Profil Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika pada Materi SPLTV Ditinjau dari Gaya Kognitif Reflektif dan Impulsif

Sari, Icha; Zuhri, Muhammad Saifuddin; Rubowo, Maya Rini

doi:10.26877/imajiner.v2i5.6548

Cited by 4 publications

(3 citation statements)

References 2 publications

(2 reference statements)

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“…Berdasarkan hasil wawancara siswa IS mengaku bisa menyelesaikan soal dengan menggunkan rumus tersebut, mampu mengaitkan rumus dengan apa yang diketahui dan yang ditanyakan. Sejalan dengan penelitian yang dilakukan (Sari, 2020) yaitu siswa impulsif bisa membuat rencana dengan baik tetapi dengan singkat saja. Pada tahap melaksankan rencana siswa IS menyelesaikan soal sesuai dengan prosedur namun salah dalam perhitungan pada soal nomor 1 dan 2 hal ini sejalan dengan hasil penelitian (Aufa, 2021) pengecekan kembali jawaban yang diperoleh karena menurut mereka menjawab tidak perlu mengecek kembali.…”

Section: Metode Pelaksanaanunclassified

Analisis Kemampuan Pemecahan Masalah Aritmatika Sosial Ditinjau dari Gaya Kognitif Impulsif dan Reflektif Siswa MTs

Kurniawati

Prayitno

Hayati

et al. 2022

GJMEA

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This study aims to determine the ability to solve social arithmetic problems in terms of impulsive and reflective cognitive styles. This type of research is descriptive qualitative. The research subjects were class VIII MTs Al-Khairiah NW Rajek in the 2020/2021 school year. Data collection techniques using tests and interviews. The test in question is a cognitive style test using the Matching Familiar Figure Test (MFFT), and a problem-solving ability test. Data analysis techniques are data reduction, data presentation, and drawing conclusions. The results of this study indicate that students' mathematical problem solving abilities with impulsive cognitive style require less time to answer questions. Impulsive cognitive style students at the stage of understanding the problem, many students do not understand the questions well, at the stage of making plans, implementing plans, and at the stage of looking back students have not been able to solve problems well, students are still careless in determining formulas, not careful in counting, rushing rush in solving questions, do not re-check the answers. The mathematical problem solving ability of students with reflective cognitive style takes a long time to answer questions. Students with reflective cognitive style at the stage of understanding the problem, making plans have been able to solve the problem well, at the stage of implementing the plan some students are still wrong in counting, while at the stage of looking back reflective students do not check back on the answer sheet.

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Section: Metode Pelaksanaanunclassified

Analisis Kemampuan Pemecahan Masalah Aritmatika Sosial Ditinjau dari Gaya Kognitif Impulsif dan Reflektif Siswa MTs

Kurniawati

Prayitno

Hayati

et al. 2022

GJMEA

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“…Kedua subjek juga mampu menyatakan permasalahan dalam bentuk gambar yang tepat. Hal itu menunjukkan bahwa siswa yang memiliki self-confidence tinggi mampu memenuhi indikator 1 pemecahan masalah menurut polya (Sari et al, 2022).…”

Section: Hasil Dan Pembahasanunclassified

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI SELF-CONFIDENCE SISWA SMK KATOLIK St. YOSEPH SOA

Dede,

Aje,

Naja

2022

Jupika:J.P.M.

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This study aims to determine how the mathematical problem-solving abilities of MA/SMA/SMK students in terms of self-confidence of students who focus on trigonometry material. This research is qualitative research with a descriptive method. The subjects in this study were students of class X SMK Catholic St. Joseph Soa. The sampling technique used is the purposive sampling technique. Data collection techniques in this study were tests, questionnaires and interviews. The research instrument used was a test of mathematical problem-solving ability in the form of descriptions, self-confidence questionnaires and interview sheets. The data analysis technique uses questionnaire analysis, questions, interviews and data analysis (data reduction, data presentation, and conclusions). The results showed that the self-confidence of the tenth graders of SMK Catholic St. Yoseph Soa is divided into three, namely high, medium and low. The mathematical problem-solving ability of students with a high level of self-confidence is able to meet the four problem-solving indicators according to Polya. The mathematical problem-solving ability of students with moderate self-confidence is only able to meet indicators 1, 2 and 3. The problem-solving ability of students with low self-confidence is not able to meet the four problem-solving indicators according to Polya.

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“…Low creative thinking ability can be developed by designing a learning model that can stimulate students to explore the abilities of students themselves, because 117| Lavli & Efendy, The Effect of Project Based Learning Model … each student has different creative thinking abilities, so in solving a problem, students have answers in different ways (Sari, Zuhri, & Rubowo, 2020). Learning models that can be applied to develop low creative thinking skills are learning models that can stimulate students to provide new ideas and solve problems, according to creative thinking indicators (Pulungan & Khairuna, 2023).…”

Section: Introductionmentioning

confidence: 99%

Effect of Project Based Learning Model on Creative Thinking Ability

Lavli,

Efendi

2024

JIP

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This study aims to determine the effect of the project based learning (PjBL) model on creative thinking skills. This quantitative research was a quasi-experimental design with a non-equivalent control group. The research was conducted on 9th-grade students at Cendikia Junior High School in the academic year 2022/2023, using purposive sampling to obtain 50 students, comprising 25 students in the PjBL class and 25 students in the conventional learning class. The research instrument used was a creative thinking test sheet with indicators of fluency, flexibility, originality, and elaboration. Data analysis used a paired-sample t-test. The research results indicate a significant influence of the PjBL model on creative thinking abilities. There was an improvement in each indicator of creative thinking after implementing PjBL, and the posttest scores achieved were higher than those of students in the conventional learning class. Based on this study, researchers recommend the learning process with a PjBL model to improve creative thinking skills.

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Profil Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika pada Materi SPLTV Ditinjau dari Gaya Kognitif Reflektif dan Impulsif

Cited by 4 publications

References 2 publications

Analisis Kemampuan Pemecahan Masalah Aritmatika Sosial Ditinjau dari Gaya Kognitif Impulsif dan Reflektif Siswa MTs

Analisis Kemampuan Pemecahan Masalah Aritmatika Sosial Ditinjau dari Gaya Kognitif Impulsif dan Reflektif Siswa MTs

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI SELF-CONFIDENCE SISWA SMK KATOLIK St. YOSEPH SOA

Effect of Project Based Learning Model on Creative Thinking Ability

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