Pengaruh Penerapan Model Open-Ended PBL Terhadap Kemampuan Berpikir Kreatif Matematika Peserta Didik
Abstract
The ability to think creatively is one of the important skills that needs to be developed in learning mathematics. This research aims to see that the Open-Ended Problem Based Learning (Open-Ended PBL) model can help improve students' creative mathematical thinking abilities. Using a quasi-experimental approach, research was conducted on class VII students at one of the state junior high schools in Central Buton Regency. Two classes were chosen randomly, namely one as an experimental group, namely class VII-B, which received learning using the Open-Ended PBL model, and the other as a control group, namely class VII-A, with conventional learning. After the learning process, students' creative thinking abilities are analyzed using statistical tests, starting with normality and homogeneity tests as well as the independent sample t-test. The results show that students taught with the Open-Ended PBL model experienced significant improvement, with an average N-gain of 0.42 and a significance value of 0.00. A p-value of less than 0.05 is evidence that the application of the Open-Ended PBL model has a significant influence on increasing students' creative mathematical thinking abilities. These findings show that the Open-Ended PBL approach not only helps students understand mathematics more deeply, but also encourages them to think more openly and creatively. This model can be a strategic choice for teachers in creating more meaningful mathematics learning.
References
Choifah, C., Suyitno, A., & Pujiastuti, E. (2022). Systematic Literature Review: Upaya Meningkatkan Kemampuan Berpikir Kreatif Pada Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 3158–3166. https://doi.org/10.31004/cendekia.v6i3.1057
Dewi, N. S., & Juandi, D. (2023). Pengaruh Pendekatan Open-Ended Terhadap Kemampuan Berpikir Kreatif Matematis: Systematic Literature Review. Jurnal Pembelajaran Matematika Inovatif, 6. https://doi.org/10.22460/jpmi.v6i3.17338
Elizabeth, A., & Sigahitong, M. (2018). Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kreatif Peserta Didik Sma. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan Ipa Ikip Mataram, 6(2), 67–76. http://ojs.ikipmataram.ac.id/index.php/prismasains/
Fitra, R., Meiliasari, & Hakim, L. (2023). Systematic Literature Review: Kemampuan Berpikir Kreatif Matematis. Journal Of Mathematics Education And Application, 3(1). https://mathjournal.unram.ac.id/index.php/griya/indexgriya
Handayani, A., & Koeswanti, H. D. (2021). Meta-Analisis Model Pembelajaran Problem Based Learning (Pbl) Untuk Meningkatkan Kemampuan Berpikir Kreatif. Jurnal Basicedu, 5(3), 1349–1355. https://doi.org/10.31004/basicedu.v5i3.924
Khaeroni. (2015). Ragam Permasalahan Dalam Pembelajaran Operasi Hitung Bilangan Bulat Di Sd/Mi. Primary, 7(2).
Malasari, E., Rasiman, & Sutrisno. (2018). Efektivitas Model Pembelajaran Problem Based Learning Dan Scramble Terhadap Kemampuan Berpikir Kreatif Siswa. Media Penelitian Pendidikan, 12(2), 169.
Een Unaenah, D. (2023). Analisis Pemahaman Konsep Siswa Kelas 4 Pada Materi Bilangan Bulat Di Sekolah Dasar. YASIN: Jurnal Pendidikan Dan Sosial Budaya, 3, 1146–1157. https://doi.org/10.58578/yasin.v3i6.1592
Miftahul Jannah, & Miftahul Hayati. (2024). Pentingnya kemampuan literasi matematika dalam pembelajaran matematika. Griya Journal of Mathematics Education and Application, 4(1), 40–54. https://doi.org/10.29303/griya.v4i1.416
Norairi, S. A., Wiryanto, W., & Mariana, N. (2022). Representasi Siswa Sekolah Dasar Dalam Pemecahan Soal Cerita Pecahan Ditinjau Berdasarkan Kemampuan Matematika Dan Jenis Kelamin. Jurnal Basicedu, 6(1), 1221–1231. https://doi.org/10.31004/basicedu.v6i1.2227
Rihada, A., Jagat, R., & Setiabudi, D. (2021). Refleksi Guru Dalam Pengembangan Pembelajaran Berdasarkan Hasil Pisa (Programme For Interational Student Assessment). Jurnal Pendidikn Dan Kebudayaan, 1(Juli).
Rukhmana, T. (2022). Pengaruh Model Pembelajaran Problem Based Learning (Pbl) Terhadap Kemampuan Berpikir Kreatif Siswa Pada Pembelajaran Matematika Di Kelas Viii. Jurnal Edu Research Indonesian Institute Learning And Studies (Iilcls), 3(2).
Solehuzain, & Dwidayati, N. (2017). Kemampuan Berpikir Kreatif Dan Rasa Ingin Tahu Pada Model Problem-Based Learning Dengan Masalah Open Ended. Unnes Journal Of Mathematics Education Research, 6(1), 103–111. http://journal.unnes.ac.id/sju/index.php/ujmer
Susanti, H. F., Supandi, S., & Prasetyowati, D. (2021). Pengaruh Model Problem Solving Dan Problem Based Learning Terhadap Kemampuan Berpikir Kreatif Siswa Berbantu Media Prezi. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 3(4), 330 –343. https://doi.org/10.26877/imajiner.v3i4.7699
Tamami, R., Simamora, Y., & Maharani, I. (2019). Perbedaan Kemampuan Berpikir Kreatif Matematika Antara Siswa Yang Diajar Menggunakan Model Pembelajaran Problem Based Learning (Pbl) Dengan Pembelajaran Langsung. Jurnal Matematika Dan Pendidikan Matematika, 2(2), 54–63.
Wulandari, S., Misdalina, & Tanzimah. (2023). Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kreatif Peserta Didik Dalam Memahami Pembelajaran Matematika Kelas V Sdn 33 Palembang. Journal On Education, 06(01), 6155–6163.
