Penelitian ini dilatarbelakangi rendahnya minat mahasiswa dalam melaksanakan tugas dari dosen, daya tangkap mahasiswa dalam menerima pelajaran, kemampuan mahasiswa dalam menghubungkan materi perkuliahan dengan dunia nyata, kemampuan mahasiswa dalam belajar mandiri, kemampuan mahasiswa dalam menuliskan ide, kemampuan mahasiswa dalam mengerjakan tugas mandiri, keberanian mahasiswa dalam menyajikan temuan, keterampilan mahasiswa menulis dipapan tulis, dirasa masih rendah belum sesuai dengan kompetensi yang diharapkan dan belum sesuai dengan apa yang dikehendaki oleh matematika. Tujuan diadakannya penelitian ini adalah untuk mengetahui ada tidaknya peningkatan kemampuan berpikir kritis mahasiswa yang memperoleh pembelajaran matematika dengan pendekatan Creative Problem Solving serta untuk mengetahui ada tidaknya perbedaan peningkatan kemampuan berpikir kritis mahasiswa dalam matakuliah geometri analitik antara kelompok atas, tengah dan bawah setelah mendapatkan pembelajaran dengan pendekatan Creative Problem Solving.Penelitian ini merupakan penelitian quasi experiment atau eksperimen semu yang terdiri dari dua kelompok penelitian yaitu kelas eksperimen (kelas perlakuan) merupakan kelompok siswa yang pembelajarannya menggunakan pembelajaran Creative Problem Solving dan kelompok kontrol (kelas pembanding) adalah kelompok siswa yang pembelajarannya menggunakan pembelajaran biasa (konvensional). Populasi dari penelitian ini adalah mahasiswa semester I prodi pendidikan matematika Universitas Singaperbangsa Karawang. Sampel penelitian ditentukan berdasarkan purposive sampling. diperoleh mahasiswa kelas I A semester 1 sebagai kelas eksperimen sebanyak 35 mahasiswa dan kelas I B sebagai kelas kontrol sebanyak 35 mahasiswa. variabel penelitian melibatkan tiga jenis variabel yakni variabel bebas yaitu model pembelajaran Creative Problem Solving dan pembelajaran konvensional, sedangkan variabel terikat yaitu kemampuan berpikir kritis matematis mahasiswa serta variabel kontrol yaitu kategori pengetahuan awal matematika mahasiswa (atas, tengah, bawah). Instrumen digunakan dua jenis instrumen, yaitu tes dan non tes digunakan dua jenis instrumen, yaitu tes dan non tes. Hasil penelitian menunjukan Secara keseluruhan penerapan model pembelajaran Creative Problem Solving dapat meningkatkan kemampuan berpikir kritis matematis mahasiswa.selain itu terdapat perbedaan peningkatan kemampuan berpikir kritis matematis antara mahasiswa yang mendapatkan pembelajaran Creative Problem Solving dan mahasiswa yang mendapatkan pembelajaran konvensional, bila ditinjau dari kategori pengetahuan awal matematika siswa.
This research is motivated by the low interest of students in carrying out the duties of the lecturers, the students' ability to accept lessons, the ability of students to connect lecture material with the real world, the ability of students in independent learning, the ability of students to write ideas, the ability of students to work independently, student courage in presenting the findings, the skills of students writing on the writing board, it is still considered low, not in accordance with the expected competencies and not in accordance with what is desired by mathematics. The purpose of this study was to determine whether there was an increase in critical thinking skills of students who obtained mathematics learning using the Creative Problem Solving approach and to determine whether there was a difference in the improvement of students' critical thinking skills in analytical geometry between the upper, middle and lower groups after learning with approaches Creative Problem Solving. This study is a quasi-experimental study consisting of two research groups, namely the experimental class (treatment class) is a group of students whose learning uses Creative Problem Solving learning and the control group (comparison class) is a group of students whose learning uses learning ordinary (conventional). The population of this study were first semester students of the mathematics education study program at the University of Singaperbangsa Karawang. The research sample was determined based on purposive sampling. obtained by class I A students in semester 1 as an experimental class as many as 35 students and class I B as a control class as many as 35 students. The research variable involved three types of variables, namely the independent variable namely the Creative Problem Solving learning model and conventional learning, while the dependent variable was the mathematical critical thinking ability of students and the control variable, namely the category of students' initial mathematical knowledge (top, middle, bottom). Instruments used two types of instruments, namely tests and non-tests used two types of instruments, namely tests and non-tests. The results showed that the overall application of the Creative Problem Solving learning model could improve students' mathematical critical thinking skills. In addition there were differences in the increase in mathematical critical thinking skills between students who received Creative Problem Solving learning and students who received conventional learning, when viewed from the category of early mathematics knowledge students.
Leading Through Conflict with Critical Thinking and Creative Problem-Solving
