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Permatasari, Gilang Anjar
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Mathematics

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KEEFEKTIFAN PEMBELAJARAN PROBLEM POSING DENGAN PENDEKATAN PMRI TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA Permatasari, Gilang Anjar; Veronica, Rahayu Budhiati; Susilo, Bambang Eko
Unnes Journal of Mathematics Education Vol 2 No 2 (2013): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v2i2.3343

Abstract

Tujuan dari penelitian ini adalah mengetahui keefektifan penerapan model pembelajaran Problem Posing dengan pendekatan PMRI terhadap kemampuan berpikir kreatif peserta didik. Penelitian ini diawali dengan memilih sampel dari populasi yang ada dengan teknik cluster random sampling. Pada penelitian  ini dipilih secara acak satu kelas sebagai kelas eksperimen yaitu kelas VII B yang diberikan perlakuan model pembelajaran Problem Posing dan satu kelas sebagai kelas kontrol yaitu kelas VII A yang diberikan pembelajaran ekspositori. Metode pengumpulan data dilakukan dengan metode dokumentasi, tes, dan observasi. Hasil uji proporsi menunjukkan bahwa hasil belajar peserta didik kelas eksperimen pada aspek kemampuan berpikir kreatif telah mencapai ketuntasan klasikal, mencapai lebih dari 75 % yaitu sebesar 93,1%. Dilihat dari nilai rata-rata tes kemampuan berpikir kreatif peserta didik kelas eksperimen  adalah 80,39 sedangkan kelas kontrol adalah 73,48 dapat disimpulkan bahwa kemampuan berpikir kreatif peserta didik kelas eksperimen lebih baik daripada kemampuan berpikir kreatif peserta didik kelas kontrol. Berdasarkan lembar observasi pengamatan keaktifan peserta didik, diperoleh bahwa keaktifan peserta didik kelas eksperimen lebih baik daripada keaktifan peserta didik kelas kontrol.  Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Problem Posing dengan pendekatan PMRI efektif terhadap kemampuan berpikir kreatif peserta didik materi segiempat kelas VII SMP Negeri 2 Karanganyar.
Mathematical Critical Thinking Ability Viewed from Students' Habits of Mind in Problem Based Learning Assisted Sevima Edlink Zuliyanti, Ita; Winarti, Endang Retno; Permatasari, Gilang Anjar
Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v12i3.78957

Abstract

The purposes of carrying out this research were to determine the role of the model Problem Based Learning assisted Sevima Edlink and influence Habits of Mind on the mathematical critical thinking skills of class XI students at SMA Negeri 1 Karanganyar on the basic material of indeterminate integrals. Problem Based Learning assisted Sevima Edlink applied in the learning process in the classroom and integrated into learning resources in the form of student worksheets developed by researchers. Student worksheets developed by researchers have also integrated with contextual approaches and learning models Problem Based Learning with the content of the material and the problems associated with the daily life of students. The research method used in this research was a Mixed Method with models Sequential Explanatory (derivative combination). Activities in this study included learning in class three times for the experimental and control groups, tests of mathematical critical thinking skills for the experimental and control groups, filling out questionnaires for the experimental group, and interviews for the experimental group. The results of this research are Problem Based Learning assisted Sevima Edlink can play a positive role in improving students' mathematical critical thinking skills as shown from the test results and students' mathematical critical thinking skills are also influenced by Habits of Mind. From the research results obtained the learning model Problem Based Learning assisted Sevima Edlink can be one way to improve students' mathematical critical thinking skills. Besides that, it also needs to improve Habits of Mind students, because the higher Habits of Mind students can think critically mathematically will be higher.
Co-Authors Bambang Eko Susilo Endang Retno Winarti Veronica, Rahayu Budhiati Zuliyanti, Ita