Meningkatkan Kemampuan Berpikir Kreatif Matematis Dan Kemandirian Belajar Siswa SMP Melalui Pendekatan Saintifik Berbasis Etnomatematika

Abstract

This research is motivated by the lack of ability to think creatively Mathematically junior secondary students. This research aims to determine differences in achievement and increase the ability of creative thinking and independent learning as well as the association between mathematics student who obtained the usual scientific approach to obtaining scientific approach based etnomatematika. This research method is experimental design with pretest posttest control group design in this study population eighth grade students in one of the Junior High School in Bandung, the sample was taken two classes of ninth grade there. Instruments in this study is a test description of critical and creative thinking skills as much as 5 mathematical problems. Based on the results of the study are Differences in Achievement and improvement Ability Creative Thinking Mathematically junior high school students are learning to use PendekatanSaintifik usual with the use Approach Scientific based etnomatematika, and there is no difference Independence Learning student learning using the approach Scientific with the gain approaches saintif based Etnomatematika and are associated antarakemampuan Creative Thinking Mathematically students with learning independence student learning using etnomatematika-based Scientific Approach.

Improving Critical Thinking Ability and Mathematical Disposition of High School Students Through Integrated Saintific Approach to Brain Based Learning

“…Scientific approaches include component 1) observing, 2) questioning, 3) associating, 4) experimenting, 5) networking) (Rudyanto, 2014). In line with that (Sariningsih & Kadarisma, 2016) suggests scientific learning is learning that adopts scientific steps in building knowledge through scientific methods. In the learning process touches three domains, namely attitudes, knowledge and skills.…”

“…From Table 3., in pre-test it found that there was no difference of CTS of students in both teaching approaches, and the grades were at very low level (20.39 % and 18.77% out of ideal score). Nevertheles, after learning process, on ( (Abdurrahman & Sintawati, 2013) (Rudyanto, 2014) (Lestari, 2014) (Sariningsih & Kadarisma, 2016) (Wibowo, 2017) ) CTS and its gain (N<G>), students taught by SAIBBL attained better grades (45.16% out of ideal score, N<G> .29) than the grades of students taught by conventional teaching (35.22% out of ideal score, N<G> .18). The findings on CTS of this study are similar to the previous studies, that students taught by SAIBB; obtain better grades than students taught by conventional teaching.…”

Analisis Hubungan Kemampuan Berpikir Kreatif Matematis Dan Self Efficacy Siswa SMK

“…Sehingga dalam penelitian ini indikator berpikir kreatif matematis dapat mengacu pada empat indikator, yaitu kelancaran, mengacu pada kemampuan siswa menjawab masalah dengan lancar dan benar, kelenturan, mengacu pada kemampuan siswa menggunakan banyak cara dalam menjawab soal, keaslian, mengacu pada kemampuan siswa menjawab soal yang berbeda dengan siswa lain dan baru, serta elaborasi, mengacu pada kemampuan siswa memperkaya dan mengembangkan suatu gagasan atau produk. Pembelajaran matematika memiliki sumbangan yang penting untuk perkembangan kemampuan berpikir kreatif dalam setiap individu siswa agar menjadi sumber manusia yang berkualitas (Sariningsih & Kadarisma, 2017).…”

The Effectiveness of Problem Based Learning and Aptitude Treatment Interaction in Improving Mathematical Creative Thinking Skills on Curriculum 2013

“…Therefore, education has an important role in influencing one's abilities. (Andiyana, Maya, & Hidayat, 2018;Arifin, 2017;Sanders, 2016;Sariningsih & Kadarisma, 2016). Improving the quality of education will affect one's thinking ability.…”