Pengaruh Model RME Dengan Strategi Worked Example terhadap kelancaran prosedural dan kemampuan berpikir kreatif
Abstract
Abstrak
Kelancaran prosedural matematis dan kemampuan berpikir kreatif merupakan kompetensi penting dalam pembelajaran matematika. Namun, pembelajaran yang masih berpusat pada guru dapat menyebabkan siswa cenderung menghafal prosedur tanpa memahami konsep dan kurang memperoleh kesempatan untuk mengembangkan strategi penyelesaian yang beragam. Penelitian ini bertujuan untuk mengetahui pengaruh model Realistic Mathematics Education (RME) dengan strategi Worked Example terhadap kelancaran prosedural matematis dan kemampuan berpikir kreatif siswa kelas XI SMK Medika Pekalongan pada materi matriks. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan Nonequivalent Posttest-Only Control Group Design. Sampel penelitian terdiri atas 32 siswa kelas XI TLM sebagai kelas eksperimen dan 31 siswa kelas XI FKK sebagai kelas kontrol yang dipilih menggunakan teknik cluster random sampling. Data dikumpulkan melalui tes uraian dan dianalisis menggunakan uji Hotelling’s Trace serta uji lanjut Independent Samples t-test. Hasil penelitian menunjukkan terdapat perbedaan yang signifikan secara simultan antara kelancaran prosedural matematis dan kemampuan berpikir kreatif siswa pada kelas eksperimen dan kelas kontrol dengan nilai signifikansi 0,024. Secara parsial, terdapat perbedaan signifikan pada kelancaran prosedural matematis (Sig. 0,046) dan kemampuan berpikir kreatif (Sig. 0,037). Rata-rata kelancaran prosedural kelas eksperimen lebih tinggi, sedangkan rata-rata kemampuan berpikir kreatif kelas kontrol lebih tinggi. Dengan demikian, penerapan RME dengan strategi Worked Example memberikan perbedaan pada kedua kemampuan matematis yang diteliti, dengan pengaruh yang lebih positif terhadap kelancaran prosedural.
Abstract
Mathematical procedural fluency and creative thinking skills are crucial competencies in mathematics education. However, teacher-centered instruction often leads students to memorize procedures without grasping the underlying concepts, limiting opportunities to develop diverse problem-solving strategies. This study aimed to determine the impact of the Realistic Mathematics Education (RME) model combined with the Worked Example strategy on the mathematical procedural fluency and creative thinking skills of 11th-grade students at SMK Medika Pekalongan regarding the topic of matrices. A quantitative approach was employed using a quasi-experimental method with a Nonequivalent Posttest-Only Control Group Design. The sample consisted of 32 students from class XI TLM (experimental group) and 31 students from class XI FKK (control group), selected via cluster random sampling. Data were collected through essay tests and analyzed using Hotelling’s Trace and follow-up Independent Samples t-tests. The results revealed a significant simultaneous difference in mathematical procedural fluency and creative thinking skills between the experimental and control groups (significance value of 0.024). Partial analysis showed significant differences in both mathematical procedural fluency (Sig. 0.046) and creative thinking skills (Sig. 0.037). The experimental group demonstrated higher average mathematical procedural fluency, whereas the control group showed higher average creative thinking skills. Thus, the implementation of RME with the Worked Example strategy resulted in differences regarding the two mathematical abilities studied, exerting a more positive influence on mathematical procedural fluency.
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