Article Sidebar

Published
Feb 6, 2020
Download
PDF
Statistic
Read Counter : 2329 Download : 899

Main Article Content

Abstract

The purpose of this study is to find out the increase in students' ability to think creatively in advocacy learning by using open-ended problems. This type of research is an experiment with nonequivalent control group design. The sample in this study were 72 students taken using random sampling techniques. The variables in this study are learning models, mathematical creative thinking abilities, and general mathematics abilities. The instruments used in this study were creative thinking tests and general mathematics tests. Data analysis techniques used in this study are statistical inference using the Mann-Whitney test and one-way ANOVA. The results showed that students who were treated with an advocacy approach by presenting open-ended problems improved their mathematical creative thinking abilities better when compared with conventional learning.

Keywords

Advocacy Approach Creative Thinking Ability General Mathematics Ability Open-Ended

Article Details

References

  1. Ariandari, W. P. (2015). Mengintegrasikan higher order thinking dalam pembelajaran creative problem solving. In Seminar Nasional Matematika dan Pendidikan Matematika UNY.
  2. Asriningsih, T. M. (2014). Pembelajaran problem posing untuk meningkatkan kemampuan berpikir kreatif siswa. Gamatika, 5(1), 19–28.
  3. Bruner, J. (1984). Vygotsky's zone of proximal development: The hidden agenda. New Directions for Child Development. https://doi.org/10.1002/cd.23219842309
  4. Creswell, J. W. (2012a). Educational research: Planning, conducting and evaluating quantitative and qualitative research. London: Pearson.
  5. Creswell, J. W. (2012b). Research design qualitative,quantitative,and mixed second edition. London: Pearson
  6. Glass, G. V., Peckham, P. D., & Sanders, J. R. (1972). Consequences of failure to meet assumptions underlying the fixed effects analyses of variance and covariance. Review of educational research, 42(3), 237-288. https://doi.org/10.3102/00346543042003237
  7. Guseva, L. G., & Solomonovich, M. (2017). Implementing the zone of proximal development: From the pedagogical experiment to the developmental education system of Leonid Zankov. International Electronic Journal of Elementary Education, 9(4), 775-786.
  8. Hasratuddin, H. (2010). Meningkatkan kemampuan berpikir kritis siswa smp melalui pendekatan matematika realistik. Jurnal Pendidikan Matematika, 4(2), 19-33. https://doi.org/10.22342/jpm.4.2.317
  9. Herlina, E. (2013). Meningkatkan disposisi berpikir kreatif matematis melalui pendekatan APOS. Infinity Journal, 2(2), 169-182. https://doi.org/10.22460/infinity.v2i2.33
  10. Ismaimuza, D. (2013). Kemampuan berpikir kritis dan kreatif matematis siswa SMP melalui pembelajaran berbasis masalah dengan strategi konflik kognitif. Sains Humanika, 63(2), 33-37.
  11. Istianah, E. (2013). Meningkatkan kemampuan berpikir kritis dan kreatif matematik dengan pendekatan model eliciting activities (MEAs) pada siswa SMA. Infinity Journal, 2(1), 43-54. https://doi.org/10.22460/infinity.v2i1.23
  12. Krulik, S, & Rudnick, J. A. (1999). Innovative tasks to improve critical and creative thinking skills. In L. V Stiff & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12 (Vol. 12). Virginia: The National Council of Teachers of Mathematics.
  13. Krulik, S., & Reys, R. E. (1980). Problem solving in school mathematics. National Council of Teachers of Mathematics 1980 Yearbook.
  14. Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov test for normality with mean and variance unknown. Journal of the American statistical Association, 62(318), 399-402.
  15. Martin, C. G., & Games, P. A. (1977). ANOVA tests for homogeneity of variance: Nonnormality and unequal samples. Journal of Educational statistics, 2(3), 187-206. https://doi.org/10.3102/10769986002003187
  16. Murphy, C., Scantlebury, K., & Milne, C. (2015). Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education. Asia-Pacific Journal of Teacher Education, 43(4), 281-295. https://doi.org/10.1080/1359866X.2015.1060291
  17. Mustikasari, M., Zulkardi, Z., & Aisyah, N. (2010). Pengembangan soal-soal open-ended pokok bahasan bilangan pecahan di sekolah menengah pertama. Jurnal Pendidikan Matematika, 4(2). https://doi.org/10.22342/jpm.4.2.820.
  18. Noer, S. H. (2011). Kemampuan berpikir kreatif matematis dan pembelajaran matematika berbasis masalah Open-Ended. Jurnal Pendidikan Matematika, 5(1), 104-111. https://doi.org/10.22342/jpm.5.1.824.
  19. Nurhasanah, S., & Julyanti, E. (2019). Pengaruh pembelajaran matematika menggunakan pendekatan advokasi berbasis masalah terbuka terhadap kemampuan pemecahan masalah matematika. Jurnal Berkala Mahasiswa, 1(1), 12–15.
  20. Pardimin, P., & Widodo, S. A. (2017). Development comic based problem solving in geometry. International Electronic Journal of Mathematics Education, 12(3), 233-241.
  21. Pardimin, P., Widodo, S. A., & Purwaningsih, I. E. (2017). Analisis butir soal tes pemecahan masalah matematika. Wacana Akademika: Majalah Ilmiah Kependidikan, 1(1), 69-76. http://dx.doi.org/10.30738/wa.v1i1.1084
  22. Permatasari, E. G., Wayhuno, E., & Adi, E. P. (2017). Kemampuan mengasosiasikan soal cerita “peluang” siswa tunanetra melalui metode penemuan terbimbing. Jurnal ORTOPEDAGOGIA, 3(2), 127-131. http://dx.doi.org/10.17977/um031v3i22017p127
  23. Posamentier, A. S., & Krulik, S. (Eds.). (2009). Problem solving in mathematics, grades 3-6: powerful strategies to deepen understanding. Corwin Press.
  24. Saefudin, A. A. (2012). Pengembangan kemampuan berpikir kreatif siswa dalam pembelajaran matematika dengan pendekatan pendidikan matematika realistik indonesia (PMRI). Al-Bidayah: Jurnal Pendidikan Dasar Islam, 4(1), 37-48.
  25. Shodikin, A. (2014). Strategi abduktif-deduktif pada pembelajaran matematika dalam peningkatan kemampuan penalaran siswa SMA. Edusentris, 1(2), 103-116. https://doi.org/10.17509/edusentris.v1i2.138
  26. Simbolon, M., Surya, E., & Syahputra, E. (2017). The efforts to improving the mathematical critical thinking student’s ability through problem solving learning strategy by using macromedia flash. America Journal of Educational Research, 5(7), 725–731.
  27. Siswono, T. Y. E. (2004). Identifikasi proses berpikir kreatif siswa dalam pengajuan masalah (problem posing) matematika berpandu dengan model wallas dan creative problem solving (CPS). Buletin Pendidikan Matematika, 6(2), 1-16.
  28. Siswono, T. Y. (2005). Upaya meningkatkan kemampuan berpikir kreatif siswa melalui pengajuan masalah. Jurnal Pendidikan Matematika dan Sains, 10(1), 1-9.
  29. Siswono, T. Y. E. (2010). Leveling students'creative thinking in solving and posing mathematical problem. Journal on Mathematics Education, 1(1), 17-40. https://doi.org/10.22342/jme.1.1.794.17-40
  30. Siswono, T. Y. E. (2011). Level of student's creative thinking in classroom mathematics. Educational Research and Reviews, 6(7), 548-553.
  31. Smagorinsky, P. (2018). Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development. Learning, culture and social interaction, 16, 70-75. https://doi.org/10.1016/j.lcsi.2017.10.009
  32. Kotliar, I. A., Sokolova, T. D., & Tarasova, I. P. (2009). The empirical study of the zone of proximal development: Operational, technical and motivational components of the action. Cultural-Historical Psychology, 5(1), 28-35.
  33. Soviawati, E. (2011). Pendekatan matematika realistik (PMR) untuk meningkatkan kemampuan berfikir siswa di tingkat sekolah dasar. Jurnal Edisi Khusus, 2(2), 79-85.
  34. Stahle, L., & Wold, S. (1989). Analysis of variance (Anova). Cheomometrics and Intelligent Laboratory System, 6, 259–272.
  35. Suhartono, S., & Patma, R. (2018). Upaya peningkatan hasil belajar siswa mata pelajaran fiqih materi pembelajaran haji dan umrah melalui penerapan metode advokasi. Al-I’tibar: Jurnal Pendidikan Islam, 5(1), 10–19.
  36. Sumarmo, U., Hidayat, W., Zukarnaen, R., Hamidah, M., & Sariningsih, R. (2012). Kemampuan dan disposisi berpikir logis, kritis, dan kreatif matematik (Eksperimen terhadap siswa SMA menggunakan pembelajaran berbasis masalah dan strategi think-talk-write). Jurnal Pengajaran MIPA, 17(1), 17-33. https://doi.org/10.18269/jpmipa.v17i1.228
  37. Susilo, A. B. (2012). Pengembangan model pembelajaran IPA berbasis masalah untuk meningkatkan motivasi belajar dan berpikir kritis siswa SMP. Journal of Primary Education, 1(1).
  38. Tandililing, E. (2013). Pengembangan kemampuan koneksi matematissiswa melalui pendekatan advokasi dengan penyajian masalah open-ended pada pembelajaran matematika. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY (Vol. 9).
  39. Widana, I. W., Adi, S., Herdiyanto, Abdi, J., Marsito, & Istiqomah. (2019). Modul penyusunan soal ketrampilan berpikir tingkat tinggi (High Order Thinking Skills): Matematika. Jakarta: Kemendikbud.
  40. Widodo, S. A., Darhim, D., & Ikhwanudin, T. (2018). Improving mathematical problem solving skills through visual media. In Journal of Physics: Conference Series, 948(1), 012004.
  41. Widodo, S. A., Turmudi, & Dahlan, J. A. (2019). An error students in mathematical problems solves based on cognitive development. International Journal of Scientific & Technology Research, 8(7), 433–439.
  42. Wulandari, N. (2014). Keefektifan pembelajaran CIRC dengan pendekatan open-ended terhadap kemampuan berpikir kreatif siswa kelas-VIII materi kubus-balok. Unnes Journal of Mathematics Education, 3(3), 231-240.