KEMAMPUAN BERPIKIR KREATIF SISWA ASIMILASI (ASSIMILATING) DAN KONVERGEN (CONVERGING) DALAM MEMECAHKAN MASALAH NUMERASI

CREATIVE THINKING ABILITY OF ASSIMILATING AND CONVERGING STUDENT IN SOLVING NUMERACY PROBLEMS

Abstrak

Kemampuan berpikir kreatif adalah kapasitas individu dalam mengkombinasi pemikiran logis dan divergen dalam menemukan solusi dari suatu permasalahan sehingga menghasilkan produk baru yang inovatif. Penelitian ini bertujuan untuk menganalisis tingkat kemampuan berpikir kreatif (TKBK) siswa dengan gaya belajar asimilasi (assimilating) dan konvergen (converging) dalam memecahkan masalah numerasi. Subjek penelitian kualitatif ini terdiri dari dua orang siswa kelas VIII SMP yang dipilih menggunakan teknik purposive sampling, yaitu satu subjek memiliki gaya belajar asimilasi (assimilating) dan satu subjek memiliki gaya belajar konvergen (converging). Instrumen penelitian terdiri dari angket gaya belajar, tes kemampuan berpikir kreatif numerasi, dan pedoman wawancara berbasis tugas. Indikator yang digunakan untuk menilai produk berpikir kreatif meliputi kefasihan, fleksibilitas, dan kebaruan. Analisis data menggunakan analisis triadik Pierce atau semiotika Peirce yang menggambarkan hubungan antara tanda atau representamen, objek dan interpretan. Hasil penelitian menunjukkan bahwa siswa dengan gaya belajar asimilasi (assimilating) memiliki kemampuan berpikir kreatif dengan TKBK 4 (kreatif) karena memenuhi indikator kefasihan, fleksibilitas dan kebaruan. Sedangkan siswa dengan gaya belajar konvergen (converging) memiliki kemampuan berpikir kreatif dengan TKBK 2 (cukup kreatif) karena memenuhi indikator kefasihan, dan fleksibilitas. Meskipun tidak memenuhi indikator kebaruan hasil, siswa sudah mencapai kebaruan ide. Oleh karena itu, diharapkan guru dapat merangsang siswa dengan memberi pertanyaan terkait kebenaran jawaban agar siswa menyadari kesalahan hitung yang dilakukannya sehingga siswa dapat lebih teliti ketika menyelesaikan permasalahan.

Kata Kunci: kemampuan berpikir kreatif, gaya belajar asimilasi (assimilating), gaya belajar konvergen (converging) dan numerasi. 

Abstract

The creative thinking ability is an individual’s capacity in combining logistical and divergent thinking in finding solutions to a problem to produce innovative new products. This study aims to analyze the level of creative thinking ability (LCT) of students with assimilating and converging learning styles in solving numeracy problems. The subjects of this qualitative research consisted of two grade VIII junior high school students who were selected using a purposive sampling technique, namely one subjects who had assimilating and one subject had a convergent learning styles. The research instrument consisted of a learning style questionnaire, a numeracy creative thinking ability test, and task-based interview guide. The indicators used to assess creative products include fluency, flexibility, and novelty. Data analysis uses Pierce's triadic analysis or Peirce's semiotics which is the relationship between sign or representamen, object, and interpretant. The results showed that subjects with assimilating learning styles had creative thinking ability with LCT 4 (very creative) because they met the indicators of fluency, flexibility and novelty. Meanwhile, students with convergent learning styles have the ability to think creatively with LCT 2 (quite creative) because they meet the indicators of fluency and flexibility. Even though they did not meet the indicators of the results’s novelty, the students had reached the novelty of ideas. Therefore, teachers are expected to be stimulating students with members of questions related to the truth of the answers of students realizing the calculation they do so students can be more careful when solving the problem.

Keywords: creative thinking ability, assimilating learning style, converging learning style, and numeracy