Pengembangan E-LKPD Berkarakteristik Budaya Jambi Menggunakan Model Discovery Learning Berbasis STEM Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis
Keywords:
E-LKPD, Discovery Learning, STEM, Budaya Jambi, Kemampuan Berpikir Kreatif Matematis
Abstract
Penelitian ini bertujuan untuk: 1) mendeskripsikan prosedur pengembangan dan hasil produk; 2) mengetahui penilaian guru dan respon siswa terhadap produk; serta 3) melihat ketercapaian peningkatan kemampuan berpikir kreatif matematis siswa setelah menggunakan produk. Produk E-LKPD dikembangkan mengikuti kerangka model ADDIE dan diimplementasikan di SMPN 29 Tebo. Subjek penelitian adalah satu orang guru matematika, delapan orang siswa dalam uji coba satu-satu, serta 29 orang siswa dalam uji kelompok kecil. Validasi ahli menyatakan E-LKPD telah valid dan layak untuk diuji cobakan. Kemudian guru serta siswa dalam ujicoba satu-satu memberikan respon yang sangat positif dan menyatakan bahwa E-LKPD praktis dan layak diujikan ke kelompok kecil. Selanjutnya analisis hasil tes siswa dalam uji kelompok kecil menggunakan pedoman penskoran kemampuan berpikir kreatif matematis diperoleh skor total tes awal sebesar 202 dan skor total tes akhir sebesar 562. Berdasarkan Uji N-Gain, diperoleh hasil bahwa terjadi peningkatan kemampuan siswa dengan nilai sebesar 0,590164 berada pada kategori sedang. Sehingga dengan nilai ini maka dapat disimpulkan bahwa E-LKPD sudah efektif serta dapat digunakan oleh guru dan siswa dalam proses pembelajaran materi bangun ruang sisi lengkung untuk meningkatkan kemampuan berpikir kreatif matematis.
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References
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Sriraman, B. (2005). Are Giftedness and Creativity. The Journal of Secondary Gifted Education, XVII(1), 20–36.
Sriraman, B., Haavold, P., & Lee, K. (2013). Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. ZDM, 45(2), 215–225. https://doi.org/10.1007/s11858-013-0494-6
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Sukmadinata, N. S. (2015). Metode Penelitian Pendidikan. PT Remaja Rosdakarya.
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Tabach, M., & Friedlander, A. (2014). School mathematics and creativity at the elementary and middle-grade levels: How are they related? https://doi.org/10.1007/s11858-012-0471-5
Thibaut, L., et al (2018). Integrated STEM Education : A Systematic Review of Instructional Practices in Secondary Education. European Journal of STEM Education, 3(1), 1–12. https://doi.org/https://doi.org/10.20897/ejsteme/85525
Vezzali, L., et al. (2016). On the relationship between cultural diversity and creativity in education : The moderating role of communal versus divisional mindset. Thinking Skills and Creativity, 21, 152–157. https://doi.org/10.1016/j.tsc.2016.07.001
Yuliani, T., Noer, S. H., & Rosidin, U. (2018). Guided Discovery Worksheet for Increasing Mathematical Creative Thinking and Self-Efficacy. International Journal of Trends in Mathematics Education Research, 1(1), 30–34. https://doi.org/10.33122/ijtmer.v1i1.6
Anggraeni, L., & Suparman. (2019). Design Of Mathematics Module Based On Guided Discovery To Train Student Creativity. International Journal of Scientific & Technology Research, 8(11).
Aripin, U., & Purwasih, R. (2017). Penerapan Pembelajaran Berbasis Alternative Solutions Worksheet Untuk Meningkatkan Kemampuan Berpikir Kreatif. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(2), 225. https://doi.org/10.24127/ajpm.v6i2.989
Bishop, A. J. (1994). Cultural Conflicts in the Mathematics Education of Indigenous People. Monash University.
Chamberlin, S. A., & Mann, E. L. (2014). A New Model of Creativity in Mathematical Problem Solving. Proceedings of the 8th Conference of MCG International Group for Mathematical Creativity and Giftedness, 35–40.
GTK Dikdas. (2019). Mengenal Model Pembelajaran Discovery Learning https://pgdikdas.kemdikbud.go.id/read-news/mengenal-model-pembelajaran-discovery-learning. GTK Dikdas Kemendikbud.
Hake, R. R. (1999). Analizyng Change/Gain Scores. Unpublished.[online] URL: http://www. physics. indiana. edu/~ sdi/AnalyzingChange-Gain. pdf.
Hapizoh. (2019). Penerapan Discovery Learning Terintegrasi Stem Untuk Meningkatkan Hasil Belajar Peserta Didik SMP Negeri 26 Palembang. Prosıdıng Semınar Nasıonal Pendıdıkan Program Pascasarjana Unıversıtas PGRI Palembang, 293–304.
Idris, N., & Nor, N. M. (2010). Mathematical creativity : usage of technology. 2(2), 1963–1967. https://doi.org/10.1016/j.sbspro.2010.03.264
Imai, T. (2010). The influence of overcoming fixation in mathematics towards divergent thinking in open- ended mathematics problems on Japanese junior high school students. International Journal of Mathematical Education, 31(May 2016), 187–193. https://doi.org/10.1080/002073900287246
Istiqomah, A. N., & Suparman. (2020). Design Of E-Student Worksheet For Linier Equation Based On Discovery Learning To Improve Creative Thinking. International Journal of Scientific & Technology Research, 9(04).
Kim, H., Cho, S., & Ahn, D. (2003). Development of mathematical creative problem solving ability test for identification of gifted in math. Gifted Education International, 18, 164–174. https://doi.org/https://doi.org/10.1177/026142940301800206
Kozlowski, J. S., Chamberlin, S. A., & Mann, E. (2019). Factors that influence mathematical creativity. Mathematics Enthusiast, 16(1–3), 505–540.
Krutetskii, V. A. (1976). The Psychology of Mathematical Abilities in Schoolchildren. University of Chicago Press.
Leikin, R., & Lev, M. (2007). Multiple Solution Tasks As a Magnifying Glass for Observation of Mathematical Creativity. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 3, 161–168.
Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for Developing Thought-Revealing Activities for Students and Teachers. In Research Design in Mathematics and Science Education. Lawrence Erlbaum Associates.
Mann, E. L. (2005). Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students 1956. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67, 461.
Mayer, R. E. (2002). Multimedia Learning. The Psychology of Learning and Motivation, 41.
Moma, L. (2015). Pengembangan Instrumen Kemampuan Berpikir Kreatif Matematis Untuk Siswa Smp. Delta-Pi: Jurnal Matematika dan Pendidikan Matematika, 4(1), 27–41.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2013). Designing Effective Instruction (7 ed.). John Wiley & Sons.
Nieveen, N. (1999). Design Approaches and Tools in Education and Training: Prototyping to Reach Product Quality. Springer-Science+Bussines Media, B.V. https://doi.org/10.1007/978-94-011-4255-7
Rahmawati. (2017). Hasil TIMMS 2015, Trend in International Mathematics and Science Study: Diagnosa Hasil untuk Perbaikan Mutu dan Peningkatan Capaian. Puspendik Kemendikbud.
Rambe, J. A., Sinaga, B., & Yusnadi. (2018). The Development of Learning Devices Based on Discovery Learning to Improve Mathematical Creative Thinking Ability of Students Class V at SD Negeri 060827 Medan Amplas. Journal of Education and Practice, 9(9), 72–79.
Rosa, M., & Orey, D. C. (2011). Ethnomathematics : the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4, 32–54.
Rusdi, M. (2018). Penelitian Desain dan Pengembangan Kependidikan: Konsep, Prosedur dan Sintesis Pengetahuan Baru. PT. Rajagrafindo Persada.
Siswono, T. Y. E. (2011). Level of student’s creative thinking in classroom mathematics. Educational Research and Reviews, 6(7), 548–553.
Sriraman, B. (2004). The characteristics of mathematical creativity. ZDM - International Journal on Mathematics Education, 41(1–2), 13–27. https://doi.org/10.1007/s11858-008-0114-z
Sriraman, B. (2005). Are Giftedness and Creativity. The Journal of Secondary Gifted Education, XVII(1), 20–36.
Sriraman, B., Haavold, P., & Lee, K. (2013). Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. ZDM, 45(2), 215–225. https://doi.org/10.1007/s11858-013-0494-6
Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif dan R & D. CV. Alfabeta.
Sukmadinata, N. S. (2015). Metode Penelitian Pendidikan. PT Remaja Rosdakarya.
Supriadi. (2017). Mengembangkan Kemampuan Berpikir Kreatif Matematik Mahasiswa
Pendidikan Guru Sekolah Dasar Melalui Pembelajaran Etnomatematika Sunda. Jurnal Pengajaran MIPA (JPMIPA), 22(1). https://doi.org/https://doi.org/10.18269/jpmipa.v22i1.8387
Sutrimo. (2019). Pengembangan Lembar Kerja Peserta Didik (LKPD) dengan Pendekatan Inquiry dan Berbasis Budaya Jambi untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis. Unpublished Thesis. Pascasarjana Universitas Jambi.
Tabach, M., & Friedlander, A. (2014). School mathematics and creativity at the elementary and middle-grade levels: How are they related? https://doi.org/10.1007/s11858-012-0471-5
Thibaut, L., et al (2018). Integrated STEM Education : A Systematic Review of Instructional Practices in Secondary Education. European Journal of STEM Education, 3(1), 1–12. https://doi.org/https://doi.org/10.20897/ejsteme/85525
Vezzali, L., et al. (2016). On the relationship between cultural diversity and creativity in education : The moderating role of communal versus divisional mindset. Thinking Skills and Creativity, 21, 152–157. https://doi.org/10.1016/j.tsc.2016.07.001
Yuliani, T., Noer, S. H., & Rosidin, U. (2018). Guided Discovery Worksheet for Increasing Mathematical Creative Thinking and Self-Efficacy. International Journal of Trends in Mathematics Education Research, 1(1), 30–34. https://doi.org/10.33122/ijtmer.v1i1.6
Published
2021-05-11
How to Cite
Subakti, D., Marzal, J., & Hsb, M. H. (2021). Pengembangan E-LKPD Berkarakteristik Budaya Jambi Menggunakan Model Discovery Learning Berbasis STEM Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 1249-1264. https://doi.org/10.31004/cendekia.v5i2.629
Section
Articles
Copyright (c) 2021 Dwiki Prasetya Subakti, Jefri Marzal, M. Haris Effendi Hsb
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