KEMAMPUAN BERPIKIR KRITIS DAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI TINGKAT SELF-EFFICACY: Studi Fenomenologi Siswa SMP pada Materi Penjabaran dan Pemfaktoran Bentuk Aljabar

Hanifa Dina Aulia Dewi Umbara, - and Al Jupri, - and Suhendra, - (2025) KEMAMPUAN BERPIKIR KRITIS DAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI TINGKAT SELF-EFFICACY: Studi Fenomenologi Siswa SMP pada Materi Penjabaran dan Pemfaktoran Bentuk Aljabar. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan berpikir kritis dan berpikir kreatif matematis saling melengkapi dalam pemecahan masalah. Self-efficacy merupakan keyakinan individu terhadap kemampuannya menyelesaikan tugas tertentu. Penelitian ini bertujuan mengeksplorasi tingkat self-efficacy siswa, kemampuan berpikir kritis dan berpikir kreatif matematis serta bagaimana keduanya pada berbagai tingkat self-efficacy. Metode penelitian adalah fenomenologi dengan pendekatan kualitatif, melibatkan 25 siswa kelas IX di suatu SMP di Kota Bandung, Provinsi Jawa Barat yang telah mempelajari materi penjabaran dan pemfaktoran bentuk aljabar. Data dikumpulkan melalui teknik tes berupa tes kemampuan berpikir kritis dan berpikir kreatif matematis dan teknik nontes berupa angket self-efficacy, pedoman wawancara, dan daftar cek studi dokumen. Hasil penelitian menunjukkan bahwa mayoritas siswa memiliki self-efficacy sedang. Pada tes berpikir kritis, mayoritas siswa memenuhi indikator elementary clarification dan basic support. Pada tes berpikir kreatif, mayoritas siswa memenuhi indikator fluency. Mayoritas siswa lebih dominan dalam berpikir kritis matematisnya. Siswa dengan self-efficacy tinggi memiliki kemampuan berpikir kritis yang bervariasi dan mencolok, self-efficacy sedang relatif setara (cukup baik), self-efficacy rendah cenderung rendah. Selanjutnya, setiap tingkat self-efficacy memiliki kemampuan berpikir kreatif cenderung rendah. Terakhir, siswa dengan self-efficacy tinggi menunjukkan capaian berpikir kritis bervariasi dan berpikir kreatif cenderung rendah, siswa dengan self-efficacy sedang relatif setara dalam berpikir kritis tetapi rendah dalam berpikir kreatif, siswa dengan self-efficacy rendah menunjukkan keterbatasan pada kedua kemampuan tersebut. Mathematical critical thinking and creative thinking complement each other in problem-solving. Self-efficacy is an individual's belief in their ability to complete a particular task. This study aims to explore students' levels of self-efficacy, mathematical critical thinking, and creative thinking abilities, and how these two abilities differ at various levels of self-efficacy. The study method is phenomenology with a qualitative approach, involving 25 ninth-grade students at a junior high school in Bandung, West Java Province, who have studied expansion and factoring of algebraic forms material. Data was collected through testing techniques in the form of mathematical critical thinking and creative thinking tests, and non-test instruments included a self-efficacy questionnaire, interview guidelines, and document checklists. The results showed that most students had moderate self-efficacy. In the critical thinking test, most students met the elementary clarification and basic support indicators. In the creative thinking test, most students met the fluency indicator. Overall, students were more dominant in critical than in creative thinking. Students with high self-efficacy levels have varied and remarkable critical thinking ability, those with moderate levels are relatively equal (good), and those with low levels tend to be low. Furthermore, each level of self-efficacy tends to have low creative thinking ability. Finally, students with high self-efficacy levels show varying levels of critical thinking and tend to have low creative thinking, those with moderate levels are relatively equal in critical but low in creative thinking, and those with low levels show limitations in both abilities.

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Item Type:	Thesis (S2)
Additional Information:	ID SINTA Dosen Pembimbing: Al Jupri: 5974523 Suhendra: 6140435
Uncontrolled Keywords:	berpikir kritis matematis, berpikir kreatif matematis, self-efficacy, elementary clarification, basic support, fluency. mathematical critical thinking, mathematical creative thinking, self-efficacy, elementary clarification, basic support, fluency.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
Depositing User:	Hanifa Dina Aulia Dewi Umbara
Date Deposited:	20 Nov 2025 00:15
Last Modified:	20 Nov 2025 00:15
URI:	http://repository.upi.edu/id/eprint/145432

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