This research was aimed at finding out (1) creative thinking, (2) creative thinking skills of students based on highand low knowledge, and (3) the interaction between of problem based learningwith the grade of primary abilityin influencing the creative thinking skills. This research is a quasi-experimental research. Sample of this research is students at X Sains 2 SMAN 1 Sutera and students at X Sains 3 SMAN 1 Sutera. The accumulation of data using test and the analysis of data by statistical. The results showed that (1) creative thinking comprehension skills of the students who were taught by using problem based learning had high score than the students whose where taught by using conventional model 2) creative thinking comprehension skills of the students whose high primary ability that were taught by using problem based learning had same score with the students who were taught by using conventional model 3) creative thinking comprehension skills of the students whose low primary ability that were taught by using problem based learning had high score than the students who were taught by using conventional model 4) whose were no interaction among the use of problem based learning and the grade of primary abilityin influencing the creative thinking comprehention skills. AbstrakPenelitian ini bertujuan untuk mengetahui (1) kemampuan berpikir kreatif d matematis siswa;(2) kemampuan berpikir kreatif matematis siswa yang memiliki kemampuan awal tinggi, dan rendah; serta (3) interaksi antara pendekatan pembelajaran dan kemampuan awal dalam mempengaruhi kemampuan berpikir kreatif matematis siswa. Penelitian ini merupakan penelitian Eksperimen Semu (Quasi Eksperimen. Sampel dari penelitian ini adalah siswa kelas X IPA 2 SMAN 1 Sutera dan siswa kelas X IPA 3 SMAN 1 Sutera. Pengujian hipotesis terhadap peningkatan kemampuan berpikir kreatif matematis dilakukan dengan uji t dan uji u. Hasilnya menunjukan bahwa: (1) kemampuan berpikir kreatif matematis siswa yang diajar dengan pendekatan PBL lebih tinggi daripada siswa yang diajar dengan pembelajaran konvensional;(2) kemampuan berpikir kreatif matematis siswa berkemampuan awal tinggi diajar dengan pendekatan PBL sama dengan siswa yang diajar dengan pembe-lajaran konvensional; (3) kemampuan berpikir kreatif matematis siswa berkemampuan awal rendah yang diajar dengan pendekatan PBL lebih tinggi daripada siswa yang diajar dengan pembelajaran konvensional; dan (4) tidak terdapat interaksi antara model pembelajaran dan kemampuan awal dalam mempengaruhi kemampuan berpikir kreatif matematis siswa.Kata kunci: Problem Based Learning, Kemampuan berpikir kreatif. PENDAHULUANMatematika adalah salah satu bidang studi yang selalu diajarkan di sekolah, mulai dari Sekolah Dasar sampai ke Perguruan Tinggi. Hal ini dilakukan untuk membekali peserta didik dengan kemampuan berfikir logis, kritis, analitis, sistematis dan kreatif, serta kemampuan bekerjasama.e-ISSN: 2502-6445 https://ejurnal. stkip-pessel.ac.id/index.php/kp
This study aims to identify school bullying behavior in 13 PelangaiKaciak State Elementary Schools, Pesisir Districts, Pessel Districts. The initial research subjects were all teachers and students at SD 13 Pelangaikaciak.. The research location is in the Elementary School 13 PelangaiKaciak, using a qualitative approach. The data collection method used non-participatory observation, in-depth interviews, documentation and field notes. The data analysis technique used is data collection, data reduction, data presentation and conclusion drawing. Based on the results of the study, it can be concluded that school bullying occurred at the State Elementary School 13 PelangaiKaciak with the following results. (1) teachers' lack of knowledge about school bullying, as well as the opinion of teachers who say that delinquency in their schools is still normal; (2) the reaction shown by the victim is silence, fear or crying; the perpetrator shows indifferent and happy behavior; while the audience shows a reaction, fights the perpetrator, defends the perpetrator or is silent; (3) the forms of school bullying that occur are physical (hitting with a broom handle, hitting with hands, pushing) and non-physical (verbal: threatening, forcing, shouting, teasing; direct non-verbal: yelling, scolding, ordering, pointing). with the fingers; non-verbal indirect: exclusion).
This research is motivated by the monotonous teacher teaching method, which requires students to remember the material without asking to understand the concept of learning mathematics. So that mathematics learning has not achieved the expected results. To solve this problem, the Discovery Learning model (guided discovery) is a solution that will be tried. The goal is that there is a change in student learning attitudes and teacher teaching so that they will get good learning outcomes and achieve KKM. This research model uses a quantitative approach with experimental methods, with a random research design on the subject. The population in this study were students of class VII MTsS Darussalam Amping Parak for the 2020/2021 academic year which consisted of two classes. The sampling technique was carried out randomly, class VIIB as the experimental class and VIIA as the control class. The instrument used in this study was a reliable essay final test. The data analysis technique used is the one-party t test. Hypothesis testing using the one-party t-test, obtained t = 3.21 and t table = 1.67. Because tcount> ttable, this research hypothesis is accepted. So, it can be concluded that the mathematics learning outcomes of students using the Discovery Learning Model are better than the mathematics learning outcomes of students taught using conventional learning in class VII students of MTsS Darussalam Amping Parak for the 2020/2021 academic year
The observation results show that there is no teaching material in the form of modules used by mathematics teachers at SMAN 1 Painan. Based on the problems and research objectives, this type of research is a quasi experiment. This research was conducted on two groups, namely the experimental class using guided inquiry-based modules and the control class using conventional learning. The population in this study were all students of class X MIA SMAN 1 Painan for the academic year 2020/2021 which consisted of 5 classes. To get the sample class, namely the experimental and control classes, the random sampling technique was used. Class X.MIA 4 was chosen as the experimental class and class X.MIA 3 was chosen as the control class. The instrument used was a test consisting of 5 questions on concept understanding tests. The data analysis used the t test because the data were normally distributed and homogeneous. Based on the results of the hypothesis test, a significance level of 0.0035 was obtained. It means that Ho is rejected, this means that the understanding of students' mathematical concepts taught by using guided inquiry-based modules is better than conventional learning
The main objective of the 2013 Curriculum is the formation of student character. The character of students is inseparable from the development of students' attitudes themselves. The development and formation of student attitudes can be done through direct learning and indirect learning. This study aims to look at the content of attitudes in lesson plans and the implementation of attitudes in biology learning. The research method used in this research is descriptive method. The research sample was determined by purposive sampling technique. Data were obtained through documentation studies, learning observations, and student statement questionnaires. This research was conducted at the Piloting High School Curriculum 2013 Cluster three in the city of Bandung. The results showed that in general the content of attitude competence in the lesson plan was 48.21% with the less category. The low content of attitudes in the lesson plans and their implementation has implications for the formation of student attitudes in learning, as seen from the 18 attitudes observed, only five attitudes became student habits. It is feared that this situation will hinder the achievement of the objectives of implementing the 2013 Curriculum and the goals of national education to shape the character of students.
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