PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN SELF-EFFICACY SISWA DENGAN MENGGUNAKAN PENDEKATAN PEMBELAJARAN CREATIVE PROBLEM SOLVING

• Main Author: Riyadi, Tista Imam (Author)
• Format: Book
• Published: 2015-04-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/20010/1/T_MTK_1303363_Title.pdf; http://repository.upi.edu/20010/2/T_MTK_1303363_Abstract.pdf; http://repository.upi.edu/20010/3/T_MTK_1303363_Table_of_content.pdf; http://repository.upi.edu/20010/4/T_MTK_1303363_Chapter1.pdf; http://repository.upi.edu/20010/5/T_MTK_1303363_Chapter2.pdf; http://repository.upi.edu/20010/6/T_MTK_1303363_Chapter3.pdf; http://repository.upi.edu/20010/7/T_MTK_1303363_Chapter4.pdf; http://repository.upi.edu/20010/8/T_MTK_1303363_Chapter5.pdf; http://repository.upi.edu/20010/9/T_MTK_1303363_Bibliography.pdf; http://repository.upi.edu/20010/10/T_MTK_1303363_Appendix1.pdf; http://repository.upi.edu/20010/11/T_MTK_1303363_Appendix2.pdf; http://repository.upi.edu/20010/12/T_MTK_1303363_Appendix3.pdf
• Keywords: QA Mathematics

Penelitian ini merupakan penelitian kuasi eksperimen, yang bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis matematis dan Self-Efficacy dengan menggunakan pendekatan pembelajaran Creative Problem Solving, pengambilan sampel penelitian dilakukan dengan teknik purposive random sampling, yaitu dengan memilih siswa kelas X di salahsatuSMANegerikota Jakarta sebanyak dua kelas sebagai sampel dalam penelitian ini. Penelitian ini terdiri dari dua kelompok pendekatan pembelajaran, yaitu pembelajaran dengan pendekatan Creative Problem Solving (CPS) dan pembelajaran konvensional (PK). kelas pertama mendapatkan pembelajaran dengan pendekatan CPS dan kelas kedua mendapatkan pembelajaran konvensional. Setiap kelompok terdiri dari 36 siswa yang terbagi kedalam dua kemampuan awal yang berbeda, yaitu tiap kelompok terdiri dari siswa dengan kemampuan awal tinggi, sedang dan rendah. Data penelitian dikumpulkan melalui tes, angket, observasi dan wawancara. Hasil penelitian menunjukan bahwa (1) kemampuan berpikir kritis matematis siswa kelas CPS lebih tinggi daripada kelas PK; (2) peningkatan kemampuan berpikir kritis matematis siswa kelas CPS lebih tinggi daripada kelas PK; (3) terdapat perbedaan peningkatan kemampuan berpikir kritis matematis kelas CPS antara seluruh siswa KAM sedang dengan rendah, KAM tinggi dengan rendah, namun tidak terdapat perbedaan pada KAM tinggi dengan sedang; (4) terdapat perbedaan peningkatan kemampuan berpikir kritis matematis siswa kelas PCPS dan PK berdasarkan kemampuan awal matematika siswa seluruhnya; (5) Peningkatan Self-Efficacy matematis siswa yang memperoleh pembelajaran CPS lebih baik daripada siswa yang memperoleh pembelajaran Konvensional; (6) terdapat perbedaan peningkatan self-efficacy matematis siswa kelas PCPS ditinjau berdasarkan KAM (tinggi, sedang, dan rendah). Kata kunci: pembelajaran pendekatan Creative Problem Solving, Berpikir kritis matematis dan Self-Efficacy matematis. The aims of this study was to determine the differences of Critical Thinking mathematically attainment and enhancement between students who get Creative Problem Solving (PCPS)learning approachto those who get conventional learning in terms of the whole students and based The Ability of Early Mathematical (AEM). Type of this research is a quasi-experimental. The sample research is obtained by using purposive random sampling technique, it is applied two classes of the first grade of SMAN 1 Jakarta. The first class gets approach Creative Problem Solving (CPS) and the second class gets conventional (PK) learning model. All class are given a Pre-test and post-test of critical thinking mathematically. Each group consists of 36 students devided in to two different early ability, that is, student with high, middle, and low ability for each group. Furthermore, data of the research is collected by conducting relating test, observation, and interview. The results showed that (1) the students of CPS have greater ability of mathematically critical thinking rather than those of PK, (2) the the students of CPS class have greater ability of mathematically critical thinking enhancement rather than of PK ; (3) different points of mathematically critical thinking enhancement appear in CPS class (level of students of AEM); it occurs between medium and low level, high and low level, but the difference is not found in the high and medium level, (4) difference of mathematically critical thinking enhancement occurs in PCPS and PK class based their Ability of Early Mathematical (AEM), (5) mathematical Self-Efficacy enhancement of the CPS students seems better than the conventional ones; (6) mathematical Self-Efficacy enhancement differs in PCPS class based on AEM (high, medium, and low). Keywords: Approach of Learning Creative Problem Solving, Mathematical Critical Thinking and Self-Efficacy.