Astuti, 0103518081 (2020) KEMAMPUAN BERPIKIR KREATIF DITINJAU DARI GAYA BELAJAR SISWA PADA MODEL PROBLEM BASED LEARNING (PBL) BERPENDEKATAN OPEN ENDED. Masters thesis, UNNES.

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Abstract

Mathematics learning helps students to think logically, analytically, systematically, critically, and creatively as well as equip them with the ability to work together. Creative thinking needs to be developed because of its importance to students in the future and it is also one of the desired abilities in the world of work. Therefore, this research aims to analyze (1) students' high creative thinking abilities using the PBL model with an open-ended approach in terms of visual learning style, (2) students' medium thinking abilities using the PBL model with an open-ended approach in terms of visual learning styles, (3) students' low creative thinking abilities using the PBL model with an open-ended approach in terms of visual learning styles, (4) students' high creative thinking abilities using the PBL model with an open-ended approach in terms of auditory learning styles, (5) students' medium creative thinking abilities using the PBL model with an open�ended approach in terms of auditory learning styles, (6) students' low creative thinking abilities using the PBL model with an open-ended approach in terms of auditory learning styles, (7) students' high creative thinking abilities using the PBL model with an open-ended approach in terms of kinesthetic learning styles, (8) students' medium creative thinking abilities using the PBL model with an open�ended approach in terms of kinesthetic learning styles, and (9) students' low creative thinking abilities using the PBL model with an open-ended approach in terms of kinesthetic learning styles. This is a qualitative research with a case study approach and the sample, which consists of three classes were selected by purposive sampling technique. Furthermore, the research subjects were determined using a student learning style questionnaire and the methods of data collection include documentation, tests of creative thinking skills, questionnaires, observation, and interviews. Also, the qualitative analysis used data triangulation, namely observation, questionnaires, and interviews. The results showed that the students in visual learning style with high creative thinking skills highly fulfill the indicators of fluency, authenticity, detail, and flexibility. Also, with medium skills fulfill the indicator of fluency, authenticity, and detail and almost fulfill flexibility. However, students with low skills sufficiently fulfill the indicators of fluency and authenticity, and almost fulfill both flexibility and detail. Furthermore, students in auditory learning styles with high viii skills mastered the indicators of fluency and flexibility as well as sufficiently fulfill authenticity and detail. Also, the medium skilled student highly fulfill fluency indicators, sufficiently attains authenticity, and almost fulfill flexibility and detail. However, the students with low skill sufficiently master fluency and flexibility and almost fulfill both the class and detail indicator. The result further showed that the students in kinesthetic learning styles with high creative thinking skills highly fulfill fluency, flexibility, and authenticity and do not master the detailed indicators. Also, those with medium skills master the indicators of fluency, flexibility, and authenticity, and not in detail. Finally, the low skilled students master authenticity and almost fulfill 3 other indicators, which include fluency, flexibility, and detail

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