Khoirida Hardini Kurniani, 0103517101 (2020) KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI METAKOGNISI SISWA PADA IMPLEMENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING DENGAN STRATEGI SCAFFOLDING. Masters thesis, UNNES.

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Abstract

Creative thinking skills and metacognition are essential aspects in learning mathematics. This research aims to determine the Creative Problem Solving learning model implementation effectiveness with scaffolding strategy toward learners' mathematics creative thinking skills and to describe learners' mathematics creative thinking skill reviewed from learners' metacognition on Creative Problem Solving learning model implementation with scaffolding strategy. This research is mixed-method research with a sequential explanatory design. The population consisted of VIII graders of SMP N 4 Kudus, while the sample consisted of VIII A and XIII I. Seven learners were selected as the subjects based on metacognition categories: high, moderate, and low. The quantitative data collections were mathematics creative thinking skill tests and questionnaires. The qualitative data collection was the learner's mathematics creative thinking skill interviews. The findings showed that (1) the Creative Problem Solving learning model implementation with scaffolding strategy was effective toward the learners' creative thinking skills. It was proven by the learners' creative thinking skills higher than the minimum standard mastery, 71. The proportion of the completed creative thinking skills of the learners was higher than 75%. Then, the experimental group mathematics' creative thinking skills were better. Its completeness proportion of mathematics creative thinking skill was also higher; (2) the learners' mathematics creative thinking skill achievements on all metacognition categories had various mastery indicators. The high-rate metacognition learners excellently met the indicators of fluency, flexibility, originality, and elaboration. The moderate�metacognition typed learners met the indicators of fluency, flexibility, and originality averagely. However, they were lack on elaboration. The lower metacognition typed learners met the indicators of fluency excellently and originality averagely. However, they were lack on flexibility and elaboration.

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