scholarly journals PENGARUH MODEL PEMBELAJARAN QUANTUM TEACHING TIPE TANDUR TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA

2015 ◽  
Vol 3 (2) ◽  
pp. 282
Author(s):  
Ikasmayanti Ikasmayanti ◽  
Sukainil Ahzan ◽  
Wirawan Putrayadi
Keyword(s):  
Data Analysis ◽  
Creative Thinking ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability ◽  
Post Test ◽  
Class Viii ◽  
Creative Thinking Ability ◽  
Essay Test

This purpose of this reseach was to measure the effect of Quantum Teaching model of TANDUR toward creative thinking ability of student. This research was conducted in the class VIII SMPN 3 Madapangga. The population of this study was all students grade VIII, and got two class as sample were VIIIa and VIIIb. Students at VIIIa as experimental and VIIIb as control class. This research was experimental reseach with post test only control group design. This study using purposive sampling. The instrument in this research was test of creative thinking was formed essay test. Data analysis in this study using t-test. From the treatment was obtaimed creative thinking ability with tcalc = 1,71 ≥ ttab = 1,68. This the null Hypotesis (Ho) in push away and alternative Hypotesis (Ha) in acceptance. From data analysis can concluded that Quantum Teaching type TANDUR can increase the creative thinking ability of students at vibration items and wave.

scholarly journals Pengaruh penerapan model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sang Ayu Made Monik Kencanawati ◽  
Sariyasa Sariyasa ◽  
I Gusti Nyoman Yudi Hartawan
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability ◽  
Post Test ◽  
The Mean ◽  
Creative Thinking Ability

Mendeskripsikan pengaruh model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis siswa adalah tujuan dari penelitian ini. Penelitian ini merupakan eksperimen semu dengan post-test only control group design. Dari 436 siswa kelas VII SMP Negeri 4 Denpasar yang menjadi populasi, dipilih secara acak 80 siswa sebagai sampel penelitian. Data kemampuan berpikir kreatif matematis siswa diperoleh melalui  tes uraian yang diberikan kepada siswa di akhir penelitian. Analisis data dilakukan menggunakan uji-  satu arah pada dua sampel independen pada taraf signifikan 5%. Berdasarkan hasil analisis statistik deskriptif diperoleh rata-rata kemampuan berpikir kreatif matematis siswa di kelas eksperimen sebesar 62,05 dan rata-rata kemampuan berpikir kreatif matematis siswa di kelas kontrol sebesar 53,86. Hasil pengujian hipotesis menunjukkan bahwa hitung = 2,02 > tabel = 1,99. Hasil ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa yang belajar menggunakan model pembelajaran SAVI lebih baik daripada siswa yang belajar menggunakan pembelajaran langsung (kelas kontrol). Dengan demikian, dapat disimpulkan bahwa ada pengaruh dari penerapan model pembelajaran SAVI terhadap kemampuan berpikir kreatif matematis siswa. Berdasarkan temuan tersebut, penerapan model pembelajaran SAVI di dalam pembelajaran matematika ini dapat digunakan sebagai alternatif dalam memfasilitasi siswa untuk mengembangkan kemampuan berpikir kreatif matematisnya. The effect of the implementation of SAVI (Somatic, Auditory, Visual, Intellectual) learning model toward mathematical creative thinking AbstractDescribing the effect of the learning model of SAVI (Somatic, Auditory, Visual, and Intellectual) to the mathematical creative thinking skills of students was the aim of this study. This was a quasi-experimental study with a post-test only control group design. Of 436 seventh grade students of public junior high school (i.e. SMP Negeri 4 Denpasar, Indonesia) who became the population, 80 students were randomly chosen as the sample of this study. Data on mathematical creative thinking skills of the students were obtained from the constructed-response test which was administered at the end of this study. The analysis of data was conducted by using a one-tailed independent samples t-test with a significance level of 5%. Based on the descriptive statistical analysis we obtained the mean of mathematical creative thinking skills of students in the experimental class was 62.05 and the mean of mathematical creative thinking skills of students in the control class was 53.86. As for the result of hypothesis testing showed that tcount = 2.02 > ttable = 1.99. This result implied that the mathematical creative thinking ability of students in the experimental class was better than the mathematical creative thinking ability of students in the control class. Thus, it could be concluded that there was an effect of the implementation of the learning model of SAVI on the mathematical creative thinking skills of students. Furthermore, the implementation of the learning model of SAVI in mathematics learning could be used as an alternative in facilitating students to develop their mathematical creative thinking skills. 

scholarly journals Improving Student’s Mathematical Creative Thinking Ability and Self Regulated Learning using Sylver Approach

2018 ◽  
Vol 1 (3) ◽  
pp. 268
Author(s):  
Desy Tri Damayanti ◽  
Utari Sumarmo ◽  
Rippi Maya
Keyword(s):  
Creative Thinking ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Mathematics Ability ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Post Test ◽  
Medium Level ◽  
Creative Thinking Ability

This study was a pre test-post test experiment without control group design having a goal to examine the role of Prior Mathematics Ability (PMA), Sylver  approach (SA) toward student’s mathematical creative thinking ability (MCTA) and Self Regulated Learning (SRL).  The study involved  65 eleven  grade student, a PMA test, a MCTA test, and SRL scale. The study found that PMA and SA took good role on obtaining student’s MCTA, its N<Gain> and SRL. On student’s MCTA, and its N<Gain> students getting treatment with SA attained better grades than that of students taught by conventional teaching, and the  grades were still at medium level.  On SRL,  there was no different grades between students on both teaching approaches, and those grades were at fairly good  level.  The other findings, there was no association between MCTA and SRL, and students performed high perception toward SA.

scholarly journals Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

2020 ◽  
Vol 11 (2) ◽  
pp. 351-370
Author(s):  
Mohamad Gilar Jatisunda ◽  
Vici Suciawati ◽  
Dede Salim Nahdi
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
One Way Anova ◽  
Better Than

Mathematical creative thinking ability and self-efficacy are a combination of abilities students need to have when studying mathematics. Mathematical learning is expected to improve both abilities. However, teachers still use conventional learning such as direct teaching, which results in a low increase in students' mathematical creative thinking abilities and self-efficacy. So we need alternative student-centred learning and teachers as facilitators who provide scaffolding. The study was conducted to obtain a description of the discovery learning process with scaffolding which aims to improve the ability to think creatively and self-efficacy. Two quasi-experimental designs with three class groups were used: The Matching-only Pretest-posttest Control Group Design was used to measure mathematical creative thinking skills, and The Matching-only Posttest-only Control Group Design was used to measure the self-efficacy scale. Based on the results of one-way ANOVA, the mathematical creative thinking ability of students discovery learning with scaffolding is better than discovery learning and conventional learning. Likewise, this happens to 'self-efficacy, based on the one-way ANOVA that students' self-efficacy of discovery learning with scaffolding is better than discovery learning and conventional learning. The learning process of discovery learning with scaffolding has a positive impact on the improvement of mathematical creative thinking abilities and self-efficacy

scholarly journals ADVOCACY APPROACH WITH OPEN-ENDED PROBLEMS TO MATHEMATICAL CREATIVE THINKING ABILITY

2020 ◽  
Vol 9 (1) ◽  
pp. 93 ◽  
Author(s):  
Ibrahim Ibrahim ◽  
Sri Adi Widodo
Keyword(s):  
Creative Thinking ◽  
Control Group ◽  
Sampling Techniques ◽  
Control Group Design ◽  
Group Design ◽  
Analysis Techniques ◽  
Mathematics Tests ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
One Way Anova

The purpose of this study is to find out the increase in students' ability to think creatively in advocacy learning by using open-ended problems. This type of research is an experiment with nonequivalent control group design. The sample in this study were 72 students taken using random sampling techniques. The variables in this study are learning models, mathematical creative thinking abilities, and general mathematics abilities. The instruments used in this study were creative thinking tests and general mathematics tests. Data analysis techniques used in this study are statistical inference using the Mann-Whitney test and one-way ANOVA. The results showed that students who were treated with an advocacy approach by presenting open-ended problems improved their mathematical creative thinking abilities better when compared with conventional learning.

scholarly journals Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa

2020 ◽  
Vol 5 (4) ◽  
pp. 478
Author(s):  
Suratman S. Naim ◽  
Suhadi Ibnu ◽  
Aman Santoso
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Challenge Based Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Creative Thinking Ability

<p><strong>Abstract: </strong>The purpose of this research was to determine the influence of challenge based learning model on students creative thinking ability. This research is used a quasy-experimental design of the type <em>nonequivalent pretest-posttest control group design</em>. The sample of this research consisted of students of Chemistry Education, Khairun University in the sixth semester, enrolling in the subject of Environmental Chemistry during education year in 2018/2019 from two classes. The experimental class was taught with challenge based learning model and the control class was taught with problem based learning model. The instrument of the research was a creative thinking ability tests with the type of open essay questions that had validity of 77.08% and Alpha Cronbach reliability coefficient of 0.896. The results showed that there was no statistically significant difference in creative thinking ability between the students from the two research classes (ɑ = 0.05), although descriptively the creative thinking ability of the experimental class was better than the control class.</p><strong>Abstrak:</strong> Tujuan penelitian ini adalah untuk mengetahui pengaruh model <em>challenge based learning</em> terhadap kemamampuan berpikir kreatif mahasiswa. Penelitian ini menggunakan rancangan penelitian eksperimental semu tipe <em>nonequivalent</em><em> pretest-posttest control group design</em>. Sampel penelitian ini terdiri dari mahasiswa Pendidikan Kimia, Universitas Khairun angkatan 2016 yang menempuh matakuliah Kimia Lingkungan pada tahun ajaran 2018/2019 dari dua kelas. Kelas eksperimen dibelajarkan dengan model pembelajaran <em>challenge based learnin</em>g dan kelas kontrol dibelajarkan dengan model pembelajaran <em>problem based learning</em>. Instrumen penelitian adalah tes kemampuan berpikir kreatif dengan jenis soal esai terbuka yang memiliki validitas isi 77,08% dan koefisien reliabilitas <em>Alpha Cronbach</em> 0,893. Hasil penelitian memperlihatkan bahwa tidak ada perbedaan yang signifikan antara kemampuan berpikir kreatif mahasiswa dari kedua kelas penelitian (ɑ = 0.05), walaupun secara deskriptif kemampuan berpikir kreatif kelas eksperimen lebih bagus daripada kelas kontrol.

scholarly journals KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI PENGGUNAAN STRATEGI MATHEMATICAL BET LINE

2020 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Sandi Amirulloh ◽  
H. Yayan Carlian ◽  
Siti Khozanatu Rohmah
Keyword(s):  
Creative Thinking ◽  
Control Group ◽  
Science Study ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Conventional Models ◽  
Creative Thinking Ability ◽  
Better Than

Abstrak: Penelitian ini beranjak dari masalah yang dikemukakan oleh hasil survey Trends International Mathematic Science Study (TIMSS). Hasil survei tersebut menunjukkan bahwa hanya 2% siswa di Indonesia yang mampu mengerjakan soal-soal cerita matematika. Hal tersebut disebabkan oleh karena kemampuan berpikir kreatif matematis siswa tergolong rendah. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik secara signifikan dari siswa yang mengikuti pembelajaran dengan model konvensional. Penelitian ini merupakan penelitian quasi eksperimen dengan desain yang digunakan yaitu nonequivalent control group design. Sampel dalam penelitian ini adalah seluruh siswa kelas IV di salah satu Madrasah Ibtidaiyah di Kecamatan Rancaekek Kabupaten Bandung. Instrumen yang digunakan dalam penelitian ini adalah tes yang sesuai dengan indikator kemampuan berpikir kreatif matematis. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik dari siswa yang mengikuti pembelajaran dengan model konvensional.  ABILITY OF MATH CREATIVE THINKING THROUGH THE USE OF THE MATHEMATICAL BET LINE STRATEGY Abstract: This research moved from the problem raised by the Trends International Mathematics Science Study (TIMSS) survey. The survey results show that only 2% of students in Indonesia can work on math story problems. It is caused by the students' mathematical creative thinking ability is relatively low. The purpose of this study is to know of increasing mathematical creative thinking ability of students who take learning with mathematical bet line strategies significantly better than students who take learning with conventional models. This research is a quasi-experimental study with the design used is a nonequivalent control group design. The sample in this study were all fourth-grade students in one of the Madrasah Ibtidaiyah in Rancaekek District, Bandung Regency. The instrument used in this study is a test that fits the mathematical creative thinking ability indicator. The results showed that increasing mathematical creative thinking ability of students who took learning with mathematical bet line strategies was better than students who followed learning with conventional models.

scholarly journals Efektivitas Teknik SCAMPER dalam Mengembangkan Kemampuan Berpikir Kreatif Matematis Siswa

2018 ◽  
Vol 2 (2) ◽  
pp. 173 ◽  
Author(s):  
Hani Cahyati ◽  
Abdul Muin ◽  
Eva Musyrifah
Keyword(s):  
High School Students ◽  
Random Sampling ◽  
Creative Thinking ◽  
Control Group ◽  
Chi Square ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Chi Square Test ◽  
Cluster Random Sampling

Teknik SCAMPER awalnya banyak digunakan di ruang lingkup perusahaan untuk menciptakan produk-produk baru. Seiring dengan perkembangan zaman, teknik SCAMPER kini digunakan sebagai teknik pelatihan berpikir kreatif di berbagai bidang. Penelitian ini bertujuan untuk menganalisis efektivitas teknik SCAMPER dalam mengembangkan kemampuan berpikir kreatif dalam matematika. Penelitian ini dilakukan di salah satu SMP di Tangerang Selatan pada siswa kelas IX tahun ajaran 2017/2018. Metode penelitian yang digunakan adalah kuasi eksperimen dengan randomized post-test only control group design. Sampel penelitian yang digunakan terdiri dari 30 siswa kelas eksperimen dan 30 siswa kelas kontrol yang dipilih secara acak dengan teknik cluster random sampling. Instrumen penelitian yang digunakan adalah tes berupa soal uraian untuk mengukur kemampuan berpikir kreatif matematis yang meliputi indikator: 1) fluency, 2) flexibility, dan 3) originality. Analisis data didasarkan pada perbedaan dua proporsi yaitu proporsi ketuntasan belajar siswa yang diuji dengan Chi-Square Test pada taraf signifikansi 5%. Hasil penelitian ini menunjukkan bahwa teknik SCAMPER efektif dalam mengembangkan kemampuan berpikir kreatif matematis siswa. Selain itu, teknik SCAMPER juga lebih efektif dibandingkan dengan pembelajaran konvensional. Penelitian ini dapat dijadikan rujukan bagi guru tentang penggunaan teknik SCAMPER sebagai teknik pembelajaran yang efektif dalam mengembangkan kemampuan berpikir kreatif matematis. Kata kunci: Teknik SCAMPER, fluency, flexibility, originality. ABSTRACT The SCAMPER technique was originally widely used in the company's scope to create new products. But now SCAMPER technique is used as a creative thinking training in various fields. This study aims to analyze the effectiveness of SCAMPER techniques in developing mathematics creative thinking skills. This research was conducted to IX grade junior high school students in South Tangerang in 2017/2018 academic year. The research uses quasi experiment with randomized post-test only control group design. The samples were 30 students of experimental class and 30 students of control class which were selected randomly by cluster random sampling technique. The research instrument used was a test of a description to measure the ability of mathematical creative thinking which assesses 3 indicators. They are 1) fluency, 2) flexibility, and 3) originality. The research wants to know about two mastery learning proportions difference tested with Chi-Square Test at 5% significance level. The results are SCAMPER technique is effective in developing students' mathematical creative thinking ability. In addition, SCAMPER technique is more effective than conventional learning. This research can be used by teachers as an effective learning techniques in developing the ability of mathematical creative thinking. Key words: SCAMPER technique, fluency, flexibility, originality.

scholarly journals Effects of Analytical and Holistic Scoring Patterns on Scorer Reliability in Biology Essay Tests

2018 ◽  
Vol 8 (1) ◽  
pp. 111
Author(s):  
Casmir N. Ebuoh
Keyword(s):  
Data Collection ◽  
Correlation Coefficient ◽  
Control Group ◽  
Holistic Scoring ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Enugu State ◽  
Essay Tests ◽  
Essay Test

Literature revealed that the patterns/methods of scoring essay tests had been criticized for not being reliable and thisunreliability is more likely to be more in internal examinations than in the external examinations. The purpose of thisstudy is to find out the effects of analytical and holistic scoring patterns on scorer reliability in biology essay tests inEnugu Education Zone of Enugu State. Post-test only control group design was used. All the 212 Biology teachersfrom the thirty one secondary schools in Enugu Education Zone of Enugu State were used. The researcher constructedBiology essay test (BET) with scoring guide on biology essay tests (SGBET) for data collection. The research questionwas answered using Pearson’s Product moment correlation coefficient (r). The hypothesis was tested using t-test. Theresults showed that the use of the holistic scoring pattern was found to be the most reliable followed by analyticalscoring pattern. Recommendations were made based on the findings of the study.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA TANGRAM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

2019 ◽  
Vol 5 (2) ◽  
pp. 85
Author(s):  
Ririn Prihantini ◽  
Azin Taufik ◽  
Mohamad Riyadi
Keyword(s):  
Junior High School ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Ability Test ◽  
Thinking Ability ◽  
Creative Thinking Ability

The aim of this study was determine the differences of the ability of mathematical creative thinking and the differences in the increase between classes using Problem Based Learning (control class) and the class that uses a model of Problem Based Learning with tangram. The research method used is quasi experimental design of non-equivalent pre-test-post-test control group design. The population in this study were all students of class VII junior high school in Kuningan in the even semester of the academic year 2017/2018.� Through purposive sampling technique, 2 classes of 10 classes were selected as samples where the class VIIA as the control class and VIIB as experimental class with a total sample of 70 students. Data collection techniques were obtained through mathematical creative thinking ability test and data analysis technique included normality test, homogeneity test, and t test. The results showed that there were difference in mathematical creative thinking ability and there were difference in the increase between the classes using Problem Based Learning and the classes using a model of Problem Based Learning with tangram.

scholarly journals PENGARUH PENDEKATAN VISUAL THINKING TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA

2018 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Erdawati Nurdin ◽  
Hayatun Nufus ◽  
Hasanuddin Hasanuddin
Keyword(s):  
Data Analysis ◽  
Sampling Technique ◽  
Control Group ◽  
Visual Thinking ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Class Viii ◽  
Mathematical Connection ◽  
Learning By Using

This study aims to see the effect of visual thinking approach on improving students' mathematical connection ability. This is a quasi-experimental research with nonequivalent control group design. The sample is students on class VIII in Madrasah Tsanawiyah which is chosen by using purposive sampling technique. The research instruments used are a test of mathematical connection ability and an observation sheet. The results of the observations showed an increase in the activity of students and teachers in each meeting in the classroom that obtained learning by using visual thinking approach. The data of increased connection ability is not normally distributed, so the data analysis is done using U non-parametric test of Mann Whitney. From the data analysis, it can be concluded that there is no significant effect of learning by using visual thinking approach to students’ mathematical connection ability improvement.

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