PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF MATEMATIS SISWA SMP MELALUIPEMBELAJARAN BERBASIS MASALAH

• Main Author: Fitriarosah, Nuni (Author)
• Format: Book
• Published: 2016-08-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/26363/1/T_MTK_1404586_Title.pdf; http://repository.upi.edu/26363/2/T_MTK_1404586_Abstract.pdf; http://repository.upi.edu/26363/3/T_MTK_1404586_Table_of_content.pdf; http://repository.upi.edu/26363/4/T_MTK_1404586_Chapter1.pdf; http://repository.upi.edu/26363/5/T_MTK_1404586_Chapter2.pdf; http://repository.upi.edu/26363/6/T_MTK_1404586_Chapter3.pdf; http://repository.upi.edu/26363/7/T_MTK_1404586_Chapter4.pdf; http://repository.upi.edu/26363/8/T_MTK_1404586_Chapter5.pdf; http://repository.upi.edu/26363/9/T_MTK_1404586_Bibliography.pdf; http://repository.upi.edu/26363/10/T_MTK_1404586_Appendix1.pdf; http://repository.upi.edu/26363/11/T_MTK_1404586_Appendix2.pdf
• Keywords: LB Theory and practice of education; LB1603 Secondary Education. High schools

Penelitian ini bertujuan untuk menganalisis perbedaan pencapaian dan peningkatan kemampuan berpikir kritis dan kreatif matematis antara siswa yang memperoleh pembelajaran berbasis masalah dan pembelajaran biasa, perbedaan peningkatan kemampuan berpikir kritis dan kreatif matematis berdasarkan kategori KAM (tinggi, sedang, dan rendah) pada siswa yang memperoleh pembelajaran berbasis masalah dan korelasi antara kemampuan berpikir kritis dan kreatif matematis. Penelitian ini menggunakan desain kuasi eksperimen dengan nonequivalent control group, dan populasinya adalah seluruh siswa kelas VIII pada salah satu Sekolah Menengah Pertama di Kabupaten Bandung Barat. Sampel terdiri dari dua kelas yaitu kelas eksperimen yang memperoleh pembelajaran berbasis masalah dan kelas kontrol yang memperoleh pembelajaran biasa. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir kritis dan kreatif matematis. Data yang dianalisis adalah data postes dan N-gain kemampuan berpikir kritis dan kreatif matematis. Data dianalisis dengan menggunakan uji Mann-Whitney U, Uji t-independent, One Way Anova dan korelasi Pearson. Berdasarkan hasil analisis data diperoleh kesimpulan bahwa: (1) Pencapaian dan peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh pembelajaran berbasis masalah lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran biasa; (2) Tidak terdapat perbedaan yang sinifikan peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh pembelajaran berbasis masalah ditinjau dari kategori KAM (tinggi, sedang dan rendah); (3) Pencapaian dan peningkatan kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran berbasis masalah lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran biasa; (4) Tidak terdapat perbedaan yang sinifikan peningkatan kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran berbasis masalah ditinjau dari kategori KAM (tinggi, sedang dan rendah); (5) Terdapat korelasi antara kemampuan berpikir kritis matematis dan kemampuan berpikir kreatif matematis pada siswa yang memperoleh pembelajaran berbasis masalah.;--- This research aims to analyze the differences of mathematical critical and creative thinking ability attainment and enhancement between students who got problem-based learning and standard learning, the difference of mathematical critical and creative thinking ability enhancement between students based on mathematical prior knowledge of students' group (high, medium, and low) who got problem based-learning and the correlation between mathematical critical thinking ability and mathematical creative thinking ability. This research applied quasi experimental design with non-equivalent control group, and the population were eighth grade students in one of Junior High School in Kabupaten Bandung Barat. The samples consist of two classes, the experiment class had been treated which Problem-based Learning and the control class had been treated with standard learning. The instruments consisted of mathematical critical thinking ability and mathematical creative thinking ability tests. The analyzed data were posttest and N-gain mathematical critical and creative thinking ability. The data were analyzed using Mann-Whitney U, t-independent, One Way Anova dan Pearson correlation tests. Based on the data analyzed result, the conclusion were: (1) The attainment and the enhancement of mathematical critical thinking ability of students who got problem-based learning was signifficantly higher than the students who got standard learning; (2) There was signifficantly no difference of students' mathematical critical thinking ability enhancement who got problem-based learning based on mathematical prior knowledge of students' group (high, medium, and low); (3) The attainment and the enhancement of mathematical creative thinking ability of students who got problem-based learning was signifficantly higher than the students who got standard learning; (4) There was signifficantly no difference of students' mathematical creative thinking ability enhancement who got problem-based learning based on mathematical prior knowledge of students' group (high, medium, and low); (5) There was a correlation between mathematical critical thinking ability and mathematical creative thinking ability of students who got problem-based learning.