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Analisis Proses dan Kemampuan Berpikir Kreatif Siswa dalam Matematika Melalui Tugas Open-Ended Fardah, Dini Kinati
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 3, No 2 (2012): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v3i2.2616

Berpikir kreatif merupakan masalah penting dalam belajar matematika. Banyak guru di sekolah dasar atau menengah masih kurang memperhatikan kemampuan ini. Dengan mengetahui kemampuan dan proses berpikir kreatif siswa guru memperolah wawasan yang luas tentang potensi dan bakat yang dimiliki siswa-siswinya. Penelitian ini bertujuan untuk menganalisis proses berpikir kreatif dan kemampuan siswa melalui tugas open-ended. Siswa yang akan dianalisis proses berpikir kreatifnya dikategorikan sebagai: a) siswa berkemampuan berpikir kreatif tinggi; b) siswa berkemampuan berpikir kreatif sedang; dan c) siswa berkemampuan berpikir kreatif rendah. Kemampuan berpikir kreatif menekankan pada aspek kelancaran, keluwesan, keaslian, dan keterincian, sementara proses berpikir kreatif meliputi tahap: 1) mengetahui adanya masalah, kesenjangan informasi, unsur yang hilang, 2) memahami masalah, 3) membuat dugaan dan merumuskan hipotesis, 4) menguji hipotesis dan evaluasi; 5) mengkomunikasikan ide. Beberapa hal yang penulis lakukan pada saat penelitian adalah: merancang kegiatan pembelajaran melalui pembelajaran open-ended untuk membiasakan siswa dengan soal open-ended; memberikan tes kemampuan berpikir kreatif menggunakan soal open-ended; menentukan subyek penelitian sebagai wakil dari masing-masing kategori; melakukan wawancara mendalam untuk membuat triangulasi data. Hasil dari penelitian ini adalah berupa pola berpikir kreatif siswa kategori tinggi sebanyak 20% dari jumlah siswa, sedangÃÂ sebanyak 33,33%, dan rendah sebanyak 46,67%.

Analisis Proses dan Kemampuan Berpikir Kreatif Siswa dalam Matematika Melalui Tugas Open-Ended Fardah, Dini Kinati
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 3, No 2 (2012): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v3i2.2616

Berpikir kreatif merupakan masalah penting dalam belajar matematika. Banyak guru di sekolah dasar atau menengah masih kurang memperhatikan kemampuan ini. Dengan mengetahui kemampuan dan proses berpikir kreatif siswa guru memperolah wawasan yang luas tentang potensi dan bakat yang dimiliki siswa-siswinya. Penelitian ini bertujuan untuk menganalisis proses berpikir kreatif dan kemampuan siswa melalui tugas open-ended. Siswa yang akan dianalisis proses berpikir kreatifnya dikategorikan sebagai: a) siswa berkemampuan berpikir kreatif tinggi; b) siswa berkemampuan berpikir kreatif sedang; dan c) siswa berkemampuan berpikir kreatif rendah. Kemampuan berpikir kreatif menekankan pada aspek kelancaran, keluwesan, keaslian, dan keterincian, sementara proses berpikir kreatif meliputi tahap: 1) mengetahui adanya masalah, kesenjangan informasi, unsur yang hilang, 2) memahami masalah, 3) membuat dugaan dan merumuskan hipotesis, 4) menguji hipotesis dan evaluasi; 5) mengkomunikasikan ide. Beberapa hal yang penulis lakukan pada saat penelitian adalah: merancang kegiatan pembelajaran melalui pembelajaran open-ended untuk membiasakan siswa dengan soal open-ended; memberikan tes kemampuan berpikir kreatif menggunakan soal open-ended; menentukan subyek penelitian sebagai wakil dari masing-masing kategori; melakukan wawancara mendalam untuk membuat triangulasi data. Hasil dari penelitian ini adalah berupa pola berpikir kreatif siswa kategori tinggi sebanyak 20% dari jumlah siswa, sedangÃ‚Â sebanyak 33,33%, dan rendah sebanyak 46,67%.Creative thinking is an important problem in learning mathematics. Many teachers in primary or secondary schools still pay little attention to this ability. By knowing the abilities and creative thinking processes of students, teachers obtain broad insights about the potential and talents of their students. This study aims to analyze the process of creative thinking and students' abilities through open-ended assignments. Students who will be analyzed their creative thinking processes are categorized as: a) students with high creative thinking abilities; b) students who are able to think creatively; and c) students with low creative thinking ability. The ability to think creatively emphasizes the aspects of fluency, flexibility, authenticity, and detail, while the creative thinking process includes the stages: 1) knowing that there are problems, information gaps, missing elements, 2) understanding the problem, 3) making guesses and formulating hypotheses, 4) test hypotheses and evaluations; 5) communicating ideas. Some things that the writer did at the time of the study were: designing learning activities through open-ended learning to familiarize students with open-ended questions; provide tests of creative thinking skills using open-ended questions; determine the research subjects as representatives of each category; conduct in-depth interviews to make data triangulation. The results of this study are in the form of creative thinking patterns of high category students by 20% of the number of students, moderate by 33.33%, and low by 46.67%.

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN MATEMATIKA DI SD KARAH I SURABAYA Susanah, Susanah Susanah; Palupi, Evangelista Lus Windyana; Fardah, Dini Kinati
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol 5, No 2 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ja.v5n2.p83-88

Guru sebagai salah satu komponen penting dalam penyelenggaraan pendidikan dituntut untuk memiliki keterampilan pedagogik yang baik. Salah satu ketrampilan yang dimaksud adalah keterampilan guru untuk dapat membuat dan menggunakan media pembelajaran. Usia peserta didik sekolah dasar menurut teori perkembangan intelektual Piaget dikategorikan masih pada tahap operasional konkret. Hal ini menyebabkan penggunaan media pembelajaran untuk peserta didik sekolah dasar sangat diperlukan. Faktanya, dari hasil observasi awal di SDN Karah 1 Surabaya, belum semua guru (17,4%) pernah membuat media pembelajaran dan belum semua guru (86,9%) mendapatkan pelatihan tentang pembuatan media pembelajaran matematika. Oleh karena itu pelatihan pembuatan media pembelajaran matematika di SDN Karah I dilakukan. Dari hasil pelatihan, diperoleh tujuh desain media pembelajaran diantaranya: rumah penjumlahan rumah perkalian, kartu pecahan, koin bilangan + dan koin bilangan Â -, macam-macam bangun datar, tangram, dan media berbasis powerpoint. Respon yang diberikan guru-guru dari pelatihan pembuatan media ini positip dan guru-guru menginginkan adanya pelatihan atau workshop lanjutan.

PELATIHAN PENDAMPING OLIMPIADE MATEMATIKA SMP KABUPATEN TULUNGAGUNG Prawoto, Budi P.; Sulaiman, Raden; Savitri, Dian; Fardah, Dini Kinati
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol 5, No 1 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ja.v5n1.p21-24

This article discusses the activities of community service that raises the theme of mathematics olympiad training with the target is the teachers of math at junior level in Tulungagung regency. The reason for choosing this theme is to see competition in the increasingly rigorous world of education. School is aimed togive birth to outstanding students who can compete in the national, regional, and global arena. One of the problems faced in Tulungagung Regency related to junior high school mathematics is the lack of teachers or supervisors of the Olympics. Solutions offered to MGMP Matematika SMP Tulungagung is held training toteachers of mathematics junior high school for the future teachers can independently accompany students in the arena of mathematics olympiad. The response of the trainees' teachers showed a positive direction. The most important is the increasing insight or knowledge of the ins and outs of the mathematics olympiad.

Junior High School Students’ Mathematical Modelling Ability in Solving Geometry and Measurements Problems on Asesmen Kompetensi Minimum Maulani, Silvia Fajar; Hidayat, Dayat; Fardah, Dini Kinati
Jurnal Pendidikan Matematika (Kudus) Vol 6, No 2 (2023): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v6i2.22851

The connection between mathematics and the application of mathematical concepts affects all aspects of daily life. Because of the connection between mathematics and the real world through mathematical models, mathematical modelling may help students in understanding this relationship. In the context-based Asesmen Kompetensi Minimum (AKM) problems, students are asked to solve mathematical problems related to the real world. This study aims to determine the mathematical modelling ability of grade VIII junior high school students in solving AKM problems. The place of research was carried out at SMP Negeri 22 Surabaya. This type of research is descriptive research with a qualitative approach. Data analysis was carried out by drawing conclusions and describing the percentage of students who achieved certain mathematical modeling indicators. The subjects of this study were twenty-six junior high school students in grade VIII. Students were given a test sheet containing AKM problems in the numeracy section that had been adapted to the geometry and measurements content domain. The results showed that in the geometry and measurements content domain, 77% of students are still in the stage of working mathematically. Students are able to make mathematical modelling used to calculate volume using the formula and calculate water volume using debit and time. However, students still have difficulty in interpreting answers and referring the results of answers that have been obtained with mathematical models to the context of everyday life problem situations given in AKM problems in the geometry and measurement content domain. Teachers have an important role in training students to get used to writing answers systematically, so that they are able to provide appropriate solutions when answering the problems given. Hubungan antara matematika dan penerapan konsep matematika mempengaruhi semua aspek kehidupan sehari-hari. Karena adanya hubungan antara matematika dan dunia nyata melalui model matematika, pemodelan matematika dapat membantu siswa dalam memahami hubungan ini. Dalam soal Asesmen Kompetensi Minimum (AKM) berbasis konteks, siswa diminta untuk menyelesaikan soal matematika yang berkaitan dengan dunia nyata. Penelitian ini bertujuan untuk mengetahui kemampuan pemodelan matematis siswa kelas VIII SMP dalam menyelesaikan soal AKM. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Analisis data dilakukan dengan penarikan kesimpulan dan mendeskripsikan persentase banyaknya peserta didik yang mencapai indikator pemodelan matematika tertentu. Subjek penelitian ini adalah dua puluh enam siswa SMP kelas VIII. Siswa diberikan lembar tes yang berisi soal AKM pada bagian berhitung yang telah disesuaikan dengan domain konten geometri dan pengukuran. Hasil penelitian menunjukkan bahwa pada domain konten geometri dan pengukuran, 77% siswa masih dalam tahap bekerja secara matematis. Siswa mampu membuat pemodelan matematika yang digunakan untuk menghitung volume dengan menggunakan rumus dan menghitung volume air dengan menggunakan debit dan waktu. Namun, siswa masih mengalami kesulitan dalam menginterpretasikan jawaban dan menghubungkan hasil jawaban yang telah diperoleh dengan model matematika dengan konteks situasi masalah kehidupan sehari-hari yang diberikan dalam soal AKM pada domain konten geometri dan pengukuran. Guru memiliki peran penting dalam melatih peserta didik agar terbiasa menuliskan jawaban secara sistematis, sehingga mereka mampu memberikan solusi yang tepat saat menjawab pertanyaan-pertanyaan yang diberikan

Students' Mathematical Modeling Ability in Solving Data and Uncertainty Questions on Asesmen Kompetensi Minimum Maulani, Silvia Fajar; Fardah, Dini Kinati; Hidayat, Dayat
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p119-131

Every aspect of daily life is inseparable from the relationship with mathematics and the application of mathematical concepts. Because of this connection with mathematics through mathematical models, mathematical modeling can help students to see the connection between mathematics and real world. In the context-based Asesmen Kompetensi Minimum (AKM) questions, students are asked to solve mathematical problems related to real world. This study aims to determine the mathematical modeling ability of grade VIII junior high school students in solving AKM problems. This type of research is descriptive research with a qualitative approach. The data described is the mathematical modeling ability of students in solving AKM. The subjects of this study were twenty-six junior high school students in grade VIII. Students were given a test sheet containing AKM question in the numeracy section that had been adapted to the data and uncertainty content domain. The results showed that in the data and uncertainty content domain, students' mathematical modeling abilities were quite diverse. Some students were able to reach the exposing phase and answer questions correctly. Most students are still unable to interpret and validate the answers obtained from working mathematically to be referred to the situation of daily life problems in the given problem.

Students’ and Teacher’s Difficulties in Dealing with Real-context Problem: a Case Study Fardah, Dini Kinati; Kusumah, Yaya Sukjaya
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.828

One of the goals of students studying mathematics is so that students have the ability to solve everyday problems. This ability leads to what is known as mathematical literacy. This article aims to describe the difficulties of teachers in activating mathematical literacy in the classroom and the difficulties of students in solving real-world context problems. This is a case study in a private school in Bandung, Indonesia. Eighteen students and their mathematics teachers were selected as subjects in this study. The results showed that students had difficulty understanding problems, especially non-routine problems that related to real-world contexts, even though they claimed to be familiar with the context given. In addition, students also had difficulty with the prerequisite material to solve the contextual problems given. Facing problems that they were unfamiliar with caused their confidence in solving problems to decrease when compared to their initial level of confidence. Meanwhile, for teachers, students' low reading interest, low reading comprehension, and low reasoning ability were problems for them. Designing a series of activities brought from real-world contexts in open-ended problem types that require reasoning and higher-order thinking skills can be a tool for students to develop mathematical literacy and can help teachers to implement it in their classrooms.

Kreatifitas Siswa dalam Menyelesaikan Soal Open Ended Ditinjau dari Gaya Belajar Global – Analitik Indah, Putri Nur; Khabibah , Siti; Istinabila , Aqila Firda; Fardah, Dini Kinati
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 8 No. 1 (2024): JPPMS Vol. 8 No. 1 Tahun 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v8n1.p30-35

Creativity is a person's ability to create something new. Creativity needs to be developed in order to face global challenges due to technological developments. Problems with the open-ended type are examples of problems that can be used to train students to think creatively. In solving these problems, students' creativity will vary depending on their learning style. This study aims to describe students' creativity in solving open-ended questions in terms of global - analytic learning styles. This research is a qualitative descriptive study with data collection using tests and interviews. The subject used is 1 student each with different learning styles, namely global learning styles and analytical learning styles with equivalent mathematical abilities. The indicators used are indicators of Silver's creative thinking and creative level according to Siswono. The results showed that the creativity of students with global learning styles only met the fluency indicator, while the analytical learning style met the fluency and flexibility indicators, then each student with global and analytical learning styles still did not meet the novelty indicators. In order for the research conducted to get good results, the subject must look for answers that can be categorized as creative.

Pengembangan perangkat pembelajaran dengan pendekatan teaching at the right level (TaRL) bagi guru matematika SMK Fardah, Dini Kinati; Rosyidi, Abdul Haris; Siswono, Tatag Yuli Eko
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 7 No 1 (2024)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v7i1.20975

Pendekatan pembelajaran yang diusung dalam penerapan kurikulum baru (Kurikulum Merdeka) adalah Teaching at the Right Level (TaRL). Guru di Magetan, khususnya guru matematika tingkat SMK, belum memiliki seluruh informasi tentang bagaimana menerapkan kurikulum mandiri dan pendekatan TaRL di kelas. Maka tim PKM mengusulkan untuk melaksanakan kegiatan PKM dengan tema ini. Kegiatan ini menggunakan pendekatan Participatory Action Research (PAR) dan memiliki tujuan mengenalkan pada guru matematika SMK bagaimana mengembangkan perangkat dengan pendekatan TaRL yang diusung oleh Kurikulum Merdeka. Seluruh kegiatan yang telah direncanakan terlaksana dengan baik dan mendapat respon baik dari peserta. Dari angket respon yang diberikan diperoleh hasil dengan kategori baik dengan poin materi mudah diterima dan diterapkan serta durasi waktu pelatihan cukup, sedangkan hasil angket dengan kategori sangat baik diperoleh untuk poin-poin pernyataan mengenai kesesuaian materi dengan kebutuhan peserta, kejelasan dan konsistensi sistematis materi pelatihan, penguasaan materi dari narasumber dan kejelasan materi serta jawaban dari narasumber. Lebih dari 50% peserta terlibat dalam mengerjakan tugas dan mereka menyusun perangkat pembelajaran berdasarkan pendekatan TaRL.

Designing mathematics problem-solving assessment with GeoGebra Classroom: proving the instrument validity Rosyidi, Abdul Haris; Sari, Yurizka Melia; Fardah, Dini Kinati; Masriyah, Masriyah
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21191

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.

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