FUJANA TRI BARKAH, - (2020) ANALISIS DESAIN DIDAKTIS MENGGUNAKAN RASCH MODEL PADA PEMBELAJARAN ETNOMATEMATIKA SUNDA DALAM PERMAINAN ENDOG-ENDOGAN TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK DI KELAS VI SD. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Proses pembelajaran diabad ke-21 menekankan pada proses pembelajaran yang dapat meningkat kreativitas sang anak. Pembelajaran etnomatematika sunda dengan permainan endog-endogan dapat dikatakan berhasil dalam meningkatkan kreativitas anak karena permainan tradisional dapat menjadikan anak bermain sambil belajar matematika tentang bilangan bulat yang tidak menghilangkan hakekat anak yaitu bermain. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskripsi yang mana mendeskripsikan angka hasil olahan dari program winstep. Dalam penelitian ini membahas bagaimana hasil responden terhadap berpikir kreatif matematik siswa dengan instrumen tes learning obstacle, desain didaktik awal, dan revisi desain didaktik menggunakan data sekunder. Terdapat sembilan responden instrumen tes learning obstacle, dua puluh tiga responden instrumen tes desain didaktik awal dan sembilan kelompok responden instrumen tes revisi desain didaktik yang mana pada setiap instrumen menganalisis sebaran kemampuan siswa, sebaran tingkat kesulitan soal, tingkat kesulitan soal, kemampuan siswa, pola respon siswa dan ringkasan statistik. Peneilitian ini menggunakan analisis model rasch menggunakan aplikan winstep yang mendapatkan hasil bahwa siswa sebelum menerima pembelajaran etnomatematika sunda menggunakan permainan tradisional endog-endogan cenderung memiliki kemampuan kreatif matematika sedang dengan jumlah tujuh dari sembilan siswa. Setelah mendapatkan pembelajaran etnomatematika sunda menggunakan permainan tradisional endog-endogan siswa mengalami peningkatan dalam berpikir kreatif matematik yang berjumlah enam belas siswa dari dua puluh tiga siswa yang memiliki tingkat kemampuan berpikir kreatif diatas rata-rata soal. Dalam revisi desain didaktis kemampuan berpikir kreatif siswa sulit ditentukan dikarenakan dalam instrumen tes tersebut hanya terdapat dua soal yang pada baiknya soal lebih dari dua agar hasil analisis menggunakan aplikasi winstep dapat maksimal. Kata kunci: Berpikir Kreatif, Pembelajaran Etnomatematika, Rasch Model The learning process in the 21st century emphasizes the learning process which can increase the child's creativity. Sundanese ethnomatemics learning with endog-endogan games can be said to be successful in increasing children's creativity because traditional games can make children play while learning mathematics about integers that do not eliminate the nature of children, namely play. This study uses a quantitative approach with a description method which describes the number of processed results from the Winstep program. In this study discusses how respondents 'results on students' mathematical creative thinking with the obstacle learning test instrument, initial didactic design, and revised didactic design using secondary data. There were nine respondents of the obstacle learning test instrument, twenty-three respondents did the initial didactic design test instrument and nine groups of didactic design revision test instrument respondents in which each instrument analyzed the distribution of student abilities, the distribution of the level of difficulty of the questions, the level of difficulty of the questions, the ability of the students, response patterns student and statistical summary. This research uses an analysis of the Rasch model using a winstep application that gets the results that students before receiving Sundanese ethnomatemics learning using traditional endog-endogene games tend to have moderate mathematical creative abilities with a total of seven out of nine students. After getting Sundanese ethnomatemics learning using traditional games, endog-endogan, students experienced an increase in mathematical creative thinking, amounting to sixteen students from twenty-three students who had creative thinking abilities above the average of the questions. In didactic design revisions the ability to think creatively is difficult for students to determine because in the test instrument there are only two questions which are better than more than two questions so that the results of the analysis using the Winstep application can be maximized Keyword: Creative Thinking, Ethnomathematics Learning, Rasch Model
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Berpikir Kreatif, Pembelajaran Etnomatematika, Rasch Model |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | UPI Kampus Serang > PGSD UPI Kampus Serang |
| Depositing User: | FUJANA TRI BARKAH |
| Date Deposited: | 07 Sep 2020 03:01 |
| Last Modified: | 07 Sep 2020 03:01 |
| URI: | http://repository.upi.edu/id/eprint/52567 |
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