Pengaruh Self Regulated Learning Terhadap Kemampuan Berpikir Kreatif Matematis Siswa Sma

Mauludin, Asep; Nurjaman, Adi

doi:10.22460/jpmi.v1i2.p193-200

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…However, this finding is different from the results of research (Akhdiyat & Hidayat, 2018) which states that the mathematical creative thinking ability of high school students is positively influenced by mathematics self-regulated learning by 87.5%, while 12.5% is influenced by factors other than students' mathematical self-regulated learning. Similar results were also expressed by (Astuti et al, 2020;Mauludin & Nurjaman, 2018;Nurcholifah et al, 2021;Runisah & Ismunandar, 2020) which stated that student self-regulated learning in problembased learning (Scientific approach) affected creative thinking skills in mathematics.…”

Section: The Influence Of Mathematical Creative Thinking Ability On S...supporting

confidence: 78%

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

Mubarika

Faiqoh

Susilawati

et al. 2022

J.Kre

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The purpose of this study was to improve the ability of creative thinking, to see the picture of self-regulated learning, and to analyze the effect of creative thinking ability on self-regulated learning through the implementation of the Scientific approach. This research method is a mixed method of insertion type. The research instrument used was a creative thinking ability test, observation, self-regulated learning scale, and interviews. The population in this study were students in a private high school in Bandung with a sample of 2 classes. The increase in creative thinking skills was analyzed by normalized gain scores, the description of self-regulated learning was analyzed by Post Hoc Tests, while the effect of creative thinking skills on self-regulated learning was used regression analysis. The results showed that the increase in the creative thinking ability of students who received the Scientific approach was better than the students who received conventional learning, there was no difference in the self-regulated learning of students who received learning using the Scientific approach and conventional models, and there was no difference the effect of creative thinking ability on self-regulated learning in learning with scientific approaches, and conventional ones.Tujuan penelitian ini adalah untuk meningkatkan kemampuan berfikir kreatif, melihat gambaran kemandirian belajar, dan menganalisis pengaruh kemampuan berfikir kreatif terhadap kemandirian belajar melalui implementasi pendekatan scientific. Penelitian ini menggunakan metode campuran tipe penyisipan. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kreatif, observasi, skala kemandirian belajar, dan wawancara. Populasi dalam penelitian ini adalah peserta didik di salah satu SMA swasta Bandung dengan sampel sebanyak 2 kelas. Peningkatan kemampuan berpikir kreatif dianalisis dengan skor gain ternormalisasi, gambaran kemandirian belajar dianalisis dengan Tes Post Hoc, sedangkan pengaruh kemampuan berpikir kreatif terhadap kemandirian belajar digunakan analisis regresi. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berfikir kreatif peserta didik yang memperoleh pendekatan Scientific lebih baik daripada peserta didik yang memperoleh pembelajaran konvensional, tidak terdapat perbedaan kemandirian belajar peserta didik yang memperoleh pembelajaran dengan pendekatan Scientific maupun konvensional, serta tidak terdapat pengaruh kemampuan berfikir kreatif terhadap kemandirian belajar pada pembelajaran dengan pendekatan Scientific, maupun konvensional.

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Section: The Influence Of Mathematical Creative Thinking Ability On S...supporting

confidence: 78%

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

Mubarika

Faiqoh

Susilawati

et al. 2022

J.Kre

View full text Add to dashboard Cite

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“…

This is in line with (Meral & Putri, 2022) said that in the age of technology, like moment this , there is many method for understand draft mathematics with a fun way that does not only fixated on numbers and formulas sheer . s wrong one branch knowledge that can our learn that is understand draft mathematics in element culture Thing the could help our as generation successor nation for understand culture nation with a learning system through math , no Becomes confidential that progress technology will impact to eroded culture local because assumption ancient , then with existence system update mathematics with draft culture could help our for u k more understand culture based on numbers , this is certainly very fun to do because as we know that our own nation has various cultures that spread from Sabang to Merauke, the diversity of tribes, ethnicities, cultures, and customs can make the planting of the same mathematical concepts with different cultural elements as said by Indah that cultural values are national characters that must be instilled from an early age so that each individual is able to understand, interpret, appreciate, and interpret the importance of cultural values in aspects of life.Learning mathematics based on Ethnomathematics has become one of the bridges between culture and education, especially mathematics.

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supporting

confidence: 75%

“…The goals of education in the 21 st century are: with To do preservation and promotion culture, language, and literature through Education field. (Meral & Putri, 2022) With that , math takes role important To use increase innovation to lead students ' opinions to get out of the fear of numbers in learning mathematics. One way that can be taken to follow make the aspiration of 21 st century education is to develop mathematics into concepts that are new and close to students so that it can be easily reached by students' mindsets.…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematical exploration of the “Ompangan” tradition of the Jember Madura community

Wahyuni

Apriyono

Anggriani

2023

Int.J.Trends.Math.Edu.Research

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Culture is closely related to the lives of Indonesian people, in the current era of technological sophistication, culture is one of the means to study science, one of which is ethnomathematics. Ethnomathematics is a branch of mathematics that uses culture as a means to deepen the knowledge and concepts of mathematics education through the role of culture in society. This study focuses on the ethnomathematical exploration of the “ompangan” tradition of the Jember Madura community in Kalisat with the aim of describing ethnomathematics in the ompangan tradition of the community and formulating the concept of mathematical calculations. This research took place at Jalan Diponegoro Dusun Krajan 1 RT/RW 012/004 Glagahwero Kalisat. This study uses a qualitative method with a descriptive approach, with data collection techniques through interviews and observations. The results showed that the ompangan culture contained mathematical concepts in it that linked culture to the mathematical counting process, namely the concept of worth comparison and a system of linear equations used to determine the number of goods with the same price or value.

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“…This learning independence can affect students' mathematical creative thinking abilities. This is supported by the results of research conducted by (Mauludin &Nurjaman, 2018) which show that independent learning affects students' mathematical creative thinking abilities.…”

Section: Introductionmentioning

confidence: 53%

Profile of Learning Independence in Achieving Creative Thinking Ability of Vocational School Students

Hikmah

Khairunnisa

Nuriadin

2020

JIPM

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This research focuses on the profile of learning independence in achieving the mathematical creative thinking skills of vocational school students. This research was conducted in class X SMK with subjects consisting of 5 students. Data collection techniques using questionnaires, tests, and interviews. Data analysis was carried out through data reduction, data presentation, data interpretation, and conclusion drawing. In this study, data reduction was carried out by grouping students into high, medium, and low levels of learning independence through a learning independence questionnaire. Furthermore, the data is presented with a description of the characteristics of the creativity level of students who have high learning independence in solving math problems. Then draw conclusions. Researchers used triangulation methods to compare data. The results of this study are that students have a high level of learning independence and students have difficulty working on tasks of mathematical creative thinking skills so that it takes a long time to do. Students are required to have activeness, own initiative, be resilient and persistence in learning. Students can involve various resources and activities such as reading alone, group study, and question exercises in order to improve their mathematical creative thinking skills

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Pengaruh Self Regulated Learning Terhadap Kemampuan Berpikir Kreatif Matematis Siswa Sma

Cited by 8 publications

References 2 publications

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

Ethnomathematical exploration of the “Ompangan” tradition of the Jember Madura community

Profile of Learning Independence in Achieving Creative Thinking Ability of Vocational School Students

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