Kemampuan Berpikir Kreatif dan Hasil Belajar Matematika Siswa Menggunakan Model Pembelajaran Project-Based Learning Berbasis Pendekatan STEM

Creative thinking is one of the competencies needed in the Industrial Revolution 4.0, where change is very dynamic, so it must be balanced with an irregular way of thinking. This study analyzes the effect of the project-based learning models on the STEM approach to creative thinking skills and mathematics learning outcomes. The population was grade VII students of SMP PGRI 6 Denpasar in the 2019/2020 school year. The sample of the experimental class and the control class used the random sampling technique. The experimental class was given treatment with a project-based learning model based on the STEM approach, while the control group used a conventional project-based learning model. Data on creative thinking skills were collected using a questionnaire, and data on mathematics learning outcomes were collected using essay tests. Data were analyzed using the Manova test. The results of the study: there is an effect of the STEM approach-based project-based learning model on creative thinking skills; there is an effect of project-based learning model based on STEM approach on mathematics learning outcomes; there is an effect of the project-based learning model based on the STEM approach together on creative thinking skills and mathematics learning outcomes

The Effect of Digital Literacy on the Ability of Teachers to Develop HOTS-based Assessment

Digital literacy and the ability to develop HOTS-based assessment are important competencies for teachers in industrial revolution 4.0. The purpose of this research is to determine the effect of digital literacy on the ability of teachers to develop HOTS-based assessment. This study is survey research. The population is senior high school and vocational high school mathematics teachers in Bali, West Nusa Tenggara, and East Nusa Tenggara provinces. Multistage random sampling technique is applied. The data is collected by using a questionnaire. It is analysed by using simple regression analysis methods. Data processing is carried out by using the SPSS 23.0 program with a significance level of alpha = 0.05. The results of data analysis show a value of F = 60.594 with a significance value 0.000 which means that digital literacy has a significant effect on the ability of teachers to develop HOTSbased assessment. The magnitude of the digital literacy influence on the ability of teachers to develop HOTS-based assessment is 13.2%. Thus, the ability of teachers to develop HOTSbased assessment can be influenced by other factors of 86.8%. The recommendation proposed is that further research is needed to reveal other variables that contribute on the ability of teachers to develop HOTS-based assessment