Mustofa Arifin, 0401517066 (2020) KEMAMPUAN BERPIKIR KREATIF MATEMATIS MODEL PROBLEM BASED LEARNING DITINJAU DARI CURIOSITY DAN GENDER SISWA. Masters thesis, UNNES.

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Abstract

Mathematical creative thinking skills are important to be trained in learning mathematics because solving math problems cannot be separated from these skills. This study aims to describe the mathematical creative thinking skills of students with male and female gender based on the type of Epistemic Curiosity and Perceptual Curiosity with 2 subtypes, namely specific and diversive. The type of research used is expalanatory sequential. A total of 35 students of class X IPA 4 determined the type of curiosity using the Curiosity Test. Each type and sub cognitive style were taken by 2 students with male and female gender who were the research subjects. Class X IPA 4 students are given problem-based learning as a stimulus in developing students' mathematical creative thinking skills. The quality of learning shows good quality, seen at every stage of the implementation of planning, implementation and evaluation shows good results. The ability to think mathematically creative students in learning problem based learning models in terms of curiosity and gender, namely: EC Specific Students with Gender Men - Men are able to master four indicators of mathematical creative thinking ability. They are able to solve all four indicators to find solutions to a problem, even though there are two indicators of flexibility and detail that are less than the maximum solution. The EC Specific Student Group with Gender Women has been able to master four indicators of mathematical creative thinking ability. They are able to solve all four indicators to find a solution to a problem, and there are two indicators that are less than the optimal solution to the indicators of flexibility and detail. The EC Diversive Student Group with Gender Men is able to master four indicators of mathematical creative thinking ability. They are able to solve the four indicators to find solutions to a problem, but there are two indicators that are less than the optimal solution, namely the flexibility and detail indicators. The EC Diversive Student Group with Gender Women is able to master four indicators of mathematical creative thinking ability. They are able to solve all four indicators to find a solution to a problem, but there is a lack of one indicator in its solution, namely flexibility. The PC Specific Student Group with Male Gender masters indicators of mathematical creative thinking abilities. They are only lacking in flexibility indicators, while in the other three indicators they meet. The PC Specific Student Group with Gender Women mastered indicators of mathematical creative thinking abilities as well as PC specific with Gender men. Although they are lacking in the same indicators but in different problems. PC Diversive Student Group with Male Gender masters indicators of mathematical creative thinking abilities. Even though they only meet the indicators of Smoothness and Authenticity, while on the other two indicators they are still weak. The PC Diversive and Women's Gender Students group mastered the same mathematical creative thinking abilities as the PC gender diversive male. However, they lack the same indicators, namely flexibility and detail on different questions.

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