Inarotus Saidah, 0401519014 (2023) Kemampuan Berpikir Kreatif Matematik ditinjau dari Mathematical Resiliency Peserta didik Kelas VIII pada Pembelajaran Problem Based Learning. Masters thesis, UNNES.

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Abstract

Mathematical creative thinking skills and mathematical resilience are important aspects of learning mathematics at school. The purpose of this study was to determine the effectiveness of problem based learning on students' mathematical creative thinking abilities and to describe creative thinking abilities in terms of mathematical resilience in problem based learning students. This study uses a mixed method with a sequential explanatory design. This research was conducted at MTs NU Demak. The sample in this study were class VIII B and VIII C. The subjects of this study were selected 7 students based on high, medium and low levels of mathematical resilience. Quantitative data analysis techniques using the normality test, homogeneity test, average test, proportion test, average difference test, and simple linear regression test. Qualitative data analysis techniques, namely through the stages of data reduction, data presentation, and drawing conclusions. The results of this study indicate that problem-based learning is effective on students' mathematical creative thinking abilities, this is with the results (1) Students' mathematical creative thinking abilities in problem-based learning achieve individual mastery with the average test results for students' mathematical creative thinking abilities students with more than 70 problem-based learning; (2) The students' creative thinking ability in problem based learning achieves classical mastery with the proportion of students who complete individually in Problem Based Learning learning more than 75%; (3) the average mathematical creative thinking ability of the experimental class is better than that of the control class; and (4) there is an effect of 15.8% mathematical resilience on students' mathematical creative thinking skills in problem based learning. Students' mathematical creative thinking ability in terms of mathematical resilience in problem-based learning has a mastery of various indicators. There were 2 students out of 7 students who were included in the high mathematical skill category who had mastery of different KBKM indicators, namely 1 student fulfilled all the KBKM indicators and 1 student was able to fulfill 3 KBKM indicators. Likewise, 3 students who were included in the category of low mathematical precision had different variations of KBKM indicators, namely 1 student fulfilled one indicator, namely elaboration, 1 student fulfilled one indicator, namely elaboration, and 1 student fulfilled one indicator, namely fluency. The 2 students who were included in the low mathematical precision category had different variations of the KBKM indicators, namely 1 student only met the originality indicator and did not meet the KBKM indicators.

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