PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI SELF-REGULATED LEARNING MELALUI MODEL PROJECT-BASED LEARNING DENGAN PENDEKATAN STEM PADA TOPIK TRANSFORMASI GEOMETRI

Ajeng Nur Aulia Fitrianingsih, - (2024) PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI SELF-REGULATED LEARNING MELALUI MODEL PROJECT-BASED LEARNING DENGAN PENDEKATAN STEM PADA TOPIK TRANSFORMASI GEOMETRI. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan berpikir kreatif matematis merupakan salah satu keterampilan penting abad 21 yang harus dimiliki oleh setiap individu. Berpikir kreatif dalam matematika melibatkan kemampuan menghasilkan ide-ide baru, fleksibel dalam pemecahan masalah, dan mampu mengembangkan berbagai alternatif solusi. Penelitian ini bertujuan untuk mengkaji perbedaan peningkatan kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran melalui model project-based learning dengan pendekatan STEM dan pembelajaran model direct instruction yang ditinjau dari tingkat Self-regulated learning siswa. Selain itu, penelitian ini juga bertujuan untuk menganalisis pengaruh interaksi antara model pembelajaran (PjBL dengan pendekatan STEM dan direct instruction) dengan SRL terhadap peningkatan kemampuan berpikir kreatif matematis siswa. Penelitian ini menggunakan metode kuantitatif dengan desain quasi-experimental. Populasi penelitian ini adalah siswa kelas IX di salah satu SMP Negeri di Kota Bandung pada tahun ajaran 2024/2025, dengan sampel berjumlah 56 siswa yang terbagi dalam dua kelas. Instrumen penelitian terdiri dari tes kemampuan berpikir kreatif matematis dan angket SRL, yang telah diuji validitas dan reliabilitasnya. Penelitian ini menghasilkan beberapa temuan utama. Pertama, terdapat perbedaan signifikan dalam peningkatan kemampuan berpikir kreatif matematis antara siswa yang memperoleh pembelajaran PjBL-STEM dan siswa yang memperoleh direct instruction. Kedua, terdapat perbedaan peningkatan kemampuan berpikir kreatif matematis di antara siswa dengan tingkat SRL rendah, sedang, dan tinggi. Ketiga, tidak ditemukan pengaruh interaksi yang signifikan antara model pembelajaran dan tingkat SRL terhadap peningkatan kemampuan berpikir kreatif matematis siswa. Hasil penelitian ini menunjukkan bahwa model PjBL-STEM lebih efektif dalam meningkatkan kemampuan berpikir kreatif matematis siswa dibandingkan dengan direct instruction, tanpa memandang tingkat SRL siswa. Harapannya, penelitian ini dapat menjadi referensi bagi pengembangan metode pembelajaran yang berfokus pada peningkatan keterampilan berpikir kreatif matematis di era modern. Mathematical creative thinking ability is a crucial 21st-century skill that individuals must develop to navigate complex problem-solving. In mathematics, creative thinking involves generating new ideas, demonstrating flexibility in problem-solving approaches, and exploring multiple alternative solutions. This study aims to investigate differences in the improvement of mathematical creative thinking skills among students taught using a project-based learning (PjBL) model with a STEM approach versus those taught with direct instruction, in relation to students' Self-regulated learning (SRL) levels. Additionally, the study examines the interaction effect between the learning model (PjBL-STEM and direct instruction) and SRL on the enhancement of mathematical creative thinking skills. Employing a quantitative approach with a quasi-experimental design, this study’s population comprises ninth-grade students at a public junior high school in Bandung City during the 2024/2025 academic year, with a sample of 56 students split into two classes. The instruments used include a mathematical creative thinking skills test and an SRL questionnaire, both of which were validated and tested for reliability. The study’s key findings are as follows. First, a significant difference was found in the improvement of mathematical creative thinking skills between students receiving PjBL-STEM and those receiving direct instruction. Second, students exhibited different levels of improvement in mathematical creative thinking skills depending on their SRL levels (low, moderate, high). Third, no significant interaction was observed between the learning model and SRL level regarding the enhancement of mathematical creative thinking skills. These findings suggest that the PjBL-STEM model is more effective in fostering students' mathematical creative thinking abilities than direct instruction, irrespective of SRL levels. It is hoped that this study will serve as a foundation for developing instructional strategies that emphasize creative thinking in mathematics in today’s educational landscape.

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Official URL: https://repository.upi.edu/
Item Type: Thesis (S2)
Additional Information: https://scholar.google.com/citations?hl=en&user=tx87t_kAAAAJ&view_op=list_works&gmla=AFix5MalgGGTmDpGh5bNdcQFwn-OXnpTw19sDApPmaNSm7V5Ryg3suSpN2YZhTAJOEcIwSX3t4C--NgcNV0hbLJ-8QKqN3qqaztaiXgzaYPc3qoKHCetC0QGbl1ecg ID SINTA Dosen Pembimbing: Rizky Rosjanuardi : 5978531 Sufyani Prabawanto : 5995121
Uncontrolled Keywords: Kemampuan berpikir kreatif matematis, Project-based learning, STEM, Self-regulated learning. Mathematical creative thinking ability, Project-based learning, STEM, Self-regulated learning.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
Depositing User: Ajeng Nur Aulia Fitrianingsih
Date Deposited: 30 Dec 2024 08:10
Last Modified: 30 Dec 2024 08:10
URI: http://repository.upi.edu/id/eprint/129307

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