Abstrak: Penelitian ini bertujuan mengetahui kemampuan berpikir kreatif dan pemecahan masalah siswa sesudah penerapan model Project based learning dibandingkan dengan sebelum penerapan model tersebut serta korelasi antara kemampuan berpikir kreatif dan pemecahan masalah. Penelitian ini merupakan penelitian eksperimen dengan desain penelitian one-group pretest-postest group design. Populasi penelitian ini adalah siswa Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh sedangkan sampel penelitian yaitu siswa kelas VIII2 sebanyak 30 siswa. Instrumen dalam penelitian ini terdiri atas tes kemampuan berpikir kreatif dan pemecahan masalah. Analisis data dilakukan secara kuantitatif menggunakan uji t yaitu Paired Samples TTest untuk pengujian perbedaan skor yang diperoleh siswa sebelum pembelajaran (pretes) dan setelah pembelajaran (postes). Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif dan pemecahan masalah siswa setelah penerapan model Project based learning lebih baik dari sebelum penerapan. Selain itu, terdapat hubungan antara kemampuan berpikir kreatif dan pemecahan masalah siswa yang belajar melalui penerapan model Project based learning. Hubungan kemampuan berpikir kreatif dan pemecahan masalah berada pada kategori cukup. Kata kunci: Berpikir Kreatif; Pemecahan Masalah; Project based learningAbstract: This research aims to understand the students' creative thinking and problem solving ability after implementing project based learning compared to before implementation and correlation between creative thinking and problem solving ability. It is an experiment research with one-group pretest-postest group design. The population is all students in Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh, 30 students are selected as samples. The instruments used are creative thinking and problem solving test. Data analysis used t-test, i.e. paired samples T-test to examine score difference before the implementation of project based learning (pretest) and after it (posttest). The result shows that creative thinking and problem solving
The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.
The ability of representation is one of the important components to develop students' thinking skills, because this capability is instrumental in helping students to transform abstract ideas into real idea and it can train students to improve problem solving skills with a variety of forms including pictures, diagrams, mathematical expressions, or words or written text. One model of learning that increases the ability of the mathematical representation is a learning model of problem-based learning. This research aims to: 1) determine a mathematical representation increased ability of students taught with problem based learning models 2) the interaction between the learning model of problem-based learning and grouping of students to increase the ability of the mathematical representation. This research is a quantitative research with an experimental method, that has pretest-posttest group design. The population was all students of class X SMA UnggulPidie Jaya by samples of two classes, namely class X3 as an experimental class and class X2 as the control class. The data collection was done by using test. Then analyzed by t -test and ANOVA at the 0.05 significance level after testing prerequisites are met. Based on the analysis we can conclude that: 1) to improve the mathematical representation of students who applied learning model of problem based learning is better than an increase in the ability of the mathematical representation of students who received conventional learning. 2) there is no interaction between the learning model and grouping of students to increase the ability of mathematical representation.
The students' mathematical creative thinking ability is still low and lacks attention in the implementation of mathematics learning. This issue requires an attempt to address the problem. One of the efforts that can be done by teachers to develop creative thinking ability is by applying a Brain-Based Learning model of learning. This study aims to describe the development of students' mathematical creative thinking ability through Brain-Based Learning model. This research employed a qualitative approach. Participants were six students selected from 30 students of class VIII-1 in SMP Negeri 19 Percontohan Banda Aceh. The instruments used in this research are creative thinking ability test and interview guide. The results showed that the ability of students' mathematical creative thinking through Brain-Based Learning model developed. The development of students' creative thinking ability in each indicator is different. The students' mathematical creative thinking abilities for indicators of fluency and flexibility develop at each session. For indicators of originality and elaboration, there was a decrease in the second session but increased for the next one.
Students' errors on fraction problems often occur, especially in fraction counting operations. This error shows that the ability of students who do not understand the fraction problems. To overcome these errors, attention from the teacher is needed so that mistakes can be resolved. The purpose of this study is to describe students' errors in the fraction counting operation problem on each indicator, which is related to converting mixed fractions to ordinary fractions, determining fractions of value, and performing fraction addition and subtraction operations. This research is a qualitative descriptive study. The results showed that the majority of students experienced concept errors on each indicator requested in this study. Also, students make other mistakes such as mistakes of principle and carelessness.
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