Exploring Creative Thinking in Probability Through Polya’s Framework and Contextual Learning
DOI:
https://doi.org/10.31980/mosharafa.v14i4.3452Keywords:
Kemampuan Berpikir Kreatif Matematis, Polya’s Procedures, Probability, pendekatan contextual teaching and learning, sekolah menengah, pemikiran matematis kreatif, model Polya, pembelajaran kontekstual; probabilitas, pemecahan masalah, pendidikan menengahAbstract
Kemampuan berpikir kreatif matematis merupakan keterampilan penting bagi siswa dalam menghadapi berbagai situasi yang menantang pada abad ke-21. Penelitian ini bertujuan untuk menganalisis bagaimana siswa menerapkan empat tahap pemecahan masalah Polya dalam menyelesaikan soal peluang kontekstual secara kreatif. Sebanyak 32 siswa kelas XII di salah satu SMA negeri di Majalengka terlibat sebagai subjek penelitian dengan pendekatan kualitatif deskriptif, dengan berdasarkan hasil tes tertulis, tiga siswa dipilih secara purposif untuk mengikuti wawancara mendalam, yang masing-masing mewakili kategori kemampuan berpikir kreatif tinggi, sedang, dan rendah. Data dikumpulkan melalui tes uraian kontekstual, observasi, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa sebagian besar siswa mampu melaksanakan rencana penyelesaian secara sistematis, namun masih mengalami kesulitan pada tahap memahami masalah dan memeriksa kembali hasil. Hanya 16% siswa yang melakukan refleksi akhir secara efektif. Temuan ini menunjukkan bahwa sebagian besar siswa mampu melaksanakan strategi penyelesaian, yang mencerminkan kelancaran dan elaborasi dalam berpikir kreatif matematis. Namun, keterbatasan siswa dalam memahami konteks permasalahan membatasi keluwesan dan keaslian mereka dalam menghasilkan berbagai pendekatan penyelesaian masalah.
The ability to think creatively in mathematics is crucial for pupils to deal with a variety of difficult problems in the twenty-first century. The purpose of this study is to examine how students creatively solve contextual probability questions using Polya's four stages of problem-solving. Using a descriptive qualitative approach, 32 twelfth-grade students from a Majalengka public high school served as research subjects based on the written exam results, three students were purposefully chosen to participate in in-depth interviews, each of whom represented the categories of high, medium, and poor creative thinking abilities. Semi-structured interviews, observations, and contextual essay examinations were used to gather data. The study's findings indicate that while most students can follow the solution plan methodically, they still struggle with comprehending the issue and analyzing the findings. Just 16% of students completed their final reflection successfully. based on the written exam results, three students were purposefully chosen to participate in in-depth interviews, each of whom represented the categories of high, medium, and poor creative thinking abilities.
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