Email this article Profil Pemecahan Masalah Kreatif Siswa MA Ditinjau dari Tingkat Math Self-Efficacy
Abstract
Penelitian ini bertujuan mendeskripsikan profil pemecahan masalah kreatif siswa MA ditinjau dari tingkat math self-efficacy (MSE). Untuk mencapai tujuan peneliti menggunakan tahapan pemecahan masalah kreatif CPS Versi 6.1 yaitu membangun kesempatan, menggali data, membingkai masalah, membangkitkan ide, mengembangkan solusi, dan membangun penerimaan. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 2 siswa yaitu siswa dengan MSE tinggi dan rendah berdasarkan hasil analisis angket the PISA math self-efficacy scale. Teknik pengumpulan data adalah wawancara berbasis tugas untuk mendapatkan data mengenai pemecahan masalah kreatif siswa. Hasil penelitian menunjukkan bahwa (1) subjek dengan MSE tinggi malakukan tahapan membangun kesempatan, menggali data, membingkai masalah, membangkitkan ide (melakukan kefasihan, melakukan fleksibilitas, namun tidak melakukan kebaruan), Â mengembangkan solusi, dan membangun penerimaan; dan (2) subjek dengan MSE rendah melakukan tahapan membangun kesempatan, membingkai masalah, membangkitkan ide (melakukan kefasihan, melakukan fleksibilitas, namun tidak melakukan kebaruan), mengembangkan solusi, dan membangun penerimaan, namun tidak menggali data.
This study aimed at describing the profile creative problem solving MA students in terms of the level of math self-efficacy (MSE). To achieve objectives use creative problem-solving stage CPS Version 6.1 namely constructing opportunities, exploring data, framing problems, generating ideas, developing solutions, and building acceptance. This research is a descriptive qualitative approach. Subjects consisted of two students with high and low MSE based on the analysis of questionnaires the PISA math self-efficacy scale. The data collection technique is task-based interviews to obtain data on students' CPS. The results showed that (1) subject with high MSE doing constructing opportunities, exploring data, framing the problem, generating ideas (doing fluency, doing flexibility, without making novelty), developing solutions, and building acceptance stage; and (2) subject with low MSE doing constructing opportunities, framing the problem, generating ideas (doing fluency, doing flexibility, without making novelty), developing solutions, and building acceptance stage, without doing exploring data stage.Keywords
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