Lu'lu Falasiefah, - (2019) PENERAPAN PENDEKATAN OPEN ENDED UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA DALAM PEMBELAJARAN MATEMATIKA SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa dengan menerapkan pendekatan Open Ended dalam pembelajaran matematika materi luas dan keliling jajargenjang. Kemampuan berpikir kreatif adalah kemampuan yang harus dimiliki siswa yang bertujuan untuk membiasakan siswa agar memiliki cara yang beragam dalam menyelesaikan suatu permasalahan. Namun kemampuan berpikir kreatif siswa dikatakan masih rendah. Pendekatan Open Ended merupakan pendekatan dalam pembelajaran matematika yang menyajikan soal terbuka yang dilakukan dalam lima tahap yaitu memberikan masalah terbuka, mengeksplor masalah, merekam respons-respons siswa terhadap masalah, membahas respons-respons siswa dan meringkas yang yang tekah dipelajari. Metode penelitian yang digunakan yaitu penelitian tindakan kelas (PTK) menggunakan model Kemmis dan Mc.Taggart. Penelitian dilaksanakan dalam dua siklus. Partisipan penelitian sebanyak 32 siswa kelas IV A SDN 048 Sirnamanah. Instrumen penelitian menggunakan lembar observasi dan lembar evaluasi. Pada siklus I, perolehan indikator berpikir asli sebagai berikut : berpikir asli (originality) sebesar 43%, berpikir lancar (fluency) sebesar 56,3%, berpikir luwes (flexibility) sebesar 64%. Kemudian mengalami peningkatan pada siklus II yakni berpikir asli (originality) sebesar 68%, berpikir lancar (fluency) sebesar 81% dan berpikir luwes (flexibility) sebesar 87%. Dapat disimpulkan bahwa penerapan pendekatan Open Ended dapat meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar;---- This study aims to describe the students’ creative thinking ability by implementing Open Ended approach in Mathematics teaching. Creative teaching ability is to accustom the student to have various ways in solving certain problems. In some cases, this students’ ability is claimed low. The Open Ended approach in teaching open problems Mathematics is conducted in five stages, which are namely providing the open problems, exploring the problems, recording the students’ responsses towards the problems, discussing the students’ responsses towards the problems, and summarizing the learned things. This study employed the classroom action research with Kemmis and Mc Taggart model in two cycles with 32 participants of students in IV A SDN 048 Sirnamanah. The instruments of this study are observation sheets and evaluation sheets. In cycle I, the indicator acquisition of original thinking is as follows: 43% is originality, 56.3% is fluency, and 64% is flexibility. The improvements occurred in cycle II as follows: originality become 68%, fluency become 81%, and flexibility become 87%. This study assumed that the Open Ended approach can improve the students’ creative thinking ability in primary school.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil : S PGSD FAL p-2018 Pembimbing : I. Ruswandi Hermawan, II. Sandi Budi Iriawan NIM : 1401650 |
| Uncontrolled Keywords: | open ended, berpikir kreatif, matematika, sekolah dasar |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi |
| Depositing User: | Eva Rufaida Rahman |
| Date Deposited: | 31 Jul 2019 04:20 |
| Last Modified: | 31 Jul 2019 04:20 |
| URI: | http://repository.upi.edu/id/eprint/36609 |
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