The Effectiveness Of Scientific Approach With Open-Ended Problem Based Learning Worksheet Viewed From Learning Achievement, Creative Thinking Ability, Interest, And Mathematics Self-Efficacy

Masitoh, Lisda Fitriana; Prasetyawan, Enggar

doi:10.26858/jds.v7i3.11874

Cited by 10 publications

(12 citation statements)

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“…According to Bayraktar (2001), this kind of phenomenon implies the Hawthorne effect that firsttime PBL has a significant impact on students' creative mathematical thinking, perhaps because of its novelty. Similar results were also reported by Masitoh and Prasetyawan (2019) that PBL had a big impact when it was first implemented. The result of is 55,683 > is 12.59 with a significance level of 0.05, meaning that there are significant differences between groups in the aspects of the research year.…”

Section: Findings and Discussionsupporting

confidence: 89%

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

Yunita

Juandi

Tamur³

et al. 2020

BetaJTM

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[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis

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Section: Findings and Discussionsupporting

confidence: 89%

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

Yunita

Juandi

Tamur³

et al. 2020

BetaJTM

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“…Pada aspek tampilan pemilihan warna background, cover, video pembelajaran dan gambar yang disajikan pada E-LKPD interaktif dengan model project based learning sudah jelas. Kejelasan yang disajikan akan membuat siswa tertarik menggunakannya (Masitoh & Prasetyawan, 2020;Servitri & Trisnawaty, 2018). Dilihat dari aspek penggunaan E-LKPD interaktif mudah digunakan, mudah diakses dan alur penggunaan beserta fitur-fitur pada E-LKPD interaktif sudah jelas.…”

Section: Pembahasanunclassified

E-LKPD Interaktif Dengan Model Project Based Learning Materi Bangun Ruang Kelas V Sekolah Dasar

Putri

Astawan

2022

JP2

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Lembar Kerja Perserta Didik (LKPD) dan model pembelajaran yang digunakan dalam pembelajaran matematika cenderung terbatas serta bersifat konvensional, sehingga pembelajaran masih berpusat pada siswa. Penelitian ini bertujuan untuk mengembangkan E-LKPD Interaktif Dengan Model Project Based Learning Materi Bangun Ruang Kelas V Sekolah Dasar yang teruji validitasnya. Penelitian ini tergolong kedalam jenis penelitian pengembangan yang dilakukan dengan menggunakan model pengembangan ADDIE. Akan tetapi, penelitian ini hanya sampai tahap pengembangan. Subjek penelitian terdiri dari 2 ahli materi pembelajaran, 2 ahli media pembelajaran, dan 2 praktisi. Metode pengumpulan data yang digunakan yaitu metode kuesioner, sedangkan instrumen pengumpulan data dalam penelitian ini yaitu kuesioner Skala Likert dengan skor 1-4 yang diisi oleh dua orang ahli materi, dua orang ahli media, empat orang praktisi atau guru dan duabelas orang siswa kelas V. Data yang didapatkan kemudian dianalisis menggunakan rumus persentase. Hasil persentase yang diperoleh dari penilaian ahli materi, ahli media, praktisi atau guru dan siswa secara berturut-turut sebesar 92%, 95%, 96% dan 92% dengan kualifikasi sangat baik. Berdasarkan hasil uji validitas produk tersebut, dapat disimpulkan bahwa E-LKPD Interaktif Dengan Model Project Based Learning Materi Bangun Ruang Kelas V Sekolah Dasar dinyatakan valid dan layak digunakan dalam kegiatan pembelajaran.

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“…This approach also focuses on progress and development rather than the product. Previous research found that scientific approach could encourage teachers to act as facilitators (Djaelani, 2019;Hariyatmi et al, 2019;Masitoh & Prasetyawan, 2020); Saryantono & Nurdiana, 2018;Setyarini, 2018;Wirapathi et al, 2019;Yanto, 2019). Thus, the learning targets were the learners.…”

Section: Discussionmentioning

confidence: 99%

Teaching Materials Needs: Student Worksheets in Exposition Text Learning

Sagitari

Purnomo

Ernalida

2021

JERE

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Indonesian language teachers in schools lack teaching materials. Even teachers don't have HOTS-oriented open materials. It will impact students who have difficulty in learning because they do not have learning resources. Professional educators must be able to develop teaching materials to address the learning objectives of the 2013 Curriculum in any learning situation. The readiness of teachers to carry out the teaching and learning process can be assisted by applying teaching materials that are by the 2013 curriculum. This study aims to conduct a needs analysis survey from various research and development stages to develop and validate products and determine appropriate teaching materials. The stages of research and development are applied from the learning process, analysis of targeted learning outcomes, and analysis of students and their needs. The research subjects consisted of class X students with a population of 185 students and 2 Indonesian language teachers. The number of samples is 28 students, or 15% of the population. The first data collection technique is a questionnaire of student needs and interviews. Based on the findings and discussion, the LKS recommended by researchers is the exposition LKS with a scientific plus approach. Students can practice it and find accurate information for the exposition text with this worksheet. On the other hand, teachers can also unite and facilitate students to construct their knowledge of the text.

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The Effectiveness Of Scientific Approach With Open-Ended Problem Based Learning Worksheet Viewed From Learning Achievement, Creative Thinking Ability, Interest, And Mathematics Self-Efficacy

Cited by 10 publications

References 1 publication

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

E-LKPD Interaktif Dengan Model Project Based Learning Materi Bangun Ruang Kelas V Sekolah Dasar

Teaching Materials Needs: Student Worksheets in Exposition Text Learning

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