Kreativitas Matematis Siswa Kelas VIII Ditinjau dari Adversity Quotient dalam Setting PBL dengan Pendekatan RME pada Materi SPLDV
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Feb 28, 2020
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Abstract
Tujuan penelitian ini adalah menguji kualitas pembelajaran dalam setting PBL dengan pendekatan RME dalam meningkatkan kreativitas matematis siswa dan mendeskripsikan kreativitas matematis siswa melalui penerapan pembelajaran dalam setting PBL dengan pendekatan RME ditinjau dari Adversity Quotient. Metode yang digunakan dalam penelitian ini adalah mixed methods dengan menggunakan model concurrent embedded. Desain pada penelitian adalah Pretest-Posttest Control Group Design. Hasil penelitian menunjukkan bahwa pembelajaran dalam setting PBL dengan pendekatan RME berkualitas dalam meningkatkan kreativitas matematis siswa: kreativitas matematis siswa mencapai ketuntasan rata-rata dan ketuntasan klasikal, terdapat peningkatan kreativitas matematis siswa setelah diadakan pembelajaran dengan kriteria peningkatan sedang, serta kreativitas matematis siswa melalui pembelajaran matematika dalam setting PBL dengan pendekatan RME lebih baik daripada kreativitas matematis siswa yang menggunakan pembelajaran biasa. Deskripsi kreativitas matematis siswa berdasarkan Adversity Quotient diperoleh bahwa siswa climbers belum tentu memiliki kreativitas matematis yang lebih baik daripada siswa campers-climbers maupun siswa campers. Demikian pula, siswa campers-climbers belum tentu memiliki kreativitas matematis yang lebih baik daripada siswa campers.
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Sabiila, A., Waluya, S., & Junaedi, I. (2020). Kreativitas Matematis Siswa Kelas VIII Ditinjau dari Adversity Quotient dalam Setting PBL dengan Pendekatan RME pada Materi SPLDV. PRISMA, Prosiding Seminar Nasional Matematika, 3, 435-448. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/37680
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References
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Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics Education. Encyclopedia of Mathematics Education, 521–525. (Online). (https://doi.org/10.1007/978-94-007-4978-8_170, diakses 30 Januari 2018).
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Matore, M. E. E. M., Khairani, A. Z., & Razak, N. A. (2015). The Influence of AQ on the Academic Achievement among Malaysian Polytechnic Students. International Education Studies, 8(6), 69–74. (Online). (https://doi.org/10.5539/ies.v8n6p69, diakses 28 April 2019).
Parvathy, U., & Praseeda, M. (2014). Relationship between Adversity Quotient and Academic Problems among Student Teachers. IOSR Journal Of Humanities And Social Science Social Science, 19(11), 23–26. (Online). (https://pdfs.semanticscholar.org/3dfb/f7c8ff92cf1e84fc8c79503cf8fbd4721a79.pdf, diakses 28 April 2019).
Prabhu, V., & Czarnocha, B. (2014). Democratizing Mathematical Creativity Through Koestler’s Bisociation Theory. In Proceedings of the joint meeting of PME (Vol. 6). (Online). (http://www.hostos.cuny.edu/MTRJ/archives/volume6/issue4/Democratizing Mathematical Creativity.pdf, diakses 27 Februari 2018).
Savery, J. R. (2006). Overview of PBL: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. (Online). (https://doi.org/10.7771/1541-5015.1002, diakses 20 Februari 2018).
Sriraman, B. (2004). The characteristics of mathematical creativity. ZDM - International Journal on Mathematics Education, 41(1–2), 13–27. (Online). (https://doi.org/10.1007/s11858-008-0114-z, diakses 28 Februari 2018).
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1), 51–61. (Online). (https://doi.org/10.1177/1469787417693510, diakses 6 Juni 2018).
Stoltz, P. G. (2007). Adversity Quotient: Mengubah Hambatan Menjadi Peluang. (Y. Hardiwati, Penyunting; T. Hermaya, Penerjemah). Jakarta: PT Grasindo.
Sudjana. (2005). Metoda Statistika. Bandung: Tarsito.
Sugesti, F. E., Budiyono, B., & Subanti, S. (2014). Eksperimentasi Model Pembelajaran Kooperatif Tipe Structured Numbered Heads (SNH) dan Two Stay Two Stray (TSTS) dengan Pendekatan Realistic Mathematics Education (RME) pada Prestasi Belajar Matematika Ditinjau dari Adversity Quotient (AQ) Siswa. Journal of Mathematics and Mathematics Education, 4(1), 1–10. (Online). (http://www.jurnal.fkip.uns.ac.id/index.php/jmme/article/download/10029/7406, diakses 25 Maret 2019).
Sugiyanto. (2009). Model-Model Pembelajaran Inovatif. Surakarta: Yuma Pustaka.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta.
Sugiyono. (2016). Metode Penilitian Pendidikan. Bandung: Alfabeta.
Uzel, D., & Uyangor, S. M. (2006). Attitudes of 7th class students toward mathematics in realistic mathematics education. International Mathematical Forum, 1(39), 1951–1959. (Online). (https://doi.org/10.4236/ce.2013.47A1001, diakses 6 Mei 2018).
Wicaksana, H., & Usodo, B. (2016). Eksperimentasi Model Pembelajaran Problem Based Learning (PBL) dan Discovery Learning (DL) dengan Pendekatan Saintifik pada Materi Himpunan Ditinjau dari Adversity Quotient (AQ) Siswa. Jurnal Elektronik Pembelajaran Matematika, 4(3), 258–269. (Online). (https://jurnal.uns.ac.id/jpm/article/download/10874/9750, diakses 25 Maret 2019).
Ardiansyah, A. S., Junaedi, I., & Asikin, M. (2018). Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient. Unnes Journal of Mathematics Education Research, 7(143), 61–70. (Online). (https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/24217, diakses 11 Februari 2019).
Ceker, E., & Ozdamli, F. (2016). Features and characteristics of problem based learning. Cypriot Journal of Educational Science, 11(4), 195–202. (Online).( https://files.eric.ed.gov/fulltext/EJ1140792.pdf, diakses 20 Februari 2018).
Danielson, C. (2013). Framework for Teaching: Evaluation Instrument. Nordic Journal of Philosophical Logic, 5(2). (Online). (http://www.loccsd.ca/~div15/wp-content/uploads/2015/09/2013-framework-for-teaching-evaluation-instrument.pdf, diakses 30 Agustus 2018).
Darojat, L. (2016). Kemampuan Pemecahan Masalah Siswa Dalam Menyelesaikan Soal Open Ended Berdasarkan AQ Dengan Learning Cycle 7E. Unnes Journal of Mathematics Education Research, 5(1), 1–8. (Online). (https://journal.unnes.ac.id/sju/index.php/ujmer/article/download/12908/7044, diakses 28 April 2019).
Demirel, M., & Dağyar, M. (2016). Effects of Problem-Based Learning on Attitude: A Metaanalysis Study. EURASIA Journal of Mathematics, Science & Technology Education, 12(8), 2115–2137. (Online). (https://doi.org/10.12973/eurasia.2016.1293a, diakses 6 Juni 2018).
Hake, R. R. (1999). Analyzing change/gain scores. (Online). (http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf, diakses 9 Agustus 2018).
Hema, G., & Gupta, S. M. (2015). Adversity Quotient for Prospective Higher Education. The International Journal of Indian Psychology, 2(3), 49–64. (Online). (http://oaji.net/articles/2015/1170-1432714388.pdf, diakses 28 April 2019).
Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics Education. Encyclopedia of Mathematics Education, 521–525. (Online). (https://doi.org/10.1007/978-94-007-4978-8_170, diakses 30 Januari 2018).
Hidayat, W., & Sariningsih, R. (2018). Kemampuan Pemecahan Masalah dan Adversity Quotient Siswa SMP melalui Pembelajaran Open Ended. Jurnal Nasional Pendidikan Matematika, 2(1), 109–118. (Online). (http://jurnal.unswagati.ac.id/index.php/JNPM/article/download/1027/683, diakses 16 Juli 2018).
Idris, N., & Nor, N. M. (2010). Mathematical creativity: Usage of technology. Procedia - Social and Behavioral Sciences, 2(2), 1963–1967. (Online). (https://doi.org/10.1016/j.sbspro.2010.03.264, diakses 13 Mei 2018).
Leikin, R. (2013). Evaluating Mathematical Creativity: The Interplay between Multiplicity and Insight. Psychological Test and Assessment Modeling, 55(4), 385–400. (Online). (http://www.psychologie-aktuell.com/fileadmin/download/ptam/4-2013_20131217/04_Leikin.pdf, diakses 16 Juli 2018).
Mann, E. L. (2006). Creativity: The Essence of Mathematics. Journal for the Education of the Gifted, 30(2), 236–260. (Online). (https://doi.org/10.4219/jeg-2006-264, diakses 22 Mei 2016).
Mann, E. L., Chamberlin, S. A., & Graefe, A. K. (2017). The Prominence of Affect in Creativity: Expanding the Conception of Creativity in Mathematical Problem Solving. Creativity and Giftedness, 57–73. (Online). (https://doi.org/10.1007/978-3-319-38840-3, diakses 12 Februari 2018).
Matore, M. E. E. M., Khairani, A. Z., & Razak, N. A. (2015). The Influence of AQ on the Academic Achievement among Malaysian Polytechnic Students. International Education Studies, 8(6), 69–74. (Online). (https://doi.org/10.5539/ies.v8n6p69, diakses 28 April 2019).
Parvathy, U., & Praseeda, M. (2014). Relationship between Adversity Quotient and Academic Problems among Student Teachers. IOSR Journal Of Humanities And Social Science Social Science, 19(11), 23–26. (Online). (https://pdfs.semanticscholar.org/3dfb/f7c8ff92cf1e84fc8c79503cf8fbd4721a79.pdf, diakses 28 April 2019).
Prabhu, V., & Czarnocha, B. (2014). Democratizing Mathematical Creativity Through Koestler’s Bisociation Theory. In Proceedings of the joint meeting of PME (Vol. 6). (Online). (http://www.hostos.cuny.edu/MTRJ/archives/volume6/issue4/Democratizing Mathematical Creativity.pdf, diakses 27 Februari 2018).
Savery, J. R. (2006). Overview of PBL: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. (Online). (https://doi.org/10.7771/1541-5015.1002, diakses 20 Februari 2018).
Sriraman, B. (2004). The characteristics of mathematical creativity. ZDM - International Journal on Mathematics Education, 41(1–2), 13–27. (Online). (https://doi.org/10.1007/s11858-008-0114-z, diakses 28 Februari 2018).
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1), 51–61. (Online). (https://doi.org/10.1177/1469787417693510, diakses 6 Juni 2018).
Stoltz, P. G. (2007). Adversity Quotient: Mengubah Hambatan Menjadi Peluang. (Y. Hardiwati, Penyunting; T. Hermaya, Penerjemah). Jakarta: PT Grasindo.
Sudjana. (2005). Metoda Statistika. Bandung: Tarsito.
Sugesti, F. E., Budiyono, B., & Subanti, S. (2014). Eksperimentasi Model Pembelajaran Kooperatif Tipe Structured Numbered Heads (SNH) dan Two Stay Two Stray (TSTS) dengan Pendekatan Realistic Mathematics Education (RME) pada Prestasi Belajar Matematika Ditinjau dari Adversity Quotient (AQ) Siswa. Journal of Mathematics and Mathematics Education, 4(1), 1–10. (Online). (http://www.jurnal.fkip.uns.ac.id/index.php/jmme/article/download/10029/7406, diakses 25 Maret 2019).
Sugiyanto. (2009). Model-Model Pembelajaran Inovatif. Surakarta: Yuma Pustaka.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta.
Sugiyono. (2016). Metode Penilitian Pendidikan. Bandung: Alfabeta.
Uzel, D., & Uyangor, S. M. (2006). Attitudes of 7th class students toward mathematics in realistic mathematics education. International Mathematical Forum, 1(39), 1951–1959. (Online). (https://doi.org/10.4236/ce.2013.47A1001, diakses 6 Mei 2018).
Wicaksana, H., & Usodo, B. (2016). Eksperimentasi Model Pembelajaran Problem Based Learning (PBL) dan Discovery Learning (DL) dengan Pendekatan Saintifik pada Materi Himpunan Ditinjau dari Adversity Quotient (AQ) Siswa. Jurnal Elektronik Pembelajaran Matematika, 4(3), 258–269. (Online). (https://jurnal.uns.ac.id/jpm/article/download/10874/9750, diakses 25 Maret 2019).