ABSTRAK

Kata Kunci: kreativitas, open-ended, pemecahan masalah

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran berbasis pemecahan masalah open-ended untuk meningkatkan kreativitas siswa. Pengembangan perangkat pembelajaran materi pecahan kelas 3 menggunakan model Plomp. Untuk mengetahui peningkatan kreativitas siswa dilakukan implementasi dengan penelitian quasi-experimen.

Hasil penelitian menunjukkan bahwa perangkat pembelajaran memenuhi kriteria valid, praktis, dan efektif. Aspek kevalidan terpenuhi karena hasil validasi perangkat yang dikembangkan menunjukkan valid dengan hasil validasi semua validator untuk setiap aspek minimal 3 dan setiap butir soal yang disusun telah memenuhi kriteria valid dengan nilai  0,400, reliabel dengan nilai 0,87, dan nilai sensitivitas setiap butir soal  0,400. Aspek kepraktisan terpenuhi karena skor penilaian kemampuan guru dalam melaksanakan pembelajaran baik dan siswa terlibat aktif. Aspek keefektifan terpenuhi karena dari respon siswa positif dapat diketahui dari jumlah siswa yang memberikan respon positif  70% dan ketuntasan belajar secara klasikal telah tercapai sebesar 82,6%.

Untuk mengetahui keefektifan pembelajaran berbasis pemecahan masalah open-ended, dilaksanakan implementasi untuk perangkat yang telah dikembangkan di SDN Tenaru dan diperoleh skor penilaian kemampuan guru dalam melaksanakan pembelajaran dalam kategori efektif. Aktivitas siswa pada tiap pertemuan dalam kategori efektif. Respon siswa positif dapat diketahui dari jumlah siswa yang memberikan respon positif  70%. Ketuntasan belajar secara klasikal telah tercapai sebesar 84%. Hasil ANAKOVA menunjukkan bahwa kreativitas siswa di kelas eksperimen lebih baik dibandingkan dengan skor kreativitas siswa di kelas kontrol.

ABSTRAK

Keywords: Creativity, Open-ended problem, Problem solving

This study aims at produce  an open-ended problem based mathematics learning to enhance students’ creativity. Plomp model was used to develop the instructional materials for fraction unit at grade 3. To know that the learning does enhance the students’ creativity the research implemented a quasi-experiment research.

The results show that the instructional materials meet the criteria validity, practically, and effectiveness. The validity aspect is met because the validation result indicate that valid because category the validation result of all validators for every aspect of at least 3 and while each item had compiled valid criteria with value  0.400, reliable with value 0.87, and the value of the sensitivity of each item was  0.400. The practical aspect was fulfilled because the score of theachers ability assessment in carrying out the learning was good and students are actively. The effectiveness aspect was fulfilled because from the number of student who gave positive response  70% and Classical learning mastery had been reached is 82.6%.

            To determine the effectiveness of open-ended problem based mathematics learning, the resources which had been prepared were implemented in SDN Tenaru and the score of theachers ability assessment in carrying out the learning was effective. The students activity at each meeting was effective. Positive student responses could be seen from the number of student who gave positive response  70%. Classical learning mastery had been reached is 84%. The result ANAKOVA showed that the students creativity scores in the experiment class was better than the scores of those who were in the control class.

ABSTRAK

Kata Kunci: kreativitas, open-ended, pemecahan masalah

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran berbasis pemecahan masalah open-ended untuk meningkatkan kreativitas siswa. Pengembangan perangkat pembelajaran materi pecahan kelas 3 menggunakan model Plomp. Untuk mengetahui peningkatan kreativitas siswa dilakukan implementasi dengan penelitian quasi-experimen.

Hasil penelitian menunjukkan bahwa perangkat pembelajaran memenuhi kriteria valid, praktis, dan efektif. Aspek kevalidan terpenuhi karena hasil validasi perangkat yang dikembangkan menunjukkan valid dengan hasil validasi semua validator untuk setiap aspek minimal 3 dan setiap butir soal yang disusun telah memenuhi kriteria valid dengan nilai  0,400, reliabel dengan nilai 0,87, dan nilai sensitivitas setiap butir soal  0,400. Aspek kepraktisan terpenuhi karena skor penilaian kemampuan guru dalam melaksanakan pembelajaran baik dan siswa terlibat aktif. Aspek keefektifan terpenuhi karena dari respon siswa positif dapat diketahui dari jumlah siswa yang memberikan respon positif  70% dan ketuntasan belajar secara klasikal telah tercapai sebesar 82,6%.

Untuk mengetahui keefektifan pembelajaran berbasis pemecahan masalah open-ended, dilaksanakan implementasi untuk perangkat yang telah dikembangkan di SDN Tenaru dan diperoleh skor penilaian kemampuan guru dalam melaksanakan pembelajaran dalam kategori efektif. Aktivitas siswa pada tiap pertemuan dalam kategori efektif. Respon siswa positif dapat diketahui dari jumlah siswa yang memberikan respon positif  70%. Ketuntasan belajar secara klasikal telah tercapai sebesar 84%. Hasil ANAKOVA menunjukkan bahwa kreativitas siswa di kelas eksperimen lebih baik dibandingkan dengan skor kreativitas siswa di kelas kontrol.

ABSTRAK

Keywords: Creativity, Open-ended problem, Problem solving

This study aims at produce  an open-ended problem based mathematics learning to enhance students’ creativity. Plomp model was used to develop the instructional materials for fraction unit at grade 3. To know that the learning does enhance the students’ creativity the research implemented a quasi-experiment research.

The results show that the instructional materials meet the criteria validity, practically, and effectiveness. The validity aspect is met because the validation result indicate that valid because category the validation result of all validators for every aspect of at least 3 and while each item had compiled valid criteria with value  0.400, reliable with value 0.87, and the value of the sensitivity of each item was  0.400. The practical aspect was fulfilled because the score of theachers ability assessment in carrying out the learning was good and students are actively. The effectiveness aspect was fulfilled because from the number of student who gave positive response  70% and Classical learning mastery had been reached is 82.6%.

            To determine the effectiveness of open-ended problem based mathematics learning, the resources which had been prepared were implemented in SDN Tenaru and the score of theachers ability assessment in carrying out the learning was effective. The students activity at each meeting was effective. Positive student responses could be seen from the number of student who gave positive response  70%. Classical learning mastery had been reached is 84%. The result ANAKOVA showed that the students creativity scores in the experiment class was better than the scores of those who were in the control class.