PENELITIAN TINDAKAN: PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA MELALUI MODEL ELICITING ACTIVITIES (MEA)

Students' low creative thinking ability is one of the problems in the world of education. Therefore, a learning model is needed as a solution to these problems, through a model eliciting activities. This study aims to improve students' creative thinking ability through the application of the eliciting activities model. This study is a classroom action research (CAR). The subjects were class VIII students of SMP YP PGRI 4 Makassar registered in the academic year of 2020/2021, totaling 21 students. The results of the descriptive analysis show that the average value the students’ creative thinking ability in Pre-CAR at 50,38 with a standard deviation of 12,897, cycle I at 66,86 with standard deviation of 11,979, and cycle II at 81 with standard deviation of 10,798. Based on the students' creative thinking scores, as many as 14,29% (3 students) had high creative thinking ability in pre-CAR, and 42,86% (9 students) in cycle I, rose to 90,48% (19 students) in cycle II. So, the students’ creative thinking ability after cycle II are fulfilled in classical. The conclusion that can be explain is that the application of the eliciting activities model can improve the creative thinking ability of grade VIII students of SMP YP PGRI 4 Makassar

Desain Pembelajaran Statistika Terapan Berbasis Kasus Berkualitas Baik (Valid, Praktis, dan Efektif) untuk Mahasiswa Pendidikan Matematika

Penelitian ini bertujuan untuk mengembangkan desain pembelajaran statistika terapan berbasis kasus yang berkualitas baik yaitu memenuhi kriteria kevalidan, kepraktisan dan keefektifan, pada materi analisis regresi. Penelitian ini merupakan penelitian desain (design research). Penelitian dilakukan dengan mengikuti siklus Mc. Kenney yang terdiri dari tiga fase, yakni: preliminary research, prototyping phase, dan assessment phase, dan menggunakan model pengembangan Dick and Carey yang terdiri dari 11 langkah. Subjek penelitian ini adalah mahasiswa Kelas MT-III.1 Program Studi Pendidikan Matematika STKIP YPUP Makassar semester III tahun akademik 2018/2019, sebanyak 35 orang. Instrumen yang digunakan yaitu: lembar validasi desain pembelajaran, instrumen tes hasil belajar, lembar observasi aktivitas mahasiswa dan kemampuan dosen mengelola pembelajaran, dan angket respon mahasiswa. Data yang diperoleh dianalisis menggunakan analisis statistik deskriptif dan diolah secara kuantitatif dan kualitatif. Hasil yang diperoleh menyatakan bahwa: (1) Desain pembelajaran memenuhi kriteria kevalidan sehingga layak digunakan berdasarkan hasil penilaian 2 (dua) orang validator yang memiliki kompetensi masing-masing dalam bidang pendidikan dan statistika; (2) Kemampuan dosen dalam mengelola pembelajaran sebesar 84,05%, berada pada kategori baik sesuai hasil uji coba desain pembelajaran yang dikembangkan, sehingga desain pembelajaran memenuhi kriteria kepraktisan; (3) Rata-rata hasil belajar mahasiswa mencapai KKM yaitu 82,4 dengan standar deviasi sebesar 8,4 dan ketuntasan klasikal 85,71% terpenuhi, aktivitas mahasiswa sebesar 89,36%, berada pada kategori aktif, dan respon mahasiswa sebesar 79,05, berada pada kategori positif, sehingga desain pembelajaran memenuhi kriteria keefektifan. Jadi dapat disimpulkan bahwa desain pembelajaran berbasis kasus untuk perkuliahan statistika terapan mahasiswa pendidikan matematika STKIP YPUP Makassar, berkualitas baik yaitu memenuhi kriteria kevalidan, kepraktisan, dan keefektifan

THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ PROBLEM-SOLVING ABILITIES

Abstract The present study aimed to 1) investigate the effect of self-regulated learning on students’ mathematical problem-solving ability; 2) describe the cognitive processes carried out by students with low and high self-regulation and high problem-solving ability. This study employed an explanatory mixed-method design. Nineteen students at a private high school, in Makassar, Indonesia, were selected, in order to complete the questionnaire, mathematical problem-solving ability test. Of the 19 students, two were selected as research subjects representing problem-solving ability. The quantitative data were analyzed using descriptive statistics and inferential statistics, while the qualitative data analysis had to go through the following stages including, reduction, data display, and conclusion drawing. The results showed that 1) self-regulated learning had no effect on students’ mathematical ability; 2) the cognitive processes carried out by students with high self-regulation and high problem-solving ability included high literacy ability, high metacognitive awareness, being proactive yet inflexible; 3) the cognitive processes carried out by students with low self-regulation and high problem-solving ability included low literacy ability but showing more flexible attitudes. From this study, it can be concluded that problem-solving ability is not influenced by self-regulated learning, but by other factors such as the environment, cognitive ability and cognitive preparedness. Keywords: Problem-solving ability; self-regulated learning. Abstract Penelitian ini bertujuan untuk 1) menginvestigasi pengaruh self-regulated learning terhadap kemampuan pemecahan masalah matematis siswa; 2) mendeskripsikan proses kognitif yang dilakukan siswa dengan self-regulation rendah dan tinggi dan kemampuan pemecahan masalah tinggi. Penelitian ini menggunakan explanatory mixed-method design. Sembilan belas siswa sekolah menengah swasta, di Makassar, Indonesia, dipilih untuk mengisi angket tes kemampuan pemecahan masalah matematika. Dari 19 siswa tersebut, dipilih dua orang sebagai subjek penelitian yang mewakili kemampuan pemecahan masalah. Data kuantitatif dianalisis menggunakan statistik deskriptif dan statistik inferensial, sedangkan analisis data kualitatif melalui tahapan yaitu, reduksi data, menampilkan data, penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa 1) self-regulated learning tidak berpengaruh terhadap kemampuan matematika siswa; 2) proses kognitif yang dilakukan siswa dengan self-regulated learning tinggi dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi tinggi, kesadaran metakognitif tinggi, proaktif namun tidak fleksibel; 3) Proses kognitif yang dilakukan siswa dengan self-regulated learning rendah dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi rendah tetapi menunjukkan sikap lebih fleksibel. Dari penelitian ini dapat disimpulkan bahwa kemampuan pemecahan masalah tidak dipengaruhi oleh self-regulated learning, melainkan oleh faktor lain seperti lingkungan, kemampuan kognitif, dan kesiapan kognitif. Keywords: Kemampuan pemecahan masalah, self-regulated learning.

IMPACT ANALYSIS OF COOPERATIVE LEARNING MODEL APPLICATION TYPE TWO STAY TWO STRAY (TSTS) TOWARD LEARNING OUTCOMES OF MATHEMATICS

This research is a comparative experiment. This study aims to determine the effect of the application of cooperative learning model Two Stay Two Stray (TSTS) towards mathematics learning outcomes through comparison with the results of studying mathematics taught using direct learning model. Population, namely the eighth grade students of SMP Negeri 2 Polong Bangkeng Utara Kabupaten Takalar semester of academic year 2016/2017, with a sample of students in grade VIIIA and VIIIB class. The data were analyzed using descriptive statistical analysis techniques and inferential statistics. Descriptive analysis showed that the average student learning outcomes experimental class at the high category, an average of 80.78 with a standard deviation of 11.28; and the average student learning outcomes control class in middle category with an average score of 73.82 with a standard deviation of 12.98. Inferential analysis results obtained H0 and H1 accepted. It can be concluded with 95% confidence that the results of students 'mathematics learning through cooperative learning model Two Stay Two Stray (TSTS) higher than the results of students' mathematics learning through direct learning model

Fontes de pensamento criativo e autoeficácia em estudantes indonésios: um estudo de métodos mistos

With regard to creativity in mathematics, scholars tend to focus on the logical realm, which includes fluency, flexibility, and originality while overlooking the value of the affective domain, which includes self-efficacy, beliefs, and attitudes. The objectives of this study were 1) to investigate the extent to which self-efficacy affects students’ mathematical creative thinking ability; and 2) to determine the characteristics of students with high mathematical creative thinking ability and high self-efficacy. A mixed-method approach, that combined semi-structured interviews, and correlation analysis was employed to investigate the effect of self-efficacy on students’ mathematical creative thinking ability. The participants of the study were selected from junior high schools (JHS) in the city of Makassar. Ninety-six students (42 boys and 54 girls, aged 14 years old) completed a questionnaire assessing their mathematics self-efficacy. In general, the results proved that self-efficacy had an effect on JHS students’ mathematical creative thinking ability. This study also revealed that students with high self-efficacy are more likely to possess high mathematical creative thinking ability and vice versa. The characteristics of students with high mathematical creative thinking ability and high self-efficacy include excessive anxiety, reliance on key experiences, such as the ability to generate ideas (cognitive novelty), the ability to propose various solutions (cognitive variety), and the ability to change perceptions (cognitive framing).Cuando se trata de creatividad en matemáticas, los grupos académicos tienden a enfocarse en el ámbito lógico, que incluye fluidez, flexibilidad y originalidad mientras pasan por alto el valor del ámbito afectivo, que incluye autoeficacia, creencias y actitudes. Los objetivos de este estudio fueron 1) investigar hasta qué punto la autoeficacia afecta la capacidad de pensamiento creativo matemático de estudiantes; 2) descubrir las características de estudiantes que tienen una alta capacidad de pensamiento creativo matemático y una alta autoeficacia. Se empleó un enfoque de método mixto, que combinó la entrevista semiestructurada y el análisis de correlación para investigar el efecto de la autoeficacia en la capacidad de pensamiento creativo matemático del estudiantado. Los sujetos participantes del estudio fueron seleccionados de escuelas secundarias (JHS) que se encuentran en la ciudad de Makassar. Noventa y seis estudiantes (42 niños y 54 niñas, de 14 años) completaron un cuestionario de evaluación de su autoeficacia matemática. En general, los resultados demostraron que la autoeficacia tuvo un efecto en la capacidad de pensamiento creativo matemático de estudiantes de JHS. Además, este estudio reveló que era más probable que estudiantes con alta autoeficacia posean una alta capacidad de pensamiento creativo matemático y viceversa. Las características de estudiantes con alta capacidad de pensamiento creativo matemático y alta autoeficacia incluyen ansiedad excesiva, dependencia de experiencias clave, como la capacidad de generar ideas (novedad cognitiva), la capacidad de proponer diversas soluciones (variedad cognitiva), y la capacidad de cambiar las percepciones (encuadre cognitivo).Quando se trata de criatividade em matemática, os acadêmicos tendem a se concentrar no âmbito lógico, que inclui fluência, flexibilidade e originalidade, ignorando o valor do reino afetivo, que inclui autoeficácia, crenças e atitudes. Os objetivos deste estudo foram 1) pesquisar até que ponto a autoeficácia afeta a capacidade do pensamento matemático criativo dos estudantes; 2) descobrir as características dos estudantes que têm uma alta capacidade de pensamento matemático criativo e alta autoeficácia. Utilizou-se uma abordagem de método misto, combinando entrevista semiestruturada e análise de correlação para investigar o efeito da autoeficácia na capacidade de pensamento matemático criativo nos estudantes. Os participantes do estudo foram selecionados nas escolas de ensino médio (JHS) localizadas na cidade de Makassar. Noventa e seis alunos (42 meninos e 54 meninas, de 14 anos) preencheram um questionário avaliando sua autoeficácia matemática. No geral, os resultados mostraram que a autoeficácia teve um efeito na capacidade de pensamento matemático criativo dos estudantes do JHS. Além disso, este estudo revelou que estudantes com alta autoeficácia eram mais propensos a possuir alta capacidade de pensamento matemático criativo e vice-versa. Características de estudantes com alta capacidade de pensamento matemático criativo e alta autoeficácia incluem ansiedade excessiva, dependência de experiências-chave, como a capacidade de gerar ideias (novidade cognitiva), a capacidade de propor várias soluções (variedade cognitiva) e a capacidade de mudar percepções (enquadramento cognitivo)

Students’ Creative Thinking Stages in Inquiry-Based Learning: A Mixed-Methods Study of Elementary School Students in Indonesia

Background: Creative thinking skills significantly affect the learning process's success. Improving higher-order thinking skills requires wise consideration of learning techniques and a commitment to an active and learner-centered learning environment. Objectives: The objective of this research is to explore the creative process of children when playing games using coding skills. Design: This study employed a mixed-methods approach to data collection, combining semi-structured and comparison methods. Setting and Participants: The research sample consisted of 20 five-grade students (twelve boys and eight girls) from SD Negeri 149 Tokinjong, Sinjai Regency. Data collection and analysis: Descriptive statistics and the N-Gain test were used to analyse participants’ creative thinking pre- and post-test scores. Interview analysis was performed through data reduction, data display, and conclusion drawing and verification. Results: The results showed that IBL has the potential to improve elementary school students’ creative thinking skills with a mean score of 77.25. Besides, participants engaged in a cyclical thinking phase between the preparation and imagination phases. The two cognitive tasks distinguished the cyclical thinking process are information collection and information examination. This process was repeated until participants decided that no more viable alternatives. Conclusions: The implementation of inquiry-based learning has the potential to improve elementary school students’ creative thinking skills; participants engaged in a cyclical thinking phase between the preparation and imagination stages

KOMPARASI HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION (AIR) DAN MODEL PEMBELAJARAN LANGSUNG

Penelitian ini bertujuan untuk membandingkan hasil belajar siswa yang diajar dengan menggunakan model pembelajaran Auditory Intellectually Repetition (AIR) dengan hasil belajar siswa yang diajar menggunakan model pembelajaran langsung pada siswa kelas VIII SMP Kristen Kondo Sapata Makassar. Penelitian ini merupakan penelitian eksperimen yang bersifat komparatif. Populasinya adalah seluruh siswa kelas VIII SMP Kristen Kondo Sapata Makassar yang terdiri dari dua kelas dengan jumlah siswa sebanyak 42 siswa yang kemudian dipilih sebagai sampel penuh karena ukuran populasinya kecil. Teknik sampling yang digunakan adalah sampel acak (random sampling) untuk menentukan kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes hasil belajar yang berbentuk essay pada kedua kelompok. Data dalam penelitian ini dianalisis dengan menggunakan teknik analisis statistik deskriptif dan statistik inferensial. Hasil analisis deskriptif diperoleh rata-rata hasil belajar matematika pokok bahasan kubus dan balok siswa kelas VIII SMP Kristen Kondo Sapata yang diajar dengan menggunakan model pembelajaran Auditory Intellectually Repetition (AIR) adalah sebesar 76,50 dengan standar deviasi 11,376 berada pada kategori tinggi, sedangkan rata-rata hasil belajar matematika pokok bahasan kubus dan balok siswa kelas VIII SMP Kristen Kondo Sapata yang diajar dengan menggunakan model pembelajaran Langsung adalah sebesar 64,68 dengan standar deviasi 13,633 berada pada kategori sedang. Dari hasil analisis inferensial diperoleh bahwa H0 ditolak dan H1 diterima yang berarti hasil belajar siswa yang diajar dengan model pembelajaran auditory intellectually repetition (AIR) lebih tinggi dari hasil belajar siswa yang diajar dengan model pembelajaran langsung. Kata Kunci : Pembelajaran auditory intellectually repetition (AIR), Pembelajaran langsung, Hasi

Implementasi Pendekatan Kontekstual Dengan Mengintensifkan Scaffolding untuk Meningkatkan Hasil Belajar Matematika

ABSTRAK Penelitian ini adalah penelitian tindakan kelas (classroom action research) yang bertujuan untuk meningkatkan hasil belajar matematika melalui pendekatan kontekstual dengan mengintensifkan scaffolding pada siswa kelas VIIIA SMP Negeri 2 Donggo Kabupaten Bima pada pokok bahasan kubus dan balok. Subjek penelitian ini adalah siswa kelas VIIIA SMP Negeri 2 Donggo Kabupaten Bima pada semester genap tahun ajaran 2014/2015 yang berjumlah 30 orang terdiri dari 8 perempuan dan 22 laki-laki. Penelitian ini dilaksanakan sebanyak dua siklus, yaitu siklus I dan siklus II. Pengambilan data dilakukan dengan menggunakan tes hasil belajar pada akhir siklus I, siklus II, dan data hasil observasi pada setiap pertemua. Data yang terkumpul dianalisis dengan menggunakan analisis kuantitatif dan analisis kualitatif. Hasil penelitian ini menunjukkan adanya peningkatan skor rata-rata aspek kognitif siswa yaitu sebesar 61,63 dengan standar deviasi 19,86 yang termasuk kategori rendah pada siklus I menjadi 84,17 dengar standar deviasi 10,60 termasuk kategori tinggi pada siklus II. Berdasarkan hasil analisis terhadap aspek distribusi frekuensi aktifitas siswa 35,56% pada siklus I meningkat menjadi 80% dengan kategori baik. Ketuntasan klasikal Pada siklus I belum terpenuhi yaitu 26,67% meningkat pada siklus II yaitu 86,67%, sehingga ketuntasan klasikal terpenuhi. Dengan demikian, penggunaan pendekatan kontekstual dengan mengintensifkan scaffolding dapat meningkatkan hasil belajar matematika siswa kelas VIII.A SMP Negeri 2 Donggo Kabupaten Bima. Kata kunci: Pendekatan kontekstual, scaffolding, hasil belajar. ABSTRACT This research is a classroom action research that aims to improve the learning outcomes of mathematics through contextual approach to intensify scaffolding on VIIIA grade students of SMP Negeri 2 Donggo Bima at the subject math of cubes and blocks. The subjects were VIIIA grade students of SMP Negeri 2 Donggo Bima in the second semester of academic year 2014/2015 with 30 students consisted of 8 girls and 22 boys. This research was conducted with two-cycles namely cycle I and cycle II. The data were collected by using achievement test at the end of both cycles and the observation data of each meeting. The data were analyzed by using quantitative and qualitative analysis. The results of this research showed that there was an increase in the mean score of students' cognitive aspects in the amount of 61.63 with a standard deviation  at 19.86 which included as the lower category in  the first cycle, those became 84.17 with standard deviation at 10.60 in the second cycle. Based on the analysis of the frequency distribution aspects of the student activity was 35.56% in the first cycle and increased to 80% with “good” category. The classical completeness in cycle I have not been fulfilled yet which gained 26.67% and it increased in the second cycle with 86.67%, so the classical completeness met. Thus, the use of a contextual approach by intensifying the scaffolding can improve the learning outcomes of VIIIA students in SMP Negeri 2 Donggo Bima. Key words: contextual approach, scaffolding, learning outcomes