https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/17496
Ciptaningtyas, A. (2016). Penerapan model pembelajaran kooperatif dengan metode creative problem solving (cps) pada materi bilangan di smp kelas vii. MATHEdunesa, 5(1), 1-5. Retrieved from
https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/16655
Daimaturrohmatin, & Rufiana, I. S. (2019). Analisis kemampuan komunikasi matematis siswa ditinjau dari gaya belajar kolb. Edupedia, 3(1), 17-31. Retrieved from
http://studentjournal.umpo.ac.id/index.php/edupedia/article/view/232
Hariawan, Kamaluddin, & Wahyono, U. (2013). Pengaruh model pembelajaran creative problem solving terhadap kemampuan memecahkan masalah fisika pada siswa kelas xi sma negeri 4 palu. Jurnal Pendidikan Fisika Tadulako Online, 1(2), 48-54. Retrieved from
http://jurnal.untad.ac.id/jurnal/index.php/EPFT/article/view/2395
Hendriani, B. F., Masrukan, M., & Junaedi, I. (2017). Kemampuan pemecahan masalah dan karakter mandiri ditinjau dari gaya kognitif pada pembelajaran matematika model 4k. PRISMA, Prosiding Seminar Nasional Matematika, 38-49. Retrieved from
https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21545
Hidayat, Z. (2015). Analisis kesesuaian gaya belajar siswa menurut david kolb terhadap pemahaman konsep matematika lower order thinking (lot) dan higher order thinking (hot) di sman 45 jakarta pada materi aplikasi turunan fungsi. Dissertation. Jakarta: Program Studi Pendidikan Matematika, Jurusan Matematika, FMIPA, Universitas Negeri Jakarta. Retrieved from
http://lib.unj.ac.id/tugasakhir/index.php?p=show_detail&id=38484&keywords
Junaedi, I. (2012). Tipe kesalahan mahasiswa dalam menyelesaikan soal-soal geometri analitik berdasar newmans error analysis (nea). Kreano, Jurnal Matematika Kreatif-Inovatif, 3(2), 125-133. Retrieved from
https://journal.unnes.ac.id/nju/index.php/kreano/article/view/2872
Karim, A. (2014). Pengaruh gaya belajar dan sikap siswa pada pelajaran matematika terhadap kemampuan berpikir kritis matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 4(3), 188-195. Retrieved from
https://journal.lppmunindra.ac.id/index.php/Formatif/article/view/154
Nurmalasary. (2018). Pengaruh gaya belajar dan kemandirian belajar terhadap prestasi belajar matematika. Jurnal Kajian Pendidikan Matematika, 3(2), 189-198. Retrieved from
https://journal.lppmunindra.ac.id/index.php/jkpm/article/view/2767
Nursiam, S., & Soeprodjo. (2015). Keefektifan model pembelajaran creative problem solving berbantuan flash interaktif terhadap hasil belajar. Jurnal Inovasi Pendidikan Kimia, 9(1), 1440-1449. Retrieved from
https://journal.unnes.ac.id/nju/index.php/JIPK/article/view/4811
Pritchard, A. (2009). Ways of learning. New York: Routledge.
Purwati. (2015). Efektifitas pendekatan creative problem solving terhadap kemampuan pemecahan masalah matematika pada siswa sma. Jurnal Ilmiah Edukasi Matematika, 1(1), 39-54. Retrieved from
http://portal.widyamandala.ac.id/jurnal/index.php/jiem/article/view/245
Riau, B. E. S., & Junaedi, I. (2017). Analisis kemampuan pemecahan masalah matematik siswa kelas vii berdasarkan gaya belajar pada pembelajaran pbl. Unnes Journal of Mathematics Education Research, 5(2), 166-177. Retrieved from
https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/12933
Rofiqoh, Z., Rochmad, & Kurniasih, A. W. (2016). Analisis kemampuan pemecahan masalah matematika siswa kelas x dalam pembelajaran discovery learning berdasarkan gaya belajar siswa. Unnes Journal of Mathematics Education, 5(1), 24-32. Retrieved from
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/9344
Syazali, M. (2015). Pengaruh model pembelajaran creative problem solving berbantuan media maple 11 terhadap kemampuan pemecahan masalah matematis. Al-Jabar: Jurnal Pendidikan Matematika, 6(1), 91-98. Retrieved from
http://ejournal.radenintan.ac.id/index.php/al-jabar/article/view/58
Utami, R., Kartono, & Waluya, St. B. (2015). Pencapaian kemampuan dan keterampilan pemecahan masalah matematika siswa kelas viii pada pembelajaran model cps dan tapps. Unnes Journal of Mathematics Education, 4(3), 239-247. Retrieved from
https://journal.unnes.ac.id/sju/index.php/ujme/article/view/9060
Xu, W. (2011). Learning styles and their implications in learning and teaching. Theory and Practice in Language Studies, 1(4), 413-416. Retrieved from
http://www.academypublication.com/issues/past/tpls/vol01/04/15.pdf
Zulyadaini. (2017). Pengaruh model pembelajaran creative problem solving terhadap kemampuan pemecahan masalah matematis siswa di sma. Jurnal Ilmiah Dikdaya, 7(1), 83-93. Retrieved from
http://dikdaya.unbari.ac.id/index.php/dikdaya/article/view/34
- Abstract viewed - 318 times
- pdf downloaded - 3852 times
Affiliations
Wahyu Eka Putra Muttaqin
Public Elementary School 3 Kaliwuluh Kepil, Wonosobo, Jawa Tengah, Indonesia
Iwan Junaedi
Mathematics Education, Universitas Negeri Semarang, Indonesia
Sulhadi Sulhadi
Physical Education, Universitas Negeri Semarang, Indonesia
How to Cite
Mathematical Problem Solving Ability Based on KOLB Learning Style in Creative Problem-Solving Learning Models
Vol 8 No 8 (2019): October 2019
Submitted: Sep 26, 2019
Published: Sep 26, 2019
Abstract
The purpose of this study was to determine the quality of learning of the CPS learning model on the ability to solve math problems in fifth-grade students and describe the patterns of students' mathematical problem-solving abilities in terms of learning styles. This research is a qualitative descriptive study with the subject of fifth-grade students at Public Elementary School 1 Kalibawang, Wonosobo consisting of 18 students. The instruments used in this study were test and interview instruments. Data analysis includes reduction, presentation of data, and conclusion. The results showed the quality of learning with the CPS learning model on the ability to solve mathematical problems in both categories. It is shown with the results of the validation of proper learning tools, good quality learning, and the average score of students completing. Students with convergent learning styles can solve problems until the stage of re-checking, but at the stage of planning problem-solving lacks detail. Students with divergent learning styles can solve problems up to the stage of checking back, and can solve them well. Students with an assimilation learning style can solve problem until the re-checking stage, but at the planning stage of problem-solving are not perfect. Students with accommodation learning style can solve problem until re-checking stage, but at the stage of carrying out problem solving are not complete.