Mengembangkan Kemampuan Berpikir Kreatif dan Rasa Ingin Tahu Melalui Model Pembelajaran Berbasis Masalah
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Feb 1, 2016
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Abstract
Tujuan utama pembelajaran matematika adalah pemecahan masalah, sehingga proses pemecahan masalah menjadi bagian penting dalam pembelajaran. Model pembelajaran berbasis masalah menyediakan sebuah struktur penemuan yang dapat membantu siswa belajar lebih mendalam dan mengarahkan siswa pada pemahaman yang lebih luas. Pemahaman tersebut diperoleh melalui interaksinya dengan masalah dan proses penyelidikan, sehingga akan menstimulus siswa untuk mengembangkan kemampuan kognitifnya. Salah satu kemampuan kognitif yang perlu dikembangkan adalah kemampuan berpikir kreatif. Ketika kemampuan berpikir kreatif berkembang maka akan melahirkan gagasan (ide), menemukan hubungan yang saling berkaitan, membuat dan melakukan imajinasi, serta mempunyai banyak perspektif terhadap suatu hal. Siswa yang memiliki kemampuan berpikir kreatif tinggi cenderung akan merasa tertantang dan tertarik untuk menyelesaikan berbagai masalah dalam belajar. Ketertarikan untuk menyelesaikan masalah ini juga menyebabkan munculnya rasa ingin tahu. Melalui rasa ingin tahu, belajar bukan sekedar mengetahui namun mengeksplorasi guna mengetahui lebih lanjut sehingga memberi makna atas apa yang diperoleh dalam proses belajar. Dalam pembelajaran, rasa ingin tahu sangat diperlukan untuk memperoleh hubungan konsep yang sudah dipelajari dan yang sedang dipelajari, sehingga dapat menyelesaikan masalah yang dihadapai. Dengan demikian, pembelajaran berbasis masalah menitikberatkan pada aktivitas penyelidikan yang dapat memunculkan kemampuan berpikir kreatif dan rasa ingin tahu. Oleh karena itu, model pembelajaran berbasis masalah dalam pembelajaran matematika dapat dijadikan salah satu alternatif solusi untuk mengembangkan kemampuan berpikir kreatif dan rasa ingin tahu dalam menyelesaikan permasalahan yang dihadapi.
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Mardhiyana, D., & Sejati, E. O. W. (2016). Mengembangkan Kemampuan Berpikir Kreatif dan Rasa Ingin Tahu Melalui Model Pembelajaran Berbasis Masalah. PRISMA, Prosiding Seminar Nasional Matematika, 672-688. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/21686
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References
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[54] Zuss, M. 2008. The Practice of Theoretical Curiosity. New York: Springer.
[2] Arends, R. I., & Kilcher, A. 2010. Teaching for Student Learning; Becoming an Accompilished Teacher. New York, NY: Routhledge.
[3] Arends. 2008. Learning to Teach (Belajar untuk Mengajar). (terjemahan Helly Prajitno Soetjipto & Sri Mulyantini Soetjipto). New York, NY: The McGraw-Hill Campanies, Inc. (Buku asli diterbitkan tahun 2007).
[4] Aydinli, J. M. 2007. Problem Based-Learning and Adult English Language Learners. Washington: Center for Adult English Language Acquisition (CAELA) Brief. (online). (http://www.cal.org/adultesl/pdfs/problem-based-learning-and-adult-english-language-learners.pdf. diakses 16 Oktober 2010)
[5] Bahar, A. K. & Maker, C. J. 2011. Exploring the Relationship Between Mathematical Creativity and Mathematical Achievement. Asia-Pasific Journal of Gifted and Talented Education, Volume 3, Issue 1, 33-48.
[6] Cheong, F. 2008. Using a Problem-Based Learning Approach to Teach an Intelligent Systems Course. Journal of information technology education, volume 7, 47-60.
[7] Collins, R. P., Litman, J. A., & Spielberger, C. D. 2004. The Measurement of Perceptual Curiosity. Personality and individual differences, 36, 1127-1141.
[8] Crow, L. & Crow, A. 1984. Psikologi Pendidikan. Yogyakarta: Nurcahaya.
[9] Daskolia, M., Dimos, A., Kampylia, P. G. 2012. Secondary Teachers’ Conceptions of Creative Thinking Within the Context of Environmental Education. International Journal of Environmental & Science Education,Vol. 7, 269-290.
[10] Davis, G. A. 2012. Anak Berbakat & Pendidikan Keberbakatan. (Terjemahan Ati Cahayani). Scottsdale: Great Potential Press. (Buku asli diterbitkan tahun 2006).
[11] Delisle, R. 1997. How to Use Problem-Based-Learning in Classroom. Alexandria, Virginia: ASCD.
[12] Duch, B. J., Groh, S. E. & Allen, D. E. 2001. The Power of Problem-Based Learning: A Practical How to for Teaching Undergraduate Courses in Any Discipline. Sterling, VA: Stylus.
[13] Eggen, P., & Kauchak, D. 2012. Strategi dan Model Pembelajaran Mengajar: Konten dan Keterampilan Berpikir. (terjemahan Satrio Wahono). Boston: Pearson Educational Inc. (Buku asli diterbitkan tahun 2012).
[14] Elliott, S. N., et al. 2000. Education Psychology: Effective Teaching, Effective Learning (3rd ed.). New York, NY: Mc Grow Hill.
[15] Engel, S. 2003. Children’s Need to Know: Curiosity in School; Vol 81. (http://search.proquest.com/docview/196853833?accountid-31324, diakses 20 Oktober 2014).
[16] Engel, S. 2015. The Hungry Mind: The Origins of Curiosity in Childhood. Cambridge: Harvard University Press.
[17] Fathurrohman, Suryana & Fatriani. 2013. Pengembangan Pendidikan Karakter. Bandung: PT. Refika Aditama.
[18] Ghufron, N. & Rini, R. S. 2014. Teori-teori Psikologi. Yogyakarta: Ar-Ruzz media.
[19] Gorman, R. M. 1974. The Psychology of Classroom Learning. Columbus: Charles E. Merrill Publishing Company.
[20] Haylock, D. 1997. Recognizing Mathematical Creativity in School Children. Zentralblattfur Didaktik der Mathematik, 29, 63-67.
[21] Herman, T. 2007. Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Matematis Tingkat Tinggi Siswa Sekolah Menengah Pertama. Jurnal Educationist, 1, 47-56.
[22] Iskandar. 2009. Psikologi Pendidikan Sebuah Orientasi Baru. Jambi: Gaung Persada.
[23] Jones, J. B., & Flint, L. J. (Eds.). 2013. The Creative Imperative: School Librarians and Teachers Cultivating Curiosity Together. Santa Barbara: Libraries Unlimited ABC-CLIO.
[24] Kashdan, T. B., Rose, P., Fincham, F. D. 2004. Curiosity and Explorasion: Facilitating Positive Subjective Experiences and Personal Growth Oportunities. Journal of Personality Assesment, 82(3), 291-305.
[25] Kaufman, J., Plucker, J. A., Baer, J. 2008. Essential of Creativity Assessment. Hoboken: John Wiley & Sons, Inc.
[26] Kemdiknas. 2006. Peraturan menteri pendidikan nasional nomor 22, tentang standar isi untuk satuan pendidikan dasar dan menengah.
[27] Krulick, S., & Rudnick, J. A. 1995. A New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Boston, MA: Allyn & Bacon.
[28] Lefrançois, G. R. 2000. Psychology for Teaching. Boston: Wadsworth.
[29] Litman, J. A. & Spielbeger, C. D. 2005. Measuring Epistemic Coriosity and Its Deversive and Specific Components. Journal of Personality Assesment, 80(1), 75-86.
[30] MacMath, S., Wallace, J., & Xiaohong, C. 2009. Problem-Based Learning in Mathematics, A Tool for Developing Students Conceptual Knowledge. The Literacy and Numeracy Secretariat. Research Monograph #22, (online). (http://edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html, diakses 6 Juli 2014).
[31] Massa, N. M. 2008. Problem-Based Learning (PBL): A Real-World Antidote to The Standards and Testing Regime. The new england journal of higher education; Winter 2008; 22, 4; pp. 19-20.
[32] McEllmeel, S. L. 2002. Character Education: A Book Guide for Teachers, Librarians, and Parents. Colorado: Greenwood Publishing Group, Inc.
[33] McGregor, D. 2007. Thinking; Developing Learning. A Guide to Thinking Skills in Education. Berkshire, England: Open University Press.
[34] Moeller, M., Cutler, K., Fiedler, D., et al. 2013. Visual Thinking Strategies Creative and Critical Thinking: The Synergy that Occurs Between Creativity and Critical Thinking Allows Powerful Learning to Occur. Phi Delta Kappan, Vol 95, 56-60. (http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91859537&site=ehost-live, diakses 1 Juni 2015).
[35] Munandar, U. 1985. Mengembangkan Bakat dan Kreativitas Anak Sekolah. Jakarta: Gramedia.
[36] Nowotny, H. 2008. Insatiable Curiosity. Innovation in a Fragile Future. (Terjemahan Mitch Cohen). Cambridge, MA: The Massachusetts Institute of Technology Press. (Buku asli diterbitkan tahun 2005).
[37] Padmavathy, R. D. & Mareesh, K. 2013. Effectiveness of Problem Based Learning in Mathematics. International Multidiciplinary e-Journal, 2, 45-51.
[38] Park, S. & Seung, E. 2008. Creativity in The Science Classroom. The Science Teacher, Vol 75, 45-48. (http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=34108037&site=ehost-live, diakses 1 Juni 2015).
[39] Pehkonen, E. 1997. The State-of Art in Mathematcal Creativity. Zentralblattfur Didaktik der Mathematik, 29, 63-67.
[40] Reio, T. G., et al. 2006. The Measurement and Conceptualization of Curiosity. The Journal of Genetic Psychology, 167(2), 117-135.
[41] Renner, B. 2006. Curiosity About People: The Development of a Sosial Curiosity Measure in Adults, Journal of Personality Assesment, 83(3), 305-316.
[42] Samani, M. & Hariyanto. 2012. Konsep dan Model Pendidikan Karakter. Bandung: PT. Remaja Rosdakarya.
[43] Santrock, J. W. 2011. Educational Psychology. New York: McGraw-Hill Companies.
[44] Schmitt, F. F. & Lahroodi, R. 2008. The Epistemic Value of Curiosity. Educational Theory, 58, 125-148.
[45] Sears, S. J. 2002. Contextual Teaching and Learning: A Primer for Effective Instruction. Indiana, USA: Phi Delta Kappa International.
[46] Sternberg, R. J. 2003. Creative Thinking in The Classroom. Scandinavian Journal of Education Research, Vol 47, No. 3, 325-338.
[47] Stones, E. 1984. Psychology of Education: A Pedagogical Approach. New York, NY: Methuen & Co. Ltd.
[48] Sumarmo, U. 2010. Berpikir dan Disposisi Matematik: Apa, Mengapa, dan Bagaimana Dikembangkan pada Peserta Didik. (https://www.scribd.com/doc/76353753/Berfikir-Dan-Disposisi-Matematik-Utari, diakses 15 Februari 2015).
[49] Tan, O. S. 2003. Problem-Based Learning Innovation: Using Problems to Power Learning in the 21st Century. Shenton Way, Singapore: Cengage Learning.
[50] Tan, O. S., Teo, C.T. & Chye, S. 2009. Problems and Creativity. Dalam Tan, O. S. (Ed.), Problems-Based Learning and Creativity (pp.1-13). Singapore: Cengage Learning.
[51] Warsono & Hariyanto. 2013. Pembelajaran Aktif. Bandung: Remaja Rosdakarya.
[52] Woolfolk, A. 2007. Educational Psychology. Boston: Pearson Education.
[53] Yuan, X. & Sriraman. 2011. An Exploratory Study of Relationships Between Students’ Creativity and Mathematical Problem-Posing Abilities. Dalam Sriraman, Bharath & Kyeong Hwa Lee (Eds.), The Element of Creativity and Giftedness in Mathematics (pp.6-28). Rotterdam: Sense Publishers.
[54] Zuss, M. 2008. The Practice of Theoretical Curiosity. New York: Springer.