Development of a problem-based learning test to measure grade xii students’ mathematical creativity and adversity quotient
DOI:
https://doi.org/10.31980/pme.v4i2.2660Keywords:
Design Based Research, Test Instruments, Creative Thinking Ability, PBL Model, Adversity Quotient, Penelitian Berbasis Desain, Instrumen Tes, Kemampuan Berpikir Kreatif, Model PBLAbstract
This study aims to overcome the low ability of mathematical creative thinking and the adversity quotient of students in solving number problems and series. One of the alternative efforts to overcome this problem was the need for a comprehensive and integrated approach, including RPP, LKPD, and Evaluation Tools. This research was part of this integrated effort to produce a valid and practical test instrument to measure students' mathematical creative thinking skills. The development of a test instrument using the design-based research (DBR) method refers to the Plomp model, which consists of three stages of preliminary research, a developing or prototyping phase, and an assessment phase. The research approach employed a combination of quantitative and qualitative methods, utilizing a one-group pretest-posttest design. The research subjects were 36 students of class XI MIPA, one of the public schools in Bandung District in 2019/2020. The results showed the mathematical creative thinking test instrument was valid and practical; the learning design using the PBL model which was modified by the ZPD theory as a whole can significantly improve students 'mathematical creative thinking skills, so that the developed test instrument effectively measures students' mathematical creative thinking skills; and adversity quotient criteria including Camper’s criteria, namely those who camp.
Penelitian ini bertujuan untuk mengatasi rendahnya kemampuan berpikir kreatif matematis dan adversity quotient peserta didik dalam menyelesaikan soal barisan dan deret. Salah satu upaya alternatif untuk mengatasi masalah tersebut adalah diperlukan penanganan yang komprehensif dan terpadu serta terintegrasi, meliputi RPP, LKPD dan Alat Evaluasi. Penelitian ini merupakan bagian dari upaya terpadu tersebut untuk menghasilkan instrumen tes yang valid dan praktis untuk mengukur kemampuan berpikir kreatif matematis siswa. Pengembangan instrumen tes menggunakan metode design-based research (DBR) yang mengacu pada model Plomp, yang terdiri dari tiga tahap yaitu tahap penelitian pendahuluan, tahap pengembangan atau pembuatan prototipe, dan tahap penilaian. Pendekatan penelitian yang digunakan adalah kuantitatif dan kualitatif dengan desain penelitian one group pretest-posttest design. Subjek penelitian adalah 36 siswa kelas XI MIPA salah satu SMA Negeri di Kabupaten Bandung tahun ajaran 2019/2020. Hasil penelitian menunjukkan instrumen tes kemampuan berpikir kreatif matematis valid dan praktis; desain pembelajaran dengan menggunakan model PBL yang dimodifikasi dengan teori ZPD secara keseluruhan dapat meningkatkan kemampuan berpikir kreatif matematis siswa secara signifikan, sehingga instrumen tes yang dikembangkan efektif mengukur kemampuan berpikir kreatif matematis siswa; dan kriteria adversity quotient termasuk dalam kriteria Campers, yaitu yang berkemah.
References
Amalia, Y., dkk. (2015). Penerapan Model-Eliciting Activities untuk meningkatkan kemampuan berpikir kreatif matematis dan self confidence siswa SMA. Jurnal Didaktik Matematika, 2(2).
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Anwar, N., dkk. (2015). Pengembangan desain pembelajaran berbasis pendekatan open-ended untuk meningkatkan kemampuan berpikir kreatif matematis siswa SMP. Jurnal Didaktik Matematika, 2(1).
Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan (Edisi ke-2). Bumi Aksara.
Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan (Cet. II). Bumi Aksara.
Arnisya, M. F., & Afriansyah, E. A. (2024). Unlocking Students’ Creative Thinking in Mathematics: A Study on Three-Dimensional Shapes. Plusminus: Jurnal Pendidikan Matematika, 4(3), 487-502.
Atiyah, A., & Nuraeni, R. (2022). Kemampuan berpikir kreatif matematis dan self-confidence ditinjau dari kemandirian belajar siswa. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(1), 103-112. https://doi.org/10.31980/pme.v1i1.1370
Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41–62. https://doi.org/10.2307/749717
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Efwan, N. S., Afriansyah, E. A., Luritawaty, I. P., Arwadi, F., & Yadav, D. K. (2024). The Level of students' mathematical creative thinking skills as measured by their self-confidence. International Journal of Didactic Mathematics in Distance Education, 1(2), 125-136.
Fauzia, T. A., dkk. (2017). Desain didaktis konsep barisan dan deret aritmatika pada pembelajaran matematika sekolah menengah atas. Jurnal Pendidikan Matematika Universitas Pendidikan Indonesia, 1(1), 1–10.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Ghassani, D. A., Nursa’adah, A., Septira, F., Effendi, M., Herman, T., & Hasanah, A. (2023). Kemandirian Belajar Siswa dalam Pembelajaran Matematika Menggunakan Kurikulum Merdeka. Plusminus: Jurnal Pendidikan Matematika, 3(2), 307-316. https://doi.org/10.31980/plusminus.v3i2.1346
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Handayani, U. F. (2023). Kemampuan Berpikir Kreatif Dalam Menyelesaikan Permasalahan Pola Bilangan. Plusminus: Jurnal Pendidikan Matematika, 3(3), 399-410. https://doi.org/10.31980/plusminus.v3i3.1504
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Isviana, Y. W., dkk. (2015). Proses berpikir kreatif dalam memecahkan masalah sub pokok bahasan trapesium berdasarkan tahapan Wallas ditinjau dari adversity quotient. Jurnal Pendidikan Matematika, 1, 1–7.
Kemendikbud. (2013). Permendikbud Nomor 67 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Dasar/Madrasah Ibtidaiyah. Kementerian Pendidikan dan Kebudayaan.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. National Academy Press.
Kosasih, U., Gita, T. W., & Nurjanah, N. (2024). Creative Thinking Ability in Quadrilateral Learning with Pos Math Game. Mosharafa: Jurnal Pendidikan Matematika, 13(2), 449-460. https://doi.org/10.31980/mosharafa.v13i2.1049
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Mardapi, D. (2017). Pengukuran, penilaian, dan evaluasi pendidikan. Parama Publishing.
Masitoh, L. F., & Hartono, H. (2017). Pengembangan desain pembelajaran matematika dengan pendekatan PBL berorientasi pada kemampuan berpikir kreatif dan self-efficacy. Jurnal Pythagoras Pendidikan Matematika, 12(2).
NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
OECD. (2018). The future of education and skills: Education 2030 – The future we want. Organisation for Economic Co-operation and Development.
Plomp, T., & Nieveen, N. (Eds.). (2013). Educational design research: Part A. An introduction. Netherlands Institute for Curriculum Development (SLO).
Pusat Kurikulum dan Perbukuan. (2014). Konsep dan implementasi Kurikulum 2013. Kementerian Pendidikan dan Kebudayaan.
Ruseffendi, E. T. (1991). Penilaian pendidikan dan hasil belajar peserta didik khususnya dalam pengajaran matematika untuk guru dan calon guru. Tarsito.
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing.
Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM Mathematics Education, 29(3), 75–80. https://doi.org/10.1007/s11858-997-0003-x
Stoltz, P. G. (1997). Adversity quotient: Turning obstacles into opportunities. John Wiley & Sons.
Stoltz, P. G. (2000). Adversity quotient: Mengubah hambatan menjadi peluang. Grasindo.
Sugiyono. (2010). Metode penelitian kuantitatif, kualitatif dan R&D. Alfabeta.
Syukri, M., Jannah, M., & Sari, D. (2020). The influence of adversity quotient on students' mathematics learning outcomes. Journal of Educational Research and Evaluation, 4(2), 127–134. https://doi.org/10.23887/jere.v4i2.24551
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Siti Halimah, Dinny Mardiana, Deti Ahmatika, Salma Nuramania, Ade Maya Nurcahyati
This work is licensed under a Creative Commons Attribution 4.0 International License.
