Penelitian ini bertujuan untuk mendeskripsikan keefektifan dari penggunaan media pembelajaran interaktif berbantuan web dalam mengembangkan kemampuan berpikir kreatif. Populasi penelitian ini adalah peserta didik kelas VIII SMPN 1 Kemlagi tahun ajaran 2019/2020 semeserta genap. Jumlah peserta didik sebanyak 32 orang. Penelitian ini termasuk penelitian pra-eksperimental menggunakan One Group Pretest-Posttest Design. Pembelajaran menggunakan media pembelajaran interaktif berbantuan web dilaksanakan dalam enam kali tatap muka dan satu kali pemberian tes akhir (post-test). Instrumen yang digunakan dalam penelitian ini adalah angket respon peserta didik terhadap penggunaan media pembelajaran interaktif berbantuan web dan tes kemampuan berpikir kreatif. Hasil penelitian menunjukkan bahwa keefektifan penggunaan media pembelajaran interaktif berbantuan web dari nilai ratarata angket respon peserta didik mencapai dengan kategori sangat baik. Perhitungan Ngain adalah dengan kategori sedang. Uji Paired Sample T-test memperoleh hasil tingkat signifikansi (efektif). Hal ini menunjukkan bahwa antara pre-test sebelum menggunakan media pembelajaran interaktif dan post-test setelah menggunakan media pembelajaran interaktif mengalami perbedaan yang signifikan Berdasarkan hasil beberapa uji disimpulkan bahwa media pembelajaran interaktif berbantuan web efektif dalam mengembangkan kemampuan berpikir kreatif.
The aim of VHS is to produce skilled workers. In doing so, the learning process is considered as perennial-behavioristic, which tends to be less humanistic. The orientation of humanist education treats students as human beings. Diversity, including student potential, critical, adaptive, and creative attitude, should be developed at VHS, especially in mathematics learning. An expectation is that VHS produce not only skilled graduates but also are critical, adaptive, and creative in creating new jobs. A large number of unemployed people is caused by less of humanist education in the VHS curriculum. Therefore, the purpose of this research was to reveal of humanist education and their consistency in VHS mathematics learning. The data sources are 37 MLP VHS of the 10th and 11th grade in Malang, Batu, and Bojonegoro and are collected using interview techniques. The results show that there are three humanist characteristics in VHS mathematics learning, which are active, critical, and creative attitudes. Humanist characteristics is not a priority and are only written in BC indicators and learning objectives. Therefore, humanist education was not developed thoroughly in the VHS mathematics curriculum.
Penelitian ini bertujuan untuk menganalisis self-confidence dan hasil belajar matematika siswa SMA dalam implementasi kurikulum berbasis UKBM. Untuk memperoleh data tentang self-confidence, menggunakan angket dan wawancara. Angket diberikan pada siswa SMA Negeri 8 Malang kelas XI dan XII IPA. Untuk keabsahan data, dilakukan wawancara baik terhadap guru maupun siswa. Sedangkan untuk memperoleh data tentang hasil belajar, maka menggunakan dokumen UAS Semester Ganjil 2019/2020. Analisis tingkat self-confidence menggunakan skala interval dengan kategori rendah, sedang, tinggi, dan sangat tinggi. Untuk menentukan rating scale, menggunakan persentase dan dikonfirmasi dengan kategori. Sedangkan tingkat hasil belajar menggunakan kategori yang sama dengan skala interval Kemendikbud. Berdasarkan analisis kualitatif didapat bahwa self-confidence siswa SMA dalam pembelajaran matematika berbasis UKBM tergolong tinggi, dan hasil belajarnya juga tinggi. Secara individual maupun klasikal, ada hubungan positif antara self-confidence dan hasil belajar. Oleh karena itu pembelajaran matematika berbasis UKBM perlu dikembangkan dan diterapkan di berbagai jenis dan jenjang sekolah.
This study aims to describe the critical thinking skills ofhomeschooling students in solving mathematical problems. The type ofthis research is descriptive research with qualitative approach. Subjects inthis study were six students homeschooling is equivalent to junior highschool students class IX. Data were obtained through tests and interviews.Test are identified and described in accordance with the achievement ofstudents towards critical thinking indicators used in this research thatclarification, assessment, strategy/ tactics, and inference. The results of theinterviews are used to further strengthen the data on homeschoolingstudents' critical thinking skills. The results showed that onehomeschooling student is in the category of less critical, four students areon quite critical category and only one student in a critical category.This suggests that homeschooling students' critical thinking skills arelow. Low critical thinking skills are affected by limitations homeschoolingstudent learning of mathematics is done, students 'mathematical ability andmathematical learning processes that do not yet geared to developinghomeschooling students' critical thinking skills. So that based on the resultsof this study are advised to make the learning process of mathematics todevelop homeschooling students' critical thinking skills.
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