ASSESSMENT AS LEARNING DAN KETERAMPILAN BERPIKIR KREATIF BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT MAHASISWA CALON GURU MATEMATIKA - Indah Widiati, - (2021)
Abstrak Mahasiswa calon guru matematika harus mampu merancang soal tes matematika yang kreatif agar dapat mendukung program Education for Sustainable Development (ESD). Penelitian ini bertujuan untuk menganalisis Assessment as Learning dan keterampilan berpikir kreatif berbasis ESD mahasiswa calon guru matematika. Penelitian ini merupakan penelitian kualitatif dengan desain penelitian fenomenologi dan grounded theory. Penelitian ini melibatkan 43 partisipan, dengan 6 diantaranya dianalisis secara mendalam. Melalui penelitian ini diperoleh hasil bahwa dalam melakukan proses berpikir kreatif, mahasiswa melalui tahapan yaitu menentukan domain ESD, menentukan kompetensi dasar/nilai karakter/indikator keterampilan berpikir kreatif, menentukan ide soal, dan menyusun redaksi soal. Kriteria rancangan soal berpikir kreatif berbasis ESD, yaitu: (1) mengaplikasikan materi matematika pada domain sosial, ekonomi, dan lingkungan; (2) mengintegrasikan nilai karakter; dan (3) mengintegrasikan indikator berpikir kreatif yang meliputi creative process, creative product, dan creative press. Indikator keterampilan berpikir kreatif dalam merancang soal tes matematika berbasis ESD yaitu: (1) new idea; (2) originality; (3) relevance; (4) based on ESD concept; dan (5) make students to be creative. Pada penelitian ini juga diperoleh rancangan lembar Assessment as Learning yang meliputi lembar Self-Assessment dan Peer Assessment dan tahapan Assessment as Learning yaitu persiapan, pelaksanaan, dan tindak lanjut. Kata kunci: Assessment as Learning, Education for Sustainable Development, Keterampilan Berpikir Kreatif, Mahasiswa Calon Guru Matematika. Abstract Pre-service mathematics teachers must be able to design creative mathematics test questions to support the Education for Sustainable Development (ESD) program. This study aims to analyze Assessment as Learning and ESD-based creative thinking skills of prospective mathematics teachers. It is qualitative research employing a phenomenological research design and grounded theory. It involved 43 participants, with six of them analyzed in depth. This study found that, in carrying out the creative thinking process, students went through stages, namely determining the ESD domain, determining basic competencies/character values/indicators of creative thinking skills, determining question ideas, and preparing question editors. The criteria for designing ESD-based creative thinking questions are: (1) applying mathematics material to social, economic, and environmental domains; (2) integrating character values; and (3) integrating creative thinking indicators, which include the creative process, creative product, and creative press. The indicators of creative thinking skills in designing ESD- based math test questions are: (1) new ideas; (2) originality; (3) relevance; (4) based on the ESD concept; and (5) make students creative. This study also created the design of the Assessment as Learning sheet, which includes the Self- Assessment and Peer Assessment sheets. The stages of Assessment as Learning are preparation, implementation, and follow-up. Keywords: Assessment as Learning, Education for Sustainable Development, Creative Thinking Skills, Pre-Service Mathematics Teacher.