Analisis kemampuan berpikir kreatif dan minat belajar siswa dalam mengerjakan soal open ended dengan pendekatan CTL - Puput Wahyu Hidayat; Djamilah Bondan Widjajanti (Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY, 2018)
Penelitian ini bertujuan untuk menganalisis kategori dan aspek kemampuan berpikir kreatif dan minat belajar siswa, peningkatan minat belajar, dan menganalisis pembelajaran yang lebih baik antara pendekatan Contextual Teaching and Learning (CTL) dengan soal open ended dan pendekatan CTL ditinjau dari kemampuan berpikir kreatif dan minat belajar siswa SMP. Penelitian ini adalah penelitian eksperimen semu, dengan rancangan pretest-posttest non-equivalent group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Miri, Kabupaten Sragen, Jawa Tengah, Indonesia, dan diambil secara acak dua kelas sebagai sampel penelitian. Instrumen pengumpulan data menggunakan tes dan angket. Untuk menganalisis kategori dan aspek kemampuan berpikir kreatif dan minat belajar digunakan analisis descriptives statistic, untuk menganalisis peningkatan minat belajar digunakan uji t-Paired pada taraf signifikansi 5%. Selanjutnya, untuk membandingkan pembelajaran yang lebih baik antara pendekatan CTL menggunakan soal open ended dengan pendekatan CTL, data dianalisis dengan menggunakan MANOVA yang kemudian dilanjutkan dengan uji t independent untuk menentukan pendekatan yang lebih baik. Hasil penelitian menunjukkan bahwa kategori kemampuan berpikir kreatif pada kelas CTL dengan open ended berada pada kategori tinggi, pada kelas CTL berada pada kategori sedang, untuk kategori minat belajar, siswa di kedua kelas berada pada kategori tinggi, kategori aspek kemampuan berpikir kreatif untuk kedua kelas memiliki presentase tertinggi pada aspek kelancaran, minat belajar siswa untuk kedua kelas meningkat secara signifikan, dan pendekatan CTL menggunakan soal open ended lebih baik daripada pendekatan CTL ditinjau dari aspek kemampuan berpikir kreatif siswa, sedangkan pendekatan CTL menggunakan soal open ended tidak lebih baik daripada pendekatan CTL ditinjau dari minat belajar siswa. An analysis of creative thinking ability and learning interest of students of junior high school in solving open ended problem with CTL approach AbstractThis research aimed to analyze the categories and aspects of creative thinking ability and in student learning interest, the increase of students learning interest, and the better learning between CTL approach using open ended questions with CTL approach in terms of the ability to think creatively and interest in learning of students of Junior High School. This research was a quasi-experimental research with pretest-posttest non-equivalent comparison-group design. The research population comprised all year VIII students of SMP Negeri 1 Miri, Sragen Regency, Indonesia. From the population, two classes were randomly selected as the research sample. The instruments used were in the form of creative thinking ability tests and questionnaires for students’ interest in learning mathematics. To analyze the categories and aspects of creative thinking abilities and interest in learning, descriptives statistical analysis was used, to analyze the increase of students’ interest, the data were analyzed using paired t-test at 5% significance level. As for comparing better learning between CTL approach using open ended questions with CTL approach, the data were analyzed using MANOVA followed by t-test independent to determine which approach was better. The results showed that the category of creative thinking abilities in the classroom CTL using open ended questions in the high category, while in the CTL approach class was in middle category, for the category of interest in learning, either with CTL approach using open ended questions or as with the CTL approach, students were of the high category, categories of creative thinking abilities, for both classes have the highest percentage on the aspect of smoothness, by providing CTL approach with open ended questions and CTL approach, students’ interest increased significantly and CTL approach with open ended questions was better than CTL approach in terms of students' ability to think creatively, and CTL approach with open ended questions was not better than CTL approach in terms of student interest.