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PENERAPAN PENDEKATAN PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN DISPOSISI MATEMATIS SISWA

By Dian Novitasari

Abstract

Tujuan penelitian ini adalah mengetahui apakah peningkatan kemampuan berpikir kritis matematis antara siswa yang memperoleh pembelajaran Creative Problem Solving (CPS) lebih baik daripada siswa yang memperoleh pembelajaran konvensional ditinjau dari a) keseluruhan b) kemampuan awal matematis siswa (tinggi, sedang, dan rendah). Tujuan penelitian ini juga untuk mengetahui apakah peningkatan disposisi matematis antara siswa yang memperoleh pembelajaran Creative Problem Solving (CPS) lebih baik daripada siswa yang memperoleh pembelajaran konvensional, serta mengetahui apakah terdapat korelasi antara berpikir kritis matematis dengan disposisi matematis siswa yang memperoleh pembelajaran Creative Problem Solving. Penelitian dilakukan dalam bentuk kuasi eksperimen dan pengambilan sampel penelitian dilakukan dengan teknik purposive sampling. Desain penelitian menggunakan Nonequivalent Control Group Design, dengan subjek sampel 65 siswa kelas VIII pada MTs Negeri Jakarta Selatan. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini terdiri dari tes kemampuan berpikir kritis matematis yang berisi soal-soal untuk mengukur kemampuan berpikir kritis matematis siswa pada pokok bahasan lingkaran, skala Likert untuk melihat disposisi siswa terhadap pembelajaran Creative Problem Solving. Hal yang diperoleh adalah: (a) peningkatan kemampuan berpikir kritis siswa yang mendapat pembelajaran dengan pendekatan Creative Problem Solving lebih baik daripada siswa yang mendapat pembelajaran konvensional, (b) terdapat perbedaan peningkatan kemampuan berpikir kritis siswa yang memperoleh pembelajaran dengan pendekatan Creative Problem Solving dan siswa yang memperoleh pembelajaran konvensional berdasarkan kategori kemampuan awal matematis (tinggi, sedang, dan rendah), (c) Peningkatan disposisi matematis siswa yang pembelajarannya dengan pendekatan Creative Problem Solving lebih baik daripada peningkatan disposisi matematis siswa yang memperoleh pembelajaran konvensional, dan (d) terdapat korelasi positif antara kemampuan berpikir kritis dan disposisi matematis pembelajaran menggunakan pendekatan Creative Problem Solving. ---------- The purpose of this study was to determine whether an increase in mathematical critical thinking ability among students receiving Creative Problem Solving (CPS) learning better than students who received conventional learning in terms of a) whole b) early mathematical ability of students (high, medium, and low). The purpose of this study was also to determine whether the increased mathematical disposition among students receiving Creative Problem Solving (CPS) learning better than students who received conventional learning, and to know whether there is a correlation between critical thinking and mathematical disposition of students receiving Creative Problem Solving learning. The study was conducted in the form of quasi-experimental research and sampling conducted by purposive sampling technique. The study design using Nonequivalent Control Group Design, with sample of 65 subjects eighth graders at the MTs in South Jakarta. The instrument used to collect data in this study consisted of a test of mathematical critical thinking ability contains questions to measure students' critical thinking ability on the subject of mathematical circles, Likert scale to see the mathematical disposition of students towards learning Creative Problem Solving. It is obtained: (a) an increase in mathematical critical thinking ability of students who received learning with Creative Problem Solving approach is better than the students who received conventional learning, (b) there are differences in the increase in mathematical critical thinking ability of students acquire Creative Problem Solving learning who acquire conventional teaching by category early mathematical ability (high, medium, and low), (c) Improving student learning mathematical disposition with Creative Problem Solving approach is better than an increase in students receiving mathematical disposition in conventional learning, and (d) there is a positive correlation between mathematical critical thinking ability and mathematical dispositions of using Creative Problem Solving approac

Topics: L Education (General), QA Mathematics
Year: 2014
OAI identifier: oai:repository.upi.edu:14342
Provided by: Repository UPI

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