scholarly journals EVALUASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING PADA SISWA KELAS X SMA NEGERI KOTA JAMBI

2018 ◽  
Vol 8 (2) ◽  
pp. 287
Author(s):  
Harman Harman
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Creative Problem Solving ◽  
Model Control ◽  
Mathematical Problems ◽  
Creative Problem ◽  
X State ◽  
Direct Learning

This study aims to determine the ability of solving mathematical problems through creative problem solving learning model higher than the direct learning model on the students of class X state senior high school of Jambi city. This research is an experimental research because of causal relationship. The way this study is to compare one or more comparison group that have received treatment. The sample of this research is class X MIA 1 as experiment class which is taught by creative problem solving model, while control class is X MIA 2 which is taught by direct learning model. From the result of research and discussion that have been done can be concluded that the ability of solving mathematical problems of students who are studied through the creative problem solving (experiments) learning model obtained an average of 71,9 and students in the learning through direct learning model (control) average 63,3. Of the two clasess obtained tcount is 4,17 and ttable is 1,66 then in this case H0 is rejected and H1 accepted at 95% confidence level. Then it can be concluded that the problem solving ability of mathematical students taught through creative problem solving learning model is higher that the students taught through direct learning model in class X state senior high school of Jambi city.Keywords: Mathematical Problem Solving Ability, Creative Problem Solving Learning Model, Direct Learning Model.

scholarly journals PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING DENGAN MEDIA VISUAL DALAM MEMAHAMI KONSEP MATEMATIKA

Sigma ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Syahmudi Louk ◽  
Yuan Andinny ◽  
Ihwan Zulkarnain
Keyword(s):  
High School ◽  
Problem Solving ◽  
Sampling Technique ◽  
Learning Model ◽  
Test Results ◽  
Creative Problem Solving ◽  
Mathematical Concepts ◽  
Quasi Experimental ◽  
Creative Problem ◽  
Cluster Random Sampling

The aim of this study is to differ the Creative Problem Solving learning model and the Constructivism learning model in understanding mathematical concepts. This research was conducted at PB Islamic High School. Soedirman Cijantung East Jakarta precisely in class X. The research method used to test these differences is the quasi-experimental method. Population of class X students of Islamic High School PB. Soedirman Cijantung used as a sample of 54 students, with the sampling technique used is cluster random sampling. The research instrument used was a test ability to understand mathematical concepts in the form of a description of 10 questions that had been tested previously. Based on the results of the analysis and discussion, then in this study it can be concluded that based on the analysis with the t-test, t_count> ttable is obtained. From the test results obtained the ability to understand mathematical concepts using the Creative Problem Solving learning model is higher than the Constructivism learning model. So it can be concluded that there is a different effect between the application of the Creative Problem Solving learning model and the Constructivism learning model on the ability to understand mathematical concepts.

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 Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Average Score ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

Creative Problem Solving and Red Yarn

1985 ◽  
Vol 33 (4) ◽  
pp. 3-5
Author(s):  
Barbara Wilmot
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Seniors ◽  
Gifted Students ◽  
Creative Problem Solving ◽  
Mathematically Gifted ◽  
Geometric Figures ◽  
Output Device ◽  
Wide Range ◽  
Creative Problem

This activity is one of the more stimulating and enlightening I have discovered. It has worked well and with similar results in classes of mathematically gifted students in grades 2–10, in a class of advanced high school seniors, and in in-service workshops for teachers! A wide range? Yes, and I feel certain that it would work in almost any situation. Using colored yarn, participants are asked to create geometric figures. Since yarn is not a familiar “output device,” it always supplies an ample number of problems.

Mathematics Projects in Junior High School

1977 ◽  
Vol 70 (7) ◽  
pp. 573-578
Author(s):  
Maxim Bruckheimer ◽  
Rina Hershkowitz
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Algebra 1 ◽  
Creative Problem Solving ◽  
Creative Problem

A sequence of problems to promote creative problem-solving habits using basic tools of algebra 1.

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