Students’ Divergent Thinking Ability in Finishing Economics Mathematical Test Using CEM-Learning (C-Learning, E-Learning, M-Learning) at Universitas Pamulang

Abstract

This research aims to describe the divergent thinking ability of students in economic mathematics learning through CEM learning (C-learning, E-learning, M-learning) at Universitas Pamulang which supplies blended learning at Accounting Department, Faculty of Economy. The components used to find out the students’ ability of divergent thinking are fluency, flexibility, originality, and elaboration. This research applies qualitative approach by using descriptive method. The subjects of this research are accounting students who are taking Economic Mathematics, which uses CEM Learning (c-learning, e-learning, and m-learning) at Universitas Pamulang. The samples are taken by purposive sampling method. The data are taken by giving them Economics Mathematical test, analysing the tests’ results, grouping students to be interviewed related to the tests’ results. The interview is aimed to clarify the test results related to problem solving the economic mathematics test in divergent thinking. The data are analyzed by using triangulation technique. The findings show that CEM-learning (c-learning, e-learning, and m-learning) in students’ initial ability is fairly good. This is proven by the results of economic mathematical test in the, which are in the intermediate level, which was to formulate more than one ways to finish statistical test or problem. However, they were not able to answer on their ways. The components absorbed were fluency, originality, and elaboration

Kemampuan Berpikir Divergen Ditinjau Dari Math Anxiety Dan Gender Pada Pembelajaran Matematika

“…Tinjauan menyeluruh literatur mengungkapkan bahwa kemampuan berpikir divergen dalam pembelajaran matematika dapat dipengaruhi oleh math anxiety dan gender, kelemahan berpikir divergen peserta didik sering terlihat pada indikator fleksibilitas, peserta didik hanya menggunakan satu perspektif, pada nyatanya persoalan matematika dapat diselesaikan (Ibnatur Husnul & Hasanah, 2020;Poves et al, 2020;Faridah & Ratnaningsih, 2018), kemampuan berpikir divergen dapat ditingkatkan melalui pembelajaran yang merujuk pada proses berpikir kreatif anak dengan melalukan eksplorasi cara belajar dan membantu peserta didik agar terhindar dari rasa cemas dalam belajar matematika, math anxiety memiliki peran yang melibatkan proses berpikir kreatif dan melakukan eksplorasi hal-hal lain, namun math anxiety dapat tumbuh pula melalui lingkungan yang dihadapi dalam proses pembelajaran berlangsung, gender seorang peserta didik melibatkan bagaimana peserta didik tersebut menghadapi masalah matematika dan menerima motivasi dalam belajar, math anxiety pada setiap gender dapat dikontrol dengan memberikan motivasi atau penguatan pada peserta didik, namun bentuk motivasi yang diberikan tergantung pada gender peserta didik, karena gender mempengaruhi cara pandang dalam pembelajaran matematika. Menurut basis bukti literatur, kemampuan berpikir divergen dapat dipengaruhi oleh math anxiety dan gender.…”