Mohammad Iqbal, 0401519060 (2023) Kemampuan Berpikir Kreatif Matematis ditinjau dari Resiliensi Matematis Siswa dalam Pembelajaran Problem Based Learning (PBL) berbantuan Seesaw Mobile Learning Apps. Masters thesis, UNNES.

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Abstract

The purpose of this study was to evaluate, identify, categorize the level of mathematical creative thinking ability and to find out the effect of mathematical resilience on the mathematical creative thinking ability of class VIII at SMP Negeri 10 Semarang city before and before implementing the Seesaw Assisted Problem Based Learning model. The results showed that based on the results of the average difference test, there were differences in scores before and after applying the Seesaw-assisted Problem Based Learning (PBL) model could improve mathematical creative thinking skills with an average score for each before and after the model was applied, namely 46 and 76 with a categorization of improvement based on the Gain test after the Seesaw-assisted Problem Based Learning (PBL) model was applied, namely 5 students with low improvement, 18 students with medium improvement, and 9 students with high improvement and the average student improvement after the Problem Based model was applied Seesaw assisted learning is included in the medium category, and there is an effect of mathematical resilience on students' mathematical creative thinking abilities. The results of this learning are obtained with quality learning tools, research instruments, student responses are in the very good category, the implementation of learning is in the good category, assessment of learning outcomes for thinking skills the mathematical creative class of the Seesaw-assisted PBL model class is more than the Actual Completeness Limit (BTA) which is set at 57, classical completion >75%, the average creative mathematical thinking, the proportion of completeness and increased mathematical creative thinking is higher when compared to the class with the Discovery Learning model . Students who have high mathematical resilience are dominant in the indicators of fluency, flexibility, originality, and elaboration. Students who have moderate mathematical resilience meet the indicators of flexibility, originality, and elaboration. Students who have low mathematical resilience fulfill the flexibility indicator.

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