META-ANALISIS: PENGARUH PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

• Main Author: Niken Shofiana Dewi, - (Author)
• Format: Book
• Published: 2023-12-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/114092/1/T_MTK_2113195_Title.pdf; http://repository.upi.edu/114092/2/T_MTK_2113195_Chapter1.pdf; http://repository.upi.edu/114092/3/T_MTK_2113195_Chapter2.pdf; http://repository.upi.edu/114092/4/T_MTK_2113195_Chapter3.pdf; http://repository.upi.edu/114092/5/T_MTK_2113195_Chapter4.pdf; http://repository.upi.edu/114092/6/T_MTK_2113195_Chapter5.pdf; http://repository.upi.edu/114092/7/T_MTK_2113195_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Studi yang mengkaji tentang implementasi pendekatan open-ended dalam pembelajaran matematika khususnya dalam peningkatan kemampuan berpikir kreatif matematis telah banyak dilakukan sebelumnya. Meskipun studi literatur sistematis telah dilakukan berkaitan dengan studi-studi tersebut tetapi kesimpulan yang dihasilkan belum memberikan jawaban objektif terkait pengaruh penerapan open-ended terhadap kemampuan berpikir kreatif matematis siswa. Studi meta-analisis ini dilakukan untuk mengetahui besar ukuran efek yang disebabkan oleh penerapan pendekatan open-ended dalam meningkatkan kemampuan berpikir kreatif matematis siswa serta menganalisis karakteristik studi. Sumber database online yang digunakan dalam studi ini antara lain Scopus, Google Scholar, ERIC, Semantic Scholar, dan DOAJ dalam rentang tahun 2012 sampai 2023 dan diperoleh 32 ukuran efek dari 32 studi primer yang melibatkan 1249 siswa pada kelas eksperimen dan 1246 siswa pada kelas kontrol. Perhitungan ukuran efek dan analisis karakteristik studi dilakukan dengan menggunakan bantuan aplikasi CMA versi 4.0 berdasarkan persamaan hedges's g dengan taraf kepercayaan 95%. Model estimasi yang digunakan adalah random effect model berdasarkan asumsi penelitian pendidikan yang didukung dengan uji heterogenitas ukuran efek studi-studi primer. Ukuran efek penerapan open-ended terhadap kemampuan berpikir kreatif matematis siswa berada pada kategori sempurna sebesar 1,507 atau memberikan pengaruh sebesar 93,3%. Sementara dari keempat kajian karakteristik studi yang terdiri atas jenjang pendidikan, ukuran sampel kelas eksperimen, kombinasi pembelajaran, dan status keterbantuan teknologi, seluruhnya menunjukkan tidak adanya perbedaan signifikan ukuran efek penerapan open-ended ditinjau dari karakteristik studi tersebut. Meskipun demikian, temuan ini memberikan informasi bahwa pendekatan open-ended lebih efektif diterapkan pada jenjang SMP, ukuran sampel kecil, dan menggunakan kombinasi pembelajaran dalam meningkatkan kemampuan berpikir kreatif matematis siswa. There have been many studies that examine the implementation of the open-ended approach in mathematics learning, especially in improving mathematical creative thinking abilities. Although systematic literature studies have been conducted in terms of these studies, the resulting conclusions have not provided objective answers regarding the effectiveness of open-ended implementation on students' mathematical creative thinking abilities. This meta-analysis study was conducted to determine the effect size caused by the implementation of the open-ended approach in improving students' mathematical creative thinking ability and to analyze the characteristics of the studies. The online database sources used in this study include Scopus, Google Scholar, ERIC, Semantic Scholar, and DOAJ in the range of 2012 to 2023 and 32 effect sizes from 32 primary studies involved 1249 students of experiment class and 1246 students of control class. Calculation of effect size and analysis of study characteristics were carried out using the help of the CMA version 4.0 application based on the hedges's g equation with a 95% confidence level. The estimation model used was a random effect model based on the assumptions of educational research supported by the heterogeneity test of the effect sizes of the primary studies. The effect size of open-ended application on students' mathematical creative thinking ability was in the perfect category equal to 1.507 or provide an effect of 93.3%. Meanwhile, the four reviews of study characteristics consisting of educational level, experimental class sample size, learning combination, and technology-assisted status, all showed no significant difference in the effect size of open-ended implementation in terms of the study characteristics. Nevertheless, these findings provide information that the open-ended approach is more effective at the junior high school level, small sample size, and using a combination of learning in improving students' mathematical creative thinking ability.