Pengaruh Model Creative Problem Solving (CPS) Berbantuan Video Pembelajaran Terhadap Kemampuan Pemecahan Masalah Ditinjau Dari Minat

Abstract

Abstrak. Tujuan penelitian ini untuk mengetahui kemampuan pemecahan masalah matematika dan minat belajar siswa yang mengikuti model Creative Problem Solving (CPS) berbantuan video pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif dengan desain sequential explanatory. Analisis data kuantitatif menggunakan uji-t dan data kulitatif menggunakan analisis deskriptif. Data kuantitatif diperoleh melalui post test sedangkan kualitatif dari hasil observasi, wawancara, angket minat belajar siswa, dan dokumentasi. Sampel sebanyak 54 siswa dari keseluruhan kelas VII SMPN 1 Lunyuk. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Hasil penelitian menunjukan bahwa kemampuan pemecahan masalah metematika siswa yang mengikuti model CPS berbantuan video pembelajaran lebih baik daripada pembelajaran konvensional. Selanjutnya, untuk siswa yang memiliki minat belajar lebih tinggi maupun yang lebih rendah, penerapan model CPS berbantuan video pembelajaran lebih baik dari pada pembelajaran konvensional. Sehingga, model CPS berbantuan video pembelajaran berkontribusi positif terhadap kemampuan pemecahan masalah matematika siswa.

Penerapan Model CPS Berbasis LKS Soal Timss Untuk Mengukur Kemampuan Pemecahan Masalah

“…Model pembelajaran Creative problem solving (CPS) membangkitkan kemampuan berpikir secara kritis dan kreatif sehingga dapat menyelesaikan masalah yang dihadapi. Rendahnya kemampuan siswa dalam menyelesaikan masalah matematika dikarenakan dalam proses pembelajaran tidak membiasakan siswa untuk berpikir lebih kreatif (Partayasa, I Gusti, 2020). Model CPS tidak hanya terbatas pada tingkat pengenalan, pemahaman dan penerapan sebuah informasi, melainkan juga melatih siswa untuk dapat menganalisis suatu masalah dan memecahkannya.…”

The Effect of Creative Problem Solving Learning Models on Problem Solving Ability in Learning Motivation and Student Self-Efficacy View

“…CPS can improve students' creative thinking skills. Partayasa et al, (2020) show that the mathematics problem-solving abilities of students whose learning uses the CPS learning model are better than students who take conventional learning.…”

“…Students cannot understand the information provided and do not know the problem of the question so that students cannot find a solution to the problem, even students cannot distinguish the problem given from the example described by the teacher. This is because in teaching and learning activities the teacher does not accustom students to practicing creative thinking (Partayasa, et al 2020).…”

“…The application of creative problem-solving learning models must not ignore the psychological aspects of students (Partayasa, et al 2020). In this case the learning motivation and self-efficacy of students.…”

Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

“…This shows that the mathematical disposition has a positive contribution to the ability of problem solving (Mayratih et al, 2019), research from Wayan Partayasa, et al the results of the study showed that the students' mathematical problem solving skills following the CPS model assisted with video learning were better than conventional learning. Furthermore, for students who have a higher or lower interest in learning, the application of CPS-assisted video learning models is better than conventional learning (Partayasa, 2020), research from Fitrah Sari W, et al with the results of the study concluded that the syntax or stages of inquiry learning provide support to the learning process in improving students' mathematical problem solving abilities (Harahap & Harahap, 2020), research from Dwi Rahmah D and Hasanuddin with the conclusion that there are differences in the mathematical problem solving ability of students who learn to use the Contexctual Teaching and Learning (CTL) learning model with students who learn to use conventional learning (Batang, 2020), research from Winda Fitri Yani et al found differences in mathematical problem solving between students who took the Osborn model and students who took conventional learning (Yani et al, 2020), Furthermore, research from Jenneri Anna Yarti and Hasanuddin stated that there are differences in the mathematical problem solving ability of students who learn to use the learning model of BBL (Brain Based Learning) with students who learn to use conventional learning (Sunaryo & Nuraida, 2017), Research from Tahir and Marniati found that the SCAMPER method is better at developing students' problem solving skills with an average increase of 0.52 compared to conventional methods with an average increase of 0.45 (Fuadiah, 2019), and the last study from Sefna Rismen, et al with the results of the study obtained the problem-solving ability of students who have more dominant impulsive cognitive styles are at low criteria (Rismen et al, 2020).…”