EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

Natalia, Cindy (2025) EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian di SMP Negeri 50 Jakarta Timur memperlihatkan bahwa tingkat kreativitas matematis siswa masih tergolong rendah, yang dipicu oleh minimnya kesempatan bagi mereka untuk berpikir mandiri. Studi ini berfokus pada materi Sistem Persamaan Linear Dua Variabel, yang menuntut pemahaman konsep yang mendalam dan keterampilan berpikir kreatif. Dengan pendekatan kuantitatif dan desain quasi-eksperimen, seluruh siswa kelas VIII menjadi populasi, lalu dua kelas dipilih secara purposive: kelas VIII-E (n = 32) sebagai kelompok eksperimen yang menggunakan model Problem Solving, dan VIII-D (n = 32) sebagai kelompok kontrol dengan metode konvensional. Kedua kelompok menjalani pretest, kemudian menerima pembelajaran selama dua pertemuan, dan akhirnya mengikuti posttest. Hasil uji-t menunjukkan nilai T_hitung=7,021968731 lebih besar dari T_tabel=1,669804163 (t hitung > t tabel), sehingga H_a diterima. Ini mengindikasikan perbedaan yang signifikan antara penerapan model pembelajaran Problem Solving dan pembelajaran konvensional dalam meningkatkan kemampuan berpikir kreatif. Temuan penelitian memperkuat bahwa model Problem Solving memberikan peningkatan kemampuan berpikir kreatif yang lebih baik dibandingkan model pembelajaran konvensional./Study at SMP Negeri 50 Jakarta Timur revealed that students’ creative mathematical thinking was generally low, largely because traditional instruction did not actively engage them in independent reasoning. Focusing on two-variable linear equation systems which demand both conceptual mastery and creative problem-solving the research tested whether a problem-solving framework could boost both understanding and confidence. Using a quantitative quasi-experimental design, all eighth graders were considered, and two classes were purposively sampled: VIII-E (n = 32) as the experimental group and VIII-D (n = 32) as the control. Both groups completed a pretest, received three lessons (two meetings) on the target material Problem Solving for VIII-E and conventional instruction for VIII-D and then took a posttest. The t-test results for students’ creative thinking skills showed a calculated value of Tₒ = 7.0219, exceeding the critical value Tₜ = 1.6698 (Tₒ > Tₜ), so the alternative hypothesis (Hₐ) is supported. This indicates a statistically significant improvement in creative thinking when using the problem-solving model versus the conventional approach. The significant Tₒ > Tₜ result confirms that the problem-solving model produces superior gains in students’ creative thinking compared to conventional methods.

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