PERBANDINGAN KEMAMPUAN KOMUNIKASI DAN KREATIVITAS MATEMATIS SISWA SMK ANTARA SISWA YANG BELAJAR MENGGUNAKAN PROJECT-BASED LEARNING MELALUI PENDEKATAN STEM EDUCATION DAN SISWA YANG BELAJAR MENGGUNAKAN PROJECT-BASED LEARNING MELALUI PENDEKATAN HANDS-ON ACTIVITY

• Main Author: Ismayani, Ani (Author)
• Format: Book
• Published: 2017-01-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/29653/1/T_MTK_1402385_Title.pdf; http://repository.upi.edu/29653/2/T_MTK_1402385_Abstract.pdf; http://repository.upi.edu/29653/3/T_MTK_1402385_Table_of_content.pdf; http://repository.upi.edu/29653/4/T_MTK_1402385_Chapter1.pdf; http://repository.upi.edu/29653/5/T_MTK_1402385_Chapter2.pdf; http://repository.upi.edu/29653/6/T_MTK_1402385_Chapter3.pdf; http://repository.upi.edu/29653/7/T_MTK_1402385_Chapter4.pdf; http://repository.upi.edu/29653/8/T_MTK_1402385_Chapter5.pdf; http://repository.upi.edu/29653/9/T_MTK_1402385_Bibliography.pdf; http://repository.upi.edu/29653/10/T_MTK_1402385_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Penelitian kuasi eksperimen dengan desain the pretest-posttest two treatment bertujuan untuk menelaah dan mendeskripsikan perbedaan kemampuan komunikasi dan kreativitas matematis siswa yang mendapatkan pembelajaran dengan project-based learning melalui pendekatan STEM (Science, Technology, Engineering, and Mathematics) Education dengan siswa yang mendapatkan pembelajaran project-based learning melalui pendekatan hands-on activity. Subjek penelitiannya adalah siswa kelas X di SMKN 1 Cianjur. Kemampuan komunikasi matematis adalah kemampuan komunikasi tertulis sementara kreativitas matematis dipandang dari komponen berpikir kreatif dan sikap kreatif. Instrumen yang digunakan berupa seperangkat tes kemampuan komunikasi dan berpikir kreatif matematis dan instrumen non-tes berupa angket sikap kreatif, lembar observasi serta pedoman wawancara. berdasarkan data hasil penelitian, diperoleh informasi bahwa: (1) pencapaian dan peningkatan kemampuan komunikasi dan berpikir kreatif matematis antara siswa yang belajar menggunakan project-based learning melalui pendekatan STEM education tidak berbeda secara signifikan dengan siswa yang belajar menggunakan project-based learning melalui pendekatan hands-on activity, dan penerapan pembelajaran yang dilakukan memberikan pengaruh yang signifikan terhadap peningkatan kemampuan komunikasi dan berpikir kreatif matematis; (2) kemampuan komunikasi dan berpikir kreatif matematis siswa berdasarkan KAM (tinggi, sedang, dan rendah) di kedua kelompok eksperimen tidak berbeda secara signifikan; (3) sikap kreatif antara siswa yang belajar menggunakan project-based learning melalui pendekatan STEM education tidak berbeda secara signifikan dengan siswa yang belajar menggunakan project-based learning melalui pendekatan hands-on activity. Kata kunci: project-based learning, STEM education, hands-on activity, kemampuan komunikasi matematis, kreativitas matematis. This study is aimed to examine and describe the differences in mathematical communication ability and creativity of students between those who had learning with project-based learning through STEM (Science, Technology, Engineering, and Mathematics) education approach and those who had project-based learning through hands-on activity approach. This research is a quasi-experimental research that implement the two treatment pretest-posttest design. The subject sample of this study is X grade students in SMK 1 Cianjur. The research used a set of instruments of mathematical communication and creative thinking ability test, also used non-test instruments in form of questionnaire on creative attitude, observation sheets, and interview guidelines. The research data suggest that: (1) gain and improvement on the mathematical communication ability and creative thinking between students who learn using project-based learning through STEM Education approach does not differ significantly from the students who learn using project-based learning through hands-on activity approach; (2) the student's mathematical communication ability and creative thinking based on Prior Mathematical Ability - PMA (high, medium, and low) in both experiment classes are not significantly different; (3) mathematical creative attitude among students who learn using project-based learning through STEM Education approach does not differ significantly from the students who learn using project-based learning through hands-on activity approach. Keywords: project-based learning, STEM Education, hands-on activity, mathematical communication ability, mathematical creativity.