CREATIVE THINKING ABILITY AND INDEPENDENT LEARNING WITH OPEN-ENDED APPROACH TO POLYNOMIAL MATERIALS

Dewi Adharini

doi:10.47239/jgdd.v5i1.365

Authors

Dewi Adharini SMA Negeri 6 Cimahi, Kota Cimahi, Jawa Barat

DOI:

https://doi.org/10.47239/jgdd.v5i1.365

Keywords:

Creative Thinking Skills, Open-ended Approach, Polynomial, Self Regulated Learning

Abstract

This study aims to determine the ability to think creatively and learn independently on Polynomial material using an open-ended approach in semester 2 of the 2020/2021 academic year in class XI MIPA7 SMA Negeri 6 Cimahi. The method used in this research is Classroom Action Research (CAR) which consists of two cycles. The implementation of the research starts on February 16, 2021 until May 19, 2021. Cycle I with the sub-themes of dividing polynomials and the remainder theorem is carried out in 4 meetings and ends with tests and filling out a self regulated learning questionnaire; Cycle II with the factor theorem sub-theme was carried out in 2 meetings and ended with a test and filling out a self regulated learning questionnaire. The subjects in this study consisted of 36 students consisting of 24 women and 12 men. Data collection techniques were carried out by using online tests using the Learning Management System (LMS) at school.id and non-tests, namely a questionnaire about learning independence using google form. The data analysis technique is descriptive quantitative. The results showed that learning with an open-ended approach was able to improve creative thinking skills from an average score of 73 in the first cycle to 74 in the second cycle. Independent learning from the mean score of 88 in the first cycle decreased to 87 in the second cycle. Thus, the open-ended approach to polynomial material can improve creative thinking skills but has not been able to increase the learning independence of students in class XI MIPA 7 SMA Negeri 6 Cimahi.

Abstract Views: 338PDF Downloads: 458

References

A.M, Budiyanto, and Euis Eti Rohaeti. 2014. “Mengembangkan Kemampuan Berpikir Kreatif Dan Kemandirian Belajar Siswa Sma Melalui Pembelajaran Berbasis Masalah.” Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19(2): 166.

Akhdiyat, Agil Maulana, and Wahyu Hidayat. 2018. “Pengaruh Kemandirian Belajar Matematik Siswa Terhadap Kemampuan Berpikir Kreatif Matematis Siswa Sma.” JPMI (Jurnal Pembelajaran Matematika Inovatif) 1(6): 1045.

Amidi, M Zuhair Zahid. 2016. “Membangun Kemampuan Berpikir Kreatif Matematis Dengan Model Pembelajaran Berbasi Masalah Berbantuan E-Learning.” Seminar Nasional Matematika X Universitas Negeri Semarang 2016: 2–9.

Arikunto, Suharsimi. 2018. Dasar-Dasar Evaluasi Pendidikan. 3rd ed. Jakarta: Bumi Aksara.

Bandura, Albert. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84(2): 191–215.

Becker, Jerry P, and Sigeru Shimada. 1997. The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, Virgina: Mathematics National Council of Teachers of Mathematics, INC.

Bungsu, Titin Kurnia, Mulkah Vilardi, Padillah Akbar, and Martin Bernard. 2020. “Pengaruh Kemandirian Belajar Terhadap Hasil Belajar Matematika Di SMKN 1 Cihampelas.” Journal On Education 3(1): 91–95.

Chamberlin, Scott A, and Sidney M Moon. 2005. “Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians.” The Journal of Secondary Gifted Education XVII(1): 37–47.

Egok, Asep Sukenda. 2016. “Kemampuan Berpikir Kritis Dan Kemandirian Belajar Dengan Hasil Belajar Matematika.” Jurnal Pendidikan Dasar 7(2): 186–99.

Ervynck, Gontran. 2009. Encyclopedia of Giftedness, Creativity, and Talent Mathematical Creativity. Amerika Serikat: Sage Publications.

Fatah, Abdul, Didi Suryadi, Jozua Sabandar, and Turmudi. 2016. “Open-Ended Approach: An Effort in Cultivating Students’ Mathematical Creative Thinking Ability and Self-Esteem in Mathematics.” Journal on Mathematics Education 7(1): 9–18.

Febriani, Siwi, and Novisita Ratu. 2018. “Profil Proses Berpikir Kreatif Matematis Siswa Dalam Pemecahan Masalah Open-Ended Berdasarkan Teori Wallas.” Mosharafa: Jurnal Pendidikan Matematika 7(1): 39–50.

Guilford, Joy Paul. 1967. The Nature of Human Intelligence. New York: Mc Graw - Hill.

Gunawan, Yosi Intan Pandini. 2018. “Pengaruh Motivasi Belajar Terhadap Keaktifan Siswa Dalam Mewujudkan Prestasi Belajar Siswa.” Khazanah Akademia 02(01): 74–84.

Hashimoto, Yoshihiko. 1997. “The Methode of Fostering Creativity through Mathematical Problem Solving.” ZDM - International Journal on Mathematics Education 3: 6–7.

Hendriana, Heris, Euis Eti Rohaeti, and Utari Sumarmo. 2018. Hard Skills Dan Soft Skills Matematik Siswa. 2nd ed. Bandung: PT Refika Aditama.

Heris Hendriana, Utari Soemarmo. 2017. Penilaian Pembelajaran Matematika. Kedua. ed. Nurul Falah Atif. Bandung: PT Refika Aditama.

Jumi, Wa, Nita Suleman, and Julhim S Tangio. 2018. “Identifikasi Kemampuan Berpikir Kreatif Siswa Menggunakan Soal Tes Open Ended Problem Pada Materi Elektrokimia Di SMA Negeri 1 Telaga.” Jurnal Entropi 13(1): 35–43.

Kattou, Maria, Katerina Kontoyianni, Demetra Pitta-Pantazi, and Constantinos Christou. 2013. “Connecting Mathematical Creativity to Mathematical Ability.” ZDM - International Journal on Mathematics Education 45(2): 167–81.

Kemendikbud. 2017. Silabus SMA/SMK/MA/MAK Kurikulum 2013 Tahun 2017.

———. 2020. “KI Dan KD Matematika Peminatan Kelas XI MIPA Untuk Kondisi Khusus.” (1): 18–19.

Mediana. 2020. “Survei KPAI: Siswa Tidak Bahagia Dengan Pembelajaran Jarak Jauh.” https://bebas.kompas.id/baca/bebas-akses/2020/04/27/survei-kpai-siswa-tidak-bahagia-dengan-pembelajaran-jarak-jauh/#:~:text=Berdasarkan survei Komisi Perlindungan Anak,pembelajaran jarak jauh (PJJ).&text=Sebanyak 34%2C2 persen responden,mengerjakan 3-6 ja.

Mulyasa. 2016. Praktik Penelitian Tindakan Kelas. ke-7. Rosda.

Nohda, N. 2000. “A Study of ‘Open-Approach’ Method in School Mathematics Teaching.” Paper Presented at the 10th ICME, Makuhari, Japan. 25: 169–77.

Nurhikmayati, Iik, and Aep Sunendar. 2020. “Pengembangan Project Based Learning Berbasis Kearifan Lokal Berorientasi Pada Kemampuan Berpikir Kreatif Dan Kemandirian Belajar.” Jurnal Pendidikan Matematika 9(1): 1–12.

Pehkonen, Erkki. 1997. “OPEN-ENDED PROBLEMS: A Method for an Educational Change.” : 56–62.

Sak, Ugur, and C. June Maker. 2006. “Developmental Variation in Children’s Creative Mathematical Thinking as a Function of Schooling, Age, and Knowledge.” Creativity Research Journal 20(789685088): 1–41.

Siswono, Tatag Yuli Eko. 2016. “Berpikir Kritis Dan Berpikir Kreatif Sebagai Fokus Pembelajaran Matematika.” Jurnal Pendidikan FPMIPA PEGRI Semarang: 11–26.

Sriraman, Bharath, Narges Yaftian, and Kyeong Hwa Lee. 2011. “Mathematical Creativity and Mathematics Education.” In The Elements of Creativity and Giftedness in Mathematics, Sense, 119–30.

Supardi, U S. 2015. “Peran Berpikir Kreatif Dalam Proses Pembelajaran Matematika.” jurnal Formatif 2(3): 248–62.

Suriyani. 2015. “Pengaruh Model Pembelajaran Open-Ended Terhadap Hasil Belajar Siswa Pada Materi Sistem Persamaan Linear Dua Variabel Di Kelas X Sma N 1 Silangkitang.” Jurnal Pembelajaran dan Matematika Sigma (JPMS) 1(2): 11–14.

Takahashi, Akihiko. 2008. “Communication as A Process for Students to Learn.” In APEC - TSUKUBA International Conference, , 1–7.

Wessels, Helena. 2014. “Levels of Mathematical Creativity in Model-Eliciting Activities.” Journal of Mathematical Modelling and Application 1(9): 22–40.