikir KreatifAbstract — Using the variety of learning models and strategies is one of the ways to grow students learning interests in mathematics learning. Creative problem solving is a learning model that focuses on teaching and problem solving skills followed by strengthening skills. Strengthening skills in question is using learningmedia, one of them with maple application to solve mathematics problems. This research uses quantitative research with experiment to find out the effectivity of creative problem solving learning model with maple (learning media) to improve the ability of students creative thinking. This research was conducted at privatesenior highschool in Surabaya class X MIA1 in the odd semester of the 2019/2020 school year involving 30 students. Activities in this research include giving pretest, treatment, and posttest. Then the results of the pretest and posttest scores were analyzed to determine the effectiveness of creative problem solving learning based on maple application. The results of this research indicate the influence of learning model based on maple application to students' creative thinking abilities obtained by t test. In addition, based on Gain test, the average value of N-Gain is 0.71 which is in the N-Gain interval 0.7 < 𝑔 ≤ 1.00. It means that creative problem solving learning based on maple application has a high level of effectiveness. Furthermore, the data obtained from this research are normal distribution data. This can be seen from the results of data normality test whose significance is > 0.05. In addition, the data obtained from this research are homogeneous data. This can be seen from the results of data homogeneity test whose significance is > 0.05.Keywords: Creative Problem Solving, Maple, Creative thinking

scholarly journals The Effectiveness of Creative Problem-Solving Learning Model in Mathematics Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Riza Yuliana ◽  
Dwi Priyo Utomo ◽  
Agung Deddiliawan Ismail
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Research Subjects ◽  
Creative Problem Solving ◽  
Test Sheet ◽  
8Th Grade ◽  
Creative Problem ◽  
Quantitative Descriptive

This research aimed at assessing the effectiveness of the creative problem-solving learning model in 8th grade of mathematics learning. The assessment of the effectiveness of learning model was reviewed based on three aspects, namely students’ activities, students’ responses to the learning model, and students’ learning outcomes. The type and approach, which used in this research, were quantitative descriptive with the research subjects of 8th-C class; moreover, the subjects consisted of 32 students. The instruments used to assess the effectiveness of the learning model were the students’ activity observation sheet, students’ responses questionnaire, and test sheet. The results of the research showed that the students’ activities were categorized as very good, in which the percentages were 84.38%. The students’ responses were categorized as very good with a percentage of 82.53%. The students’ learning outcomes in a classical manner could be said as complete with the completeness of 71.88%. Therefore, it can be concluded that the implementation of creative problem-solving learning model in mathematics learning can be said as effective.

scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

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