Wiratno Surahmat, 0103517189 (2020) KEEFEKTIFAN MODEL PEMBELAJARAN GUIDED DISCOVERY LEARNING BERBASIS SCIENTIFIC APPROACH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA KELAS IV SDN MAGERSARI. Masters thesis, UNNES.

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Abstract

This study is based on the low ability of students to think creatively in mathematics due to the lack of support for models, teachers, and the environment in learning. One of the solutions provided is to use the Guided Discovery Learning (GDL) model based on the Scientific Approach (SA). The steps of the SA-based GDL model is (1) Stimulation (observing), (2) Problem Statement (asking), (3) Data Collection (collecting data / info), (4) Data Processing (processing data / info), (5) Verification, (6) Generalization (communicating with the principle of self-discovery combined with scientific methods. This study aims to test the effectiveness of the SA-based GDL learning model to improve students 'mathematical creative thinking skills (KBKM) and analyze students' mathematical creative thinking abilities. The type of research used is a mixed method type sequential explanatory. Research subjects used in this study were class IVA and IVB SDN Magersari, Rembang. The technique of selecting qualitative research subjects was purposive sampling where 2 students were selected for each category of KBKM. Retrieval of data in this study using posttest ability to think creative in mathematics for quantitative while qualitative using interviews, documentation, observation. Quantitative data analysis techniques with mastery test, average difference test, and proportion test. Meanwhile, qualitative data analysis techniques are data reduction, data presentation, and conclusion. The results of this study indicate that (1) SA-based GDL learning is effective in improving students' mathematical creative thinking skills, namely the average KBKM of students is more than KKM = 60, classically, which is more than 75%. In addition, it was also shown that the average results of mathematical creative thinking skills in the experimental class were better than the control class. The proportion of students' mathematical creative thinking skills who completed the experimental class was better than the control class. (2) Students' ability to think creatively in mathematics varies in each category.

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