This study aims to investigate the analysis learning materials implementation based on project-based learning to improve the elementary school students’ creative thinking skills in solving contextual division problems. This type of research is using a mixed research, which is a combination of quantitative and qualitative methods. The research respondents consist of two classes, namely a control class as many as 19 students and an experimental class as many as 20 students. The results shows after the implementation using the application learning materials base on project-based learning, it was found that the presentation of students' creative thinking skills for the control class are 77,19% for fluency, 70,18% for flexibility, and 56,14% for novelty. While the experimental class are 82,5% for fluency, 91,67% for flexibility, and 67,5% for novelty. Then the score of the indepent sample t-test from post-test shows that there is a significant difference between the control class and the experimental class with the sig (2-tailed) value is 0.000 (p = <0,05). It can be concluded that the application learning materials base on project-based learning can improve students' creative thinking skills in solving contextual division problems.
Problem-based learning (PBL) is a learning method based on the process between learning material to real life problems. The method has been widely applied and shown positive results on different subjects and education levels. In this paper, we discuss the application of PBL in mathematics education on several high schools in South East Asia countries, which include Indonesia, Thailand, Malaysia, Singapore, and Vietnam, considering that all of the countries had close cultural and geographical aspects. Researches on the application of PBL showed overall positive results to the high school mathematics education in all of the observed countries, with similar and distinctive objective and outcomes were found. In Indonesia, the application of PBL in mathematics education improve student’s learning activities aside from its positive contribution to the learning outcomes, while in Thailand, Malaysia, and Singapore, PBL contributes to the improvement of students’ higher-order thinking skills.
Mathematical thinking is divided into lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). The LOTS is consisted of recall thinking and basic thinking, while HOTS required a more complex thinking abilities such as critical thinking and creative thinking. This research is aimed to develop a valid, effective, and practical HOTS-based worksheet for S-1 PGSD students who took Mathematics course in Universitas Terbuka. The application of HOTS-based worksheet is expected to be able to improve students’ learning motivation, as well as their ability in thinking critically and creatively in solving mathematical problems. The research is a developmental research, and the obtained data were analyzed descriptively. The subjects of this research were 72 students of S-1 PGSD program Universitas Terbuka Surabaya who took Mathematics (PDGK4108) course. The results showed that the developed HOTS-based worksheet fulfils the validity, practical, and effective criteria to improve students’ learning motivation, which can be seen that 77% of students (56 students) felt encouraged and motivated to think critically and creatively, 72% of students (52 students) showed the ability to solve problem based questions. Furthermore, 78% of the students (41 students) achieved 75 out of 100 score or more. It can be concluded that the application of the developed HOTS-based worksheet is suitable in teaching Mathematics. Kemampuan berpikir dalam matematika dibagi atas kemampuan berpikir tingkat rendah (low order thinking skills disingkat LOTS) dan berpikir tingkat tinggi (high order thinking skills disingkat HOTS). Berpikir yang tergolong LOTS meliputi berpikir memanggil (recall thinking), dan berpikir dasar (basic thinking),sedangkan yang tergolong HOTS meliputi berpikir kritis (critical thinking) dan berpikir kreatif (creative thinking). Penelitian ini bertujuan mengembangkan LKM (lembar kerja mahasiswa) berbasis HOTS pada matakuliah Matematika di program S-1 PGSD UT yang valid, efektif dan praktis. Pendekatan tutorial dengan menggunakan LKM HOTS ini, diharapkan dapat meningkatkan motivasi belajar mahasiswa dan meningkatkan kemampuan berpikir kritis serta meningkatkan kemampuan dalam mengerjakan soal-soal matematika sehingga dapat meningkatkan hasil belajar. Jenis penelitian adalah penelitian pengembangan (developmental research) dan deskriptif. Subjek penelitian sebanyak 72 mahasiswa program S1 PGSD UPBJJ UT Surabaya yang mengambil mata kuliah Matematika (PDGK4108). Hasil penelitian menunjukkan bahwa LKM berbasis HOTS yang dikembangkan memenuhi kriteria valid, praktis danefektif, untuk meningkatkan motivasi belajar mahasiswa, ditunjukkan oleh 77% (56 mahasiswa) yang merasa tertantang dan termotivasi untuk berpikir tingkat tinggi (kritis, dan kreatif), 72% (52 mahasiswa) mampu menyelesaikan soal-soal yang bersifat pemecahan masalah, dan dari mahasiswa yang mampu tersebut ada sebanyak 78 % (41 mahasiswa) mendapat nilai lebih dari atau sama 75 dari skor maksimal 100. Penelitian ini menyimpulkan bahwa LKM bebasis HOTS yang dikembangkan cocok untuk diaplikasikan dalam pengajaran matematika.
Experimentation Method is one method that is widely used in learning Science because the main purpose of this method is to find the truth of the data/facts that can be observed or obtained. The inquiry learning model is a widely recommended method because it encourages students to solve problems independently. The research is research and development. The data is study include qualitative and quantitative data. The research instrument used was a validation sheet, a teacher's evaluation sheet, a student's evaluation sheet, an observation sheet for the implementation of learning, a test of learning outcomes, and a questionnaire for student learning independence. The implementation of the learning process on material changes in the form of objects observed by the observer, namely the class teacher using the observation sheet of the implementation of the learning process and student responses in using the inquiry learning model combined with experiment using a questionnaire sheet. Student learning outcomes or evaluations use the test method with the One Group Pre-test Post-test Design model to determine the extent to which student learning outcomes before and after being given a joint inquiry learning model and then use the average value formula (M), the calculated value (t-test), and table values. The results of the inquiry learning model combined with the experiment were shown by evaluating an average score of validity of 85.05% (very valid), an average of practicality of 94.4% (very practical), and effective in improving student learning outcomes. So, the inquiry learning model combined with science learning experiments is very feasible in terms of valid, practical, and effective.
The HOTS (Higher-order thinking skill) is significantly important, especially in the twenty century. One of the indicators of HOTS is metacognition skill. This skill is related to how students can understand and control their learning styles and mechanisms. However, encouraging the rise of students’ metacognition skills is considered to be a challenging task for a teacher. Therefore, this research aims to develop the students’ metacognition skills under the implementation ofthe RBL (Research-Based Learning) model of teaching in solving division problems. This research uses a mixed-method combining a quantitative and qualitative approach in mathematics. The research subjects consisted of a control class of 28 students and an experimental class of 28 students. Data collection techniques utilizedtests, questionnaires, observation, and last interviews. The results show that after the implementation of the RBL model of learning, the percentage of students metacognition skills of the control class is classified as follows: very well developed is 7% of the number of students, well developed is 48%, developed 38%, fairly developedis 7 %, poorly developed is 0 % and very poorly developed is 0%. The experimental class gaining very well developed is 33 % of the number of students, well developed is 55%, developed is 10%, fairly developed is 2%, poorly developed is 0% and very poorly developed is 0%. The statistical analysis of the two classes indicates that the inferential t-test shows that the GIS (2-tailed) value is 0.000 (P ≤ 0.05). It implies there is a significant effect of RBL application on the students’ metacognition skills. Students under RBL implementation showed their metacognition skills higher than the students without RBLin solving division problems.
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