•  
  •  
 

Keywords

Creative problem-solving, higher-order thinking skills, disposisi matematika, mathematical disposition

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model creative problem solving terhadap higher-order thinking skills ditinjau dari tingkat disposisi matematis siswa. Jenis penelitian ini adalah kuasi eksperimen menggunakan posttest only non-equivalent control group design. Populasi penelitian ini adalah seluruh siswa kelas XI MIPA di salah satu SMA Negeri di Kendari. Dua kelas dipilih secara purposive sampling sebagai sampel penelitian, yaitu kelas XI-MIPA 1 sebagai kelas eksperimen dan XI-MIPA 3 sebagai kelas kontrol. Instrumen penelitian yang digunakan pada penelitian ini adalah tes higher-order thinking skills dan angket disposisi matematis. Hasil penelitian menunjukkan bahwa rata-rata higher-order thinking skills siswa yang belajar dengan model creative problem solving lebih baik dari siswa yang belajar dengan pendekatan saintifik, sedangkan jika ditinjau dari tingkat disposisi matematis, siswa yang tingkat disposisi matematisnya tinggi memiliki rata-rata higher-order thinking skills yang lebih baik dibanding siswa yang tingkat disposisinya sedang dan rendah. Namun, tidak terdapat pengaruh interaksi antara model pembelajaran dan tingkat disposisi matematis terhadap rata-rata higher-order thinking skills siswa.

Creative problem-solving learning model to promote higher-order thinking skills based on the level of mathematical disposition


Abstract

This study aims to describe the effect of the creative problem-solving model on higher-order thinking skills in terms of students' mathematical disposition levels. This research was a quasi-experimental study using a posttest only non-equivalent control group design. The population of this research was all students of 11th grade in one of public senior higher school in Kendari, Indonesia. Two classes were chosen by purposive sampling as the samples of this study that is XI-MIPA 1 as the experimental class and XI-MIPA 3 as the control class. The instruments used in this study were a higher-order thinking skills test and a mathematical disposition questionnaire. The results of this study show that the mean of higher-order thinking skills of students who studied with creative problem-solving models was better than students who studied with a scientific approach, while from the level of mathematical disposition, students with higher-level mathematical dispositions have better mean higher-order thinking skills than students with moderate and low disposition level. However, there is no effect of interaction between learning models and the level of mathematical disposition to the average higher-order thinking skills of students.

Page Range

188-199

Issue

2

Volume

6

Digital Object Identifier (DOI)

10.21831/jrpm.v6i2.26352

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/26352

References

Abosalem, Y. (2016). Assessment techniques and students' higher-order thinking skills. International Journal of Secondary Education, 4(1), 1-11. https://doi.org/10.11648/j.ijsedu.20160401.11

Apino, E., & Retnawati, H. (2018a). Model pembelajaran creative problem solving dalam pembelajaran matematika SMA. In H. Retnawati (Ed.), Desain Pembelajaran Matematika untuk Melatihkan Higher Order Thinking Skills (pp. 60-118). UNY Press.

Apino, E., & Retnawati, H. (2018b). Creative problem solving for improving students' Higher Order Thinking Skills (HOTS) and characters. In E. Retnowati, A. Ghufron, Marzuki, Kasiyan, A. Pierawan, & Ashadi (Eds.), Character Education for 21st Century Global Citizens (pp. 249-256). Routledge. https://doi.org/10.1201/9781315104188-32

Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. Journal of Physics: Conference Series, 812(1). https://doi.org/10.1088/1742-6596/812/1/012100

Atallah, F., Bryant, S. L., & Dada, R. (2010). Learners ' and teachers ' conceptions and dispositions of mathematics from a Middle Eastern perspective. US-China Education Review, 7(8), 43-49.

Beyers, J. (2011). Development and evaluation of an instrument to assess prospective teachers ' dispositions with respect to mathematics. International Journal of Business and Social Science, 2(16), 20-32. http://ijbssnet.com/journals/Vol_2_No_16_September_2011/3.pdf

Budiman, A., & Jailani, J. (2014). Pengembangan instrumen asesmen higher order thinking skill (HOTS) pada mata pelajaran matematika SMP kelas VIII semester 1. Jurnal Riset Pendidikan Matematika, 1(2), 139. https://doi.org/10.21831/jrpm.v1i2.2671

Chant, R. H., Moes, R., & Ross, M. (2009). curriculum construction and teacher empowerment: Supporting invitational education with a creative problem solving model. Journal of Invitational Theory and Practice, 15, 55-67.

Clark, L. M., DePiper, J. N., Frank, T. J., Nishio, M., Campbell, P. F., Smith, T. M., Griffin, M. J., Rust, A. H., Conant, D. L., & Choi, Y. (2014). Teacher characteristics associated with mathematics teachers' beliefs and awareness of their students' mathematical dispositions. Journal for Research in Mathematics Education, 45(2), 246-284.

Cohen, L., Manion, L., & Morrison, K. R. B. (2002). Research methods in education. Routledge.

Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson. http://basu.nahad.ir/uploads/creswell.pdf

Effendi, A. (2017). Implementation of creative problem solving model to improve the high school student's metacognitive. Journal of Physics: Conference Series, 812(2017), 012065. https://doi.org/10.1088/1742-6596/812/1/012065

Farib, P. M., Ikhsan, M., & Subianto, M. (2019). Proses berpikir kritis matematis siswa sekolah menengah pertama melalui discovery learning. Jurnal Riset Pendidikan Matematika, 6(1), 99-117. https://doi.org/10.21831/jrpm.v6i1.21396

Feldhaus, C. A. (2014). How pre service elementary school teachers' mathematical dispositions are influenced by school mathematics. American International Journal of Contemporary Research, 4(6), 91-97. http://www.aijcrnet.com/journals/Vol_4_No_6_June_2014/11.pdf

Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The level of marzano higher order thinking skills among technical education students. International Journal of Social Science and Humanity, 1(2), 121-125. http://ijssh.org/papers/20-H009.pdf

Hu, R., Xiaohui, S., & Shieh, C.-J. (2017). A study on the application of creative problem solving teaching to statistics teaching. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3139-3149. https://doi.org/10.12973/eurasia.2017.00708a

Isaksen, S. G., & Aerts, W. S. (2011). Linking problem-solving style and creative organizational climate: An exploratory interactionist study. The International Journal of Creativity & Problem Solving, 21(2), 7-38.

Kandemir, M. A., & Gür, H. (2009). The use of creative problem solving scenarios in mathematics education: views of some prospective teachers. Procedia - Social and Behavioral Sciences, 1(1), 1628-1635. https://doi.org/10.1016/j.sbspro.2009.01.286

Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. K. (2018). Evaluation on dispositional mental functions of cognitive, affective, and conative in mathematical power problems-solving activity. Journal of Mathematics Education, 11(1), 81-102.

Lin, S., & Tai, W.-C. (2016). A longitudinal study for types and changes of students' mathematical disposition. Universal Journal of Educational Research, 4(8), 1903-1911. https://doi.org/10.13189/ujer.2016.040821

Maharani, H. R., Waluya, S. B., & Sugianto, S. (2015). Humanistic mathematics learning with creative problem solving assisted interactive compact disk to improve creative thinking ability. International Journal of Education and Research, 3(1), 207-216. https://www.ijern.com/journal/2015/January-2015/17.pdf

Mahmudi, A. (2010). Tinjauan asosiasi antara kemampuan pemecahan masalah matematis dan disposisi matematis. Seminar Nasional Pendidikan Matematika, 1-11.

Pratama, G. S., & Retnawati, H. (2018). Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook. Journal of Physics: Conference Series, 1097(2018), 012147. https://doi.org/10.1088/1742-6596/1097/1/012147

Rahayu, R., & Kartono, K. (2014). The effect of mathematical disposition toward problem solving ability based on IDEAL problem solver. International Journal of Science and Research, 3(10), 1315-1318.

Rahmadhani, E. (2018). Model pembelajaran process oriented guided inquiry learning (POGIL): Peningkatan disposisi matematika dan self-confidence mahasiswa tadris matematika. Jurnal Riset Pendidikan Matematika, 5(2), 159-167. https://doi.org/10.21831/jrpm.v0i0.20962

Retnawati, H., Djidu, H., Apino, E., & Anazifa, R. D. (2018). Teachers' knowledge about higher-order thinking skills and. Problems of Education in the 21st Century, 76(2), 215-230.

Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177-192. https://doi.org/10.1002/wcs.1336

Su, H. F., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science, 2(1), 190-200.

Thompson, T. (2008). Mathematics Teachers' Interpretation of Higher Order Thinking in Bloom's Taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96-109. http://www.iejme.com/article/mathematics-teachers-interpretation-of-higher-order-thinking-in-blooms-taxonomy

Treffinger, D. J., & Isaksen, S. G. (2005). creative problem solving: The history, development, and implications for gifted education and talent development. Gifted Child Quarterly, 49(4), 342-353. https://doi.org/10.1177/001698620504900407

Zulyadaini, Z. (2017). Effects of creative problem solving learning model on mathematical problem solving skills of senior high school students. IOSR Journal of Research & Method in Education, 7(3), 33-37. https://doi.org/10.9790/7388-0703033337

Share

COinS