Efektivitas Pendekatan CTL Dan Discovery Terhadap Kemampuan Berpikir Kreatif Dalam Pemecahan Masalah  Mahasiswa PGSD UMKO

This study compares the effects of the contextual teaching and learning (CTL) approach and the discovery approach, the name by providing problem-solving problems in mathematics learning on the creative thinking abilities of PGSD students at Muhammadiyah University, Kotabumi. This type of research is a quasi-experimental research with a pretest and posttest nonequivalent group design. The subjects in this study were students of class A and class B PGSD, Muhammadiyah University, Kotabumi, 2019/2020 academic year. Instruments / measuring instruments in this study are in the form of questions that require problem-solving, the questions given have also been validated by mathematicians as a reference for measuring students' creative thinking abilities. In the next stage, the data that has been obtained by the researcher is analyzed using descriptive analysis test, inferential analysis test which includes the normality test, homogeneity, and Hotelling's test. From the results of the requirements test that are normally distributed and homogeneous, a significance level of 5% is obtained, this indicates that the contextual teaching and learning (CTL) approach and the discovery approach are equally effective as methods of learning mathematics for UMKO PGSD Students to improve creative thinking skills. Students who are use to solve mathematics problems.

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Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v11i1.9679 ◽

2016 ◽

Vol 11 (1) ◽

pp. 25 ◽

Cited By ~ 2

Author(s):

Husnul Laili

Keyword(s):

Teaching And Learning ◽

Mathematics Learning ◽

Univariate Analysis ◽

Problem Based Learning ◽

T Test ◽

Significance Level ◽

Quasi Experimental ◽

Achievement In Mathematics ◽

Contextual Teaching ◽

Motivation And Achievement

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL) ditinjau dari motivasi dan prestasi belajar matematika siswa, serta membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika siswa, dan pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa, tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.Kata kunci: CTL, PBL, motivasi, prestasi belajar. The Effectiveness of the CTL and PBL Approaches Viewed from Students’ Motivation and Achievement in Mathematics Learning AbstractThis study aimed to describe the effectiveness of the Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) approaches viewed from students’ motivation and achievement in mathematics learning, and to compare the effectiveness of the CTL and the PBL approach in mathematics learning viewed from students’ motivation and achievement. This study was a quasi-experimental research and used two experimental groups. To find out the effectiveness of the CTL and PBL approach in each variable, the data were analyzed using one-sample t-test what the significance level of 5%. To compare the effectiveness of the CTL and PBL approaches, the data were analyzed using the multivariate T2 Hotelling with the significance level of 5% and followed up by the univariate analysis using the Bonferoni criterion. The results of the study show that the CTL and PBL approaches were effective viewed from students’ motivation and achievement in mathematics learning and the PBL approach was more effective than CTL approach viewed from students’ achievement in mathematics but the PBL approach is not more effective than CTL approach viewed from students’ motivation in mathematics learning.Keywords: CTL, PBL, motivation, learning achievement.

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Perbedaan Keterampilan Berpikir Kreatif Siswa Terhadap Strategi Pembelajaran Multiple Intelligences Dan Contextual Teaching Learning

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v2i3.874 ◽

2014 ◽

Vol 2 (3) ◽

pp. 234

Author(s):

Rahmatul Bayyinah ◽

Syubhan An'nur ◽

Suriasa Suriasa

Keyword(s):

Multiple Intelligences ◽

Learning Strategies ◽

Creative Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Control Group ◽

Analysis Technique ◽

Quasi Experimental ◽

Contextual Teaching ◽

Teaching Learning

ABSTRACT: Creative thinking skills of the students of class VII MTsN Mulawarman Banjarmasin on physics lesson is low. This is due to the evaluation of learning rarely apply creative thinking skills, as well as the implementation of learning activities predominantly on one type of intelligence, logical-mathematical. Therefore, we need a strategy that can develop creative thinking skills and refers to the different spheres of intelligence, multiple intelligences learning strategies that contextual teaching and learning (CTL). The general objective of this study is to describe the differences between the multiple intelligences and learning strategies (CTL) to the creative thinking skills of students. Research conducted a quasi-experimental study design randomized pretest and posttest control group. The study population was all students of class VII MTsN Mulawarman Banjarmasin and the sample were students of class VII D as an experimental class and E class VII as a control class. Data collection was conducted using test instruments, and multiple intelligences scale questionnaire. The analysis technique used is descriptive statistics and parametric assumptions to test the hypothesis. The results showed that in general there is a difference between the students' creative thinking skills and classroom control classroom experiment. This is supported by the results of the analysis, which was performed on the data posttest and gain scores, two classes, namely thit , 3.177 > 1.665 ttab , and thit , 2.104 > ttab , 1,665 .multiple intelligences learning strategies; creative thinking skills

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THE EFFECT OF MIND MAPPING LEARNING MODEL AND CONTEXTUAL TEACHING AND LEARNING (CTL) TO CONCEPT UNDERSTANDING STUDENTS AT SMP NEGERI 1 PULUNG

EDUPEDIA ◽

10.24269/ed.v1i1.168 ◽

2017 ◽

Vol 1 (1) ◽

pp. 41

Author(s):

Dhika Jeviana ◽

Julan Hernadi

Keyword(s):

Data Collection ◽

Teaching And Learning ◽

Learning Model ◽

Mind Mapping ◽

Significance Level ◽

Concept Understanding ◽

Result Show ◽

Quasi Experimental ◽

Contextual Teaching ◽

The Mind

This research aims to know: (1) the effect of Mind Mapping learning model to the concept understanding students (2) the effect of Contextual Teaching and Learning model to concept understanding students (3) which is better between of Mind Mapping Learning Model and Contextual Teaching and LearningModel to concept understanding students.This research a quasi-experimental research with population covering all seventh grade students of SMP Negeri 1 Pulung that is consisted of five classes. From five classes, classes VIIC and VIIE were randomly choosen as the sample. Then two classes were taken randomly to determine the type of treatment to be given. Class VIIC was taught by using the Mind Mapping Learning Model and class VIIE was taught by Contextual Teaching and Learning Model. The data collection techniques were a test while the instrument used to collect understanding concept test.The data collection techniques to know is there any understanding concept students is given of treatment Mind Mapping Learning Model betterthan understanding concept students is given of treatment Contextual Teaching and Learning Model by t-test.The result show that at the significance level of 0.05, concept understanding students more taught by using the Mind Mapping Learning Model was better than Contextual Teaching and Learning Model.

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MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)

Journal of Mathematics Education and Science ◽

10.32665/james.v3i2.138 ◽

2020 ◽

Vol 3 (2) ◽

pp. 55-60

Author(s):

Roby Firdian Ruswanda ◽

Achi Rinaldi ◽

Siska Andriani ◽

Gusti Ayu Farah Nabilla

Keyword(s):

Experiential Learning ◽

Creative Thinking ◽

Zone Of Proximal Development ◽

Thinking Skills ◽

Learning Model ◽

Proximal Development ◽

Significance Level ◽

Quasi Experimental ◽

The One ◽

One Way Anova

This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning. Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development sama baiknya dengan Model pembelajaran Experiential Learning, Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning lebih baik dengan pembelajaran konvensional.

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EFEKTIVITAS MODEL ICARE UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF ALAT OPTIK

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v7i1.4656 ◽

2021 ◽

Vol 7 (1) ◽

pp. 193

Author(s):

Risda Destari ◽

Parsaoran Siahaan ◽

Ridwan Efendi

Keyword(s):

Effect Size ◽

Creative Thinking ◽

Real Life ◽

Thinking Skills ◽

Learning Model ◽

Test Results ◽

Optical Instrument ◽

Significance Level ◽

Quasi Experimental ◽

Normalized Gain

ABSTRAKTujuan pendidikan pada saat ini adalah untuk mendidik individu yang dapat memecahkan suatu permasalahan yang mereka temui dalam kehidupan sehari-hari. Salah satu keterampilan yang dibutuhkan untuk memecahkan permasalahan yaitu keterampilan berpikir kreatif. Keterampilan berpikir kreatif merupakan salah satu cara berpikir yang dibutuhkan dalam kehidupan kerja dan masyarakat di abad 21, yang harus dilatihkan kepad apeserta didik Ketika proses pembelajaran. Namun kenyataannya, keterampilan berpikir kreatif ini jarang sekali dilatihkan kepada peserta didik dalam proses pembelajaran. Maka penelitian ini bertujuan untuk menerapkan model pembelajaran ICARE untuk meningkatkan keterampilan berpikir kreatif peserta didik pada materi alat optik. Digunakan metode penelitian semu (quasi experiment) dengan desain one group pretest posttest. Instrumen penelitian berupa soal uraian sebanyak 12 soal yang sudah diuji validitas dan reliabilitasnya. Partisipan dalam penelitian ini adalah 24 peserta didik, dengan mengunakan teknik analisis data gain ternormalisasi untuk melihat peningkatan keterampilan berpikir kreatif dan uji effect size untuk mengetahui efek dari model pembelajaran ICARE. Hasil penelitian berupa nilai gain ternormalisasi sebesar 0,44 yang termasuk kategori sedang dengan taraf signifikansi 0,05. Selanjutnya diperoleh hasil uji effect size untuk keterampilan berpikir kreatif sebesar 3,47 yang termasuk pada kategori tinggi. Hasil ini menunjukan bahwa model pembelajaran ICARE efektif dalam meningkatkan keterampilan berpikir kreatif peserta didik pada materi alat optik. Kata kunci: model pembelajaran ICARE; keterampilan berpikir kreatif; alat optik ABSTRACTThe purpose of education is to guide students to solve problems in real life. One of the skills needed to solve problems is creative thinking skills. Creative thinking skills are one of the ways of thinking that a person needs in work life and society in the 21st century. However, in reality, these creative thinking skills are not trained to students in the learning process. So, this study aims to apply the ICARE learning model to improve the creative thinking skills of class XI SMA students on optical instrument material. A quasi-experimental research method was used with a one-group pretest-posttest research design. The instrument in this study was 12 questions that were reliable and valid in terms of descriptions of creative thinking skills and were given a score of 1-4 in accordance with the assessment rubric. Participants in this study were 24 students, with data analysis techniques using N-Gain and the effect size to determine the effect of the ICARE learning model. The result of this research is a normalized gain value of 0.44 which is included in the medium category with a significance level of 0.05. Furthermore, the effect size test results obtained for creative thinking skills of 3.47 which are included in the high category. These results that the ICARE learning model is effective in improving students' creative thinking skills in optical instrument material. Keywords: ICARE learning model; creative thinking skills; optical material

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The impact of collaborative model assisted by Google Classroom to improve students’ creative thinking skills

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i2.20987 ◽

2021 ◽

Vol 10 (2) ◽

pp. 396

Author(s):

Jumadi Jumadi ◽

Riki Perdana ◽

Muhammad Helmi Hariadi ◽

Warsono Warsono ◽

Andi Wahyudi

Keyword(s):

Creative Thinking ◽

Descriptive Analysis ◽

Sampling Technique ◽

Thinking Skills ◽

Mixed Design ◽

Collaborative Model ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

The Impact

Indonesian students' creative thinking skill is still at a low level. This study aimed to examine the effectiveness of project collaborative model assisted by Google Classroom (PjCM-GC) in improving students' creative thinking skills. This research explored the differences between students who learned through the demonstration model (DM), project collaborative model (PjCM), and project collaborative model assisted by Google Classroom (PjCM-GC). It was a quasi-experimental with pre and post-test design. The population of this research was students at Senior High School, Lombok Timur-Indonesia. Random sampling technique was employed in this study. The sample was 86 science students grade XI (15-16 ages) who studied in SMAN 1 Aikmel. The data analyzed by paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study showed that The PjCM-GC group had a significant difference in the level of creative thinking skills (sig .0000). The PjCM-GC was the most effective model to improve the skills with a gain score of .47 (medium). Learning with the PjCM-GC model can be an alternative for policymakers and teachers to solve the problems of creative thinking.

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Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar IPA Siswa SMP

JTP - Jurnal Teknologi Pendidikan ◽

10.21009/jtp.v22i1.15329 ◽

2020 ◽

Vol 22 (1) ◽

pp. 40-52

Author(s):

Jhoni Lagun Siang ◽

Moch. Sukardjo ◽

Beatrix J.M. Salenussa ◽

Yayan Sudrajat ◽

Uswatun Khasanah

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Junior High School ◽

Creative Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Learning Models ◽

Quantum Learning ◽

Contextual Teaching

This study aims to determine the influence of learning models (Contextual Teaching and Learning and Quantum Learning) and the ability to think creatively about the learning outcomes of science education in junior high school students in SMPN 226 Jakarta. This research uses treatment design by level with sample number of 48 students at State Junior Secondary School (SMPN) 226 Jakarta. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Contextual Teaching and Learning model (CTL) was more effective in improving learning outcomes of IPA SMP Inclusion than Quantum Learning model (QL); (2) there was interaction effect between learning model and student's creative thinking ability toward science learning outcomes 3) for junior high school students in inclusion schools with high creative thinking skills more appropriately using Contextual Teaching and Learning models (CTL), (4) and for students with low creative thinking skills more appropriately using Quantum Learning models (QL).

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Implementasi Model Pembelajaran Kooperatif Contextual Teaching and Learning untuk Meninggkatkan Hasil Belajar Matematika Pokok Bahasan Aritmatika Sosial bagi Siswa SMP Negeri 1 Pemenang

Jurnal Paedagogy ◽

10.33394/jp.v9i1.4536 ◽

2022 ◽

Vol 9 (1) ◽

pp. 159

Author(s):

Uswatun Hasanah

Keyword(s):

Data Analysis ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Mathematics Learning ◽

Descriptive Analysis ◽

Student Learning Outcomes ◽

Learning Model ◽

Contextual Teaching

The purpose of this research is to improve the mathematics learning outcomes of social arithmetic subjects for students through the application of the contextual teaching and learning (CTL) cooperative learning model. The research method used is classroom action research which is carried out in two cycles. The subjects of this study were students of class VII.2 of SMP Negeri 1 Pemenang, totaling 21 students. This research instrument uses observation sheets, documentation, and tests. While the data analysis technique used is quantitative descriptive analysis. The results of this study indicate that student learning outcomes have increased by an average of 9% obtained from the average evaluation of student learning outcomes from the first cycle is 76% then increased in the second cycle to 85%. Based on data analysis during cycles I and II, it can be concluded: (1) The application of the CTL cooperative learning model is the best alternative in learning mathematics, (2) The application of the cooperative model can create participatory and multidirectional learning, (3) Through the application of the CTL cooperative learning model, it can improve student learning outcomes. The results also show changes in the classroom atmosphere that tend to be democratic and changes in teacher attitudes to care more about the classroom atmosphere.

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Pengaruh model PBT terhadap kemampuan berpikir kritis dan kemampuan berpikir kreatif siswa SMAN 2 Magelang

Jurnal Inovasi Pendidikan IPA ◽

10.21831/jipi.v2i1.8809 ◽

2016 ◽

Vol 2 (1) ◽

pp. 58 ◽

Cited By ~ 2

Author(s):

Marike Muskitta ◽

Djukri Djukri

Keyword(s):

Critical Thinking ◽

Creative Thinking ◽

Alternative Hypothesis ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Teaching Model ◽

Significance Level ◽

Quasi Experimental ◽

Critical And Creative Thinking

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kreatif siswa pada materi pencemaran lingkungan. Penelitian ini dilaksanakan di SMA Negeri 2 Magelang. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonrandomized control group pretest-posttest. Analisis data menggunakan uji t. Hasil perhitungan perbedaan rata-rata posttest pada kedua kelompok untuk kemampuan berpikir kritis menunjukkan nilai hitung sebesar 2,45 dan ttabel dengan signifikasi 0,05% dengan dk 62 = 2,00 sedangkan untuk kemampuan berpikir kreatif menunjukkan nilai hitung sebesar 3,43 dan ttabel dengan signifikansi 0,05% dengan dk 62 = 2,00. Hasil perhitungan tersebut menunjukkan bahwa thitung > ttabel. Hal ini berarti hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Dengan demikian, terdapat pengaruh penggunaan model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan terdapat pengaruh model Pembelajaran Berdasarkan Masalah terhadap kemampuan berpikir kreatif siswa pada konsep pencemaran lingkungan.Kata Kunci: penggunaan model pembelajaran berdasarkan masalah, kemampuan berpikir kritis dan kemampuan berpikir kreatif. The Effect of the Problem-Based Teaching Model on the Critical Thinking Skills and Creative Thinking Skills of the Students of SMA AbstractThis study aimed to determine the effect of the use of problem-based teaching model on the critical thinking skills and effect of the use of problem-based teaching model on the creative thinking skills of students on environmental pollution materials. The research was conducted at SMAN 2 Magelang. The research method used was a quasi-experimental design with nonrandomized control group pretest-posttest. The data analysis used the t test. The result of the calculation of the posttest average of the difference between the two groups for critical thinking skills shows the calculated value of 2.45 and ttable with the significance level of 0.05% with 62 df = 2.00, while for the ability to think creatively the calculated value of 3.43 shows the ttable with the significance level of 0.05% with 62 df = 2.00. This shows that t > ttable. This means that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Thus, there is an effect of the use of problem-based teaching model on the critical and creative thinking skills of the students on the concept of environmental pollution.Keywords: use of problem-based teaching model, critical and creative thinking skills.

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Effectiveness of problem-based learning model in empowering creative thinking ability of elementary school students

MUDARRISA Jurnal Kajian Pendidikan Islam ◽

10.18326/mdr.v13i1.74-90 ◽

2021 ◽

Vol 13 (1) ◽

pp. 74-90

Author(s):

Rasimin Rasimin ◽

Sukron Ma'mun

Keyword(s):

Elementary School ◽

Problem Solving ◽

Elementary School Students ◽

Creative Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

School Students ◽

Test Analysis ◽

Significance Level ◽

Pbl Model

This study aimed at determining the effectiveness of the Problem Based Learning (PBL) model in empowering the creative thinking skills of elementary school students in Pagergunung Ulujami Pemalang in social studies (IPS) learning. The research population was all fifth graders of the elementary school in Pagergunung Ulujami, Pemalang Regency, the sample of this study was taken using quasi-experimental, while data collection technique used pre-test and post-test techniques on students' creative thinking abilities. Meanwhile, the statistical test analysis technique used the proportion test and the difference between the two proportions. The results showed a significance level of 5%. The conclusions of the study are: (1) PBL model is effective in the aspect of students' creative thinking abilities, but less effective in the aspect of problem-solving abilities in IPS learning, (2) PBL model is more effective than conventional learning in both students' creative thinking and problem-solving ability.

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