Mengembangkan Kemampuan Berpikir Kreatif Matematis Melalui Discovery Learning Berbasis Scientific Approach

Purwaningrum, Jayanti Putri

doi:10.24176/re.v6i2.613

Cited by 47 publications

(48 citation statements)

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“…The value means less than p < .05, so H0 is rejected, and Ha is accepted, or it can be concluded that students' ability for two experimental classes and one control class in the final test (post-test) is different or not the same. These results are following the research results of Mandasari (2016), Purwaningrum (2016), Suriany (2016) that students' creative thinking abilities in the experimental class and control class differ significantly. The analysis proceeds to a comparison or posthoc analysis section to find out the differences in the final abilities of the mathematical creative thinking abilities of the two experimental groups, and one control group are presented in Table 7.…”

Section: The Results Of the Research And The Discussionsupporting

confidence: 89%

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

Jatisunda

Suciawati

Nahdi

2020

ajpm

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Mathematical creative thinking ability and self-efficacy are a combination of abilities students need to have when studying mathematics. Mathematical learning is expected to improve both abilities. However, teachers still use conventional learning such as direct teaching, which results in a low increase in students' mathematical creative thinking abilities and self-efficacy. So we need alternative student-centred learning and teachers as facilitators who provide scaffolding. The study was conducted to obtain a description of the discovery learning process with scaffolding which aims to improve the ability to think creatively and self-efficacy. Two quasi-experimental designs with three class groups were used: The Matching-only Pretest-posttest Control Group Design was used to measure mathematical creative thinking skills, and The Matching-only Posttest-only Control Group Design was used to measure the self-efficacy scale. Based on the results of one-way ANOVA, the mathematical creative thinking ability of students discovery learning with scaffolding is better than discovery learning and conventional learning. Likewise, this happens to 'self-efficacy, based on the one-way ANOVA that students' self-efficacy of discovery learning with scaffolding is better than discovery learning and conventional learning. The learning process of discovery learning with scaffolding has a positive impact on the improvement of mathematical creative thinking abilities and self-efficacy

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Section: The Results Of the Research And The Discussionsupporting

confidence: 89%

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

Jatisunda

Suciawati

Nahdi

2020

ajpm

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“…The mathematical creative thinking ability is one of ability to discover new ideas and solve math problems creatively Gonzalez, 2017). According to Purwaningrum ( 2016) indicates the creative thinking ability is the ability to find many possible answers to a problem. In addition to the creative thinking ability, it is also necessary independence in problems solving.…”

Section: Introductionmentioning

confidence: 99%

Guided Discovery Worksheet for Increasing Mathematical Creative Thinking and Self-Efficacy

Yuliani

Noer

Rosidin

2018

Int.J.Trends.Math.Edu.Research

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This research development aimed to develop of worksheet based on guided discovery for increasing mathematical creative thinking and student’s self-efficacy. Development stage in this study is a preliminary study, planning, development of worksheet, worksheet validation, and field testing. The subject of this research is the students of class 10A3 and 10A5 MAN 1 Central Lampung in the Academic of 2017/2018. The data of this research were obtained by observation, interview, mathematicalcreative thinking ability test and self-efficacy scale. The result of the validity by subject matter expert and media expert showed that the worksheet is considered excellent. The Initial field testing results indicate that worksheet is included in either category. The field testing results showed that (1) the student’s mathematical creative thinking aspect was effective because seen from the N-Gain of 0,54 which included in the category of moderate improvement and (2) the student’s self-efficacy was effective because seen from the N-Gain of 0,36 which included in the category of moderate improvement. It can be concluded that worksheet based on guided discovery effective way to improve the mathematical creative thinking ability and student’s self-efficacy.

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“…Mathematical reasoning ability must be familiarized and developed in mathematics learning (Purwaningrum, 2016). The habit of giving mathematical exercises with open-ended problems provides opportunities for students to provide many problems solving with many problem-solving strategies.…”

Section: Somewhat Different From What Was Stated Bymentioning

confidence: 99%

Open-Ended Problems for Junior High School Students’ Mathematical Reasoning

Yuni

Suryana

2020

IndoMath

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The abilities that must be mastered by high school students according to the demands of the 2013 curriculum include reasoning. Students who have good reasoning abilities make it easier to understand mathematics. But in reality there are still many students who have low mathematical reasoning ability, seen when they have difficulty solving math problems. This research objective is to prove the habit of solving open-ended problems that can improve the mathematical reasoning ability of junior high school students based on the level of initial mathematical ability: high, medium, and low. The study used an experimental method with a "One-Group pre-test post-test design". Randomly, selected 77 grade VII students of SMP Negeri in Bekasi as a sample. The prerequisite test shows that each level of data comes from groups that are normally distributed and homogeneous. The results showed normal gain, both overall and level showed improvement. Based on the t test obtained p value of 0.000 < 0.005, meaning this study can prove student habits in solving open-ended problems when learning mathematics on triangles and quadrilateral, can improve students' mathematical reasoning abilities.

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Mengembangkan Kemampuan Berpikir Kreatif Matematis Melalui Discovery Learning Berbasis Scientific Approach

Cited by 47 publications

References 0 publications

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

Guided Discovery Worksheet for Increasing Mathematical Creative Thinking and Self-Efficacy

Open-Ended Problems for Junior High School Students’ Mathematical Reasoning

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