Proses Berpikir Kreatif Mahasiswa dalam Pengajuan Masalah Matematika Ditinjau dari Perbedaan Gender

Arvianto, Ilham Rais

doi:10.25273/jipm.v6i2.2180

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Pengajuan masalah adalah aktivitas sintetis dan tugas divergen yang pada dasarnya memiliki banyak jawaban (Kojima dkk., 2013). Pengajuan masalah dapat diartikan sebagai perumusan atau pembentukan soal atau pertanyaan soal dari sebuah situasi (informasi) yang telah disediakan (Arvianto, 2018). Pengajuan masalah dipandang sebagai aktivitas penting dalam pendidikan matematika.…”

Section: Pendahuluanunclassified

Karakteristik Analogi Siswa Sekolah Dasar Dalam Pengajuan Masalah Luas Daerah

Eksanti,

Amir

2023

Jurnal Pendidikan dan Riset Matematika

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This study aims to identify the characteristics of elementary school students' analogies in proposing area problems. The method used in this research is descriptive qualitative using a case study approach. The characteristics of analogy in the submission of area problems can be categorized into three: (1) Identical-reformulation is rearranging the elements in the problem structure in ways that do not change the nature of the problem. (2) Identical-different-reconstruction is modifying and maintaining some elements of the form in the initial problem so that the resulting problem looks slightly different. (3) Different-imitation is changing and adding new shape elements that are not in the initial problem to produce a different problem. The results of the research showed that the characteristic most often found in students is imitation, where the problem produced is different from the initial problem given. So the different imitation characteristics that appear most often correspond to replacement characteristics, namely the problem posing product based on the initial problem or source problem by changing the context of the problem, namely changing the shape of the cake slice.

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Section: Pendahuluanunclassified

Karakteristik Analogi Siswa Sekolah Dasar Dalam Pengajuan Masalah Luas Daerah

Eksanti,

Amir

2023

Jurnal Pendidikan dan Riset Matematika

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“…Gender dapat didefinisikan sebagai perbedaan peran, atribut, sikap tindakan atau perilaku, yang tumbuh dan berkembang dalam masyarakat yang di anggap masyarakat pantas untuk lali-laki dan perempuan (Irfan, 2013). Menurut Arvianto (2018), gender merupakan jenis kelamin bawaan lahir yang dipengaruhi oleh faktor sosial dan budaya serta karakteristik yang membedakan antara individu-individu. Dipertegas Mubeen (2013) bahwa anak laki-laki berbeda dari anak perempuan dalam pencapaian prestasi, sehingga gender harus menjadi perhatian penting bagi pendidik dalam mendesain model pembelajarannya.…”

Section: Genderunclassified

Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Pemecahan Masalah Peserta Didik dalam Pembelajaran Fisika Ditinjau dari Gender

Febriani

Tawil

Sari

2021

Msn

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The study aims at analyzing the difference of problem solving skills between: (1) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) the students taught by using problerm-based learning model and the ones taught by using guided inquiry learning model with male gender, (3) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model with female gender, and (4) the interaction between problem-based and quided inquiry learning model and gender on problem solving skills of students. The study is quasi-experiment research with treatment by level 2x2 design. The research population was all students of grade X MIA at SMAN 9 Makassar. The technique used in talking the sample was simple random sampling and obtained grade X MIA5 and X MIA7 as the experiment classes and grade X MIA8 and X MIA9 as the control classes. The results of the study reveal that (1) there is a difference of problem solving skills between students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) for male gender students, there is a difference between the ones taught by using problem-based skills and ones taught by using quided inquiry learning model, (3) for female gender students, there is a difference between the ones taught by using problem-based skills and the ones taught by using quided inquiry learning model, and (4) there is no interaction between learning model and gender on problem solving skills of students. This study is expected to be a reference in determining the strategy and innovative learning model to improve learning quality so the students are active in learning process, thus it can improve problem solving skills of students.

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“…Sehingga dari penelitian proses berpikir kreatif siswa bergaya kognitif impulsif dan reflektif dalam mengajukan masalah yang telah dilakukan menunjukkan bahwa siswa yang mempunyai gaya kognitif reflektif cenderung lebih kreatif dalam mengajukan masalah dari pada siswa yang mempunyai gaya kognitif impulsif. Penelitian tentang proses berpikir kreatif dalam mengajukan masalah matematika juga dilakukan oleh Arvianto (2018). Penelitian yang membahas tentang proses berpikir kreatif mahasiswa dalam mengajukan masalah ditinjau dari perbedaan gender, hasil penelitian menunjukkan bahwa proses berpikir kreatif mahasiswa laki-laki dan perempuan tidak memiliki perbedaan yang signifikan dalam tahap persiapan, akan tetapi terdapat perbedaan pada tahap inkubasi, iluminasi, dan verifikasi.…”

Section: Hasil Dan Pembahasanunclassified

Proses Berpikir Kreatif Proses Berpikir Kreatif Siswa SMP Bergaya Kognitif Impulsif dan Reflektif dalam mengajukan masalah matematika

Qulub¹

2020

MATHEdunesa

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Problem posing can be used to see creative thinking skills. In posing a problem, each student has a different way of thinking, because the way students process the information they receive is different. This difference is known as cognitive style. Cognitive styles that are based on time differences and students' accuracy in responding to something can be divided into two, namely impulsive and reflective cognitive styles. The purpose of this research is to describe the creative thinking process of junior high school students with impulsive and reflective cognitive style in posing mathematical problems. The method used is descriptive method with a qualitative approach. Based on the results of the MFFT test and the TPM test, two research subjects were obtained, namely one impulsive cognitive style subject and one reflective cognitive style subject. The results showed that the creative thinking process of students with impulsive cognitive style in posing mathematical problems, namely: the stage of synthesizing ideas, the subject reads information, concludes the problem then remembers the experience of working on relevant questions, the subject does not require a long time at this stage; in the idea building stage, the subject relates the experience of working on a problem with the information on the test so that the subject can create an idea; in planning the implementation stage, the subject makes a question framework based on the ideas obtained, namely the purchase of goods in packages; the stage of implementing the idea, the subject applies the idea that has been obtained. The subject re-checks the questions and solutions to check whether they are correct. The subject believes that the problems and solutions made are correct. The creative thinking process of the subject in a reflective cognitive style in posing a mathematical problem, namely: the stage of synthesizing an idea, the subject repeatedly reads the test to understand the information then remembers the experience of working on the relevant questions, the subject takes quite a long time at this stage; the idea building stage, the subject associates the experience he has with the information on the test so that the subject can make more than one idea; the stage of planning the implementation, the subject chooses an idea that he feels can solve it, the subject uses a textbook as a reference in making questions, the subject makes questions about purchasing items that are separate from the package; the stage of applying the idea, the subject applies the idea that has been selected, the subject can make two questions. The subject re-checks the questions and solutions made to check whether they are correct. The subject believes that both the problems and the solutions made are correct.

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Proses Berpikir Kreatif Mahasiswa dalam Pengajuan Masalah Matematika Ditinjau dari Perbedaan Gender

Cited by 4 publications

References 3 publications

Karakteristik Analogi Siswa Sekolah Dasar Dalam Pengajuan Masalah Luas Daerah

Karakteristik Analogi Siswa Sekolah Dasar Dalam Pengajuan Masalah Luas Daerah

Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Pemecahan Masalah Peserta Didik dalam Pembelajaran Fisika Ditinjau dari Gender

Proses Berpikir Kreatif Proses Berpikir Kreatif Siswa SMP Bergaya Kognitif Impulsif dan Reflektif dalam mengajukan masalah matematika

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