Abstract
The heterogeneity of mathematics education students is a challenge for lecturers and students at the same level who want to research because of the many characteristics. Creativity is not only intended for people with high mathematical abilities but also for everyone. The study was conducted online due to the COVID-19 outbreak. This research is a descriptive qualitative research that aims to describe the level of creative thinking of students in solving math problems online and to describe the activity of online classes. The research subjects studied were students of the 6th semester 6th semester mathematics education research methodology (metopen) at Raja Ali Haji Maritime University, totaling 23 people. The data analysis technique in this study uses the methods proposed by Miles and Huberman, namely data reduction, data presentation and verification or conclusions. Data collection is done by providing problem solving questions to all subjects online. The results of the study on the average creative thinking level of the 23 people were quite creative and active.
Highlights
Pendidikan merupakan suatu proses usaha kegiatan kerja yang memang sengaja dilakukan untuk mengubah dan mengembangkan perilaku seseorang
The results showed that eight (34.8%) students with high category and 15 (65.2%) students with moderate liveliness
“Pe ngembangan Perangkat Pembelajaran Mate matika Berbasis Model Pembelajaran Pene muan Dengan Masalah Open Ended Untuk Peserta Didik SMA Kelas X Semester 2.” Mosharafa 6:279–86
Summary
Pada masa sekarang ini seluruh dunia se dang dilanda wabah pandemic, yaitu virus coro na (Covid-19) termasuk Indonesia. Oleh karena itu penelitian ini dilaku kan secara daring yang mana subjek penelitian nya adalah mahasiswa pendidikan matematika, dimana penyebaran soal tes dilakukan melalui Google Classroom atau kelas daring dan obser vasi point keaktifan melalui kelas daring dan be berapa aspek di kegiatan perkuliahan biasa sebe lumnya. Penelitian ini adalah penelitian deskriptif yang bertujuan untuk mendeskripsikan tingkat berpikir kreatif mahasiswa dalam memecahkan soal matematika secara daring dan mendes kripsikan keaktifan kelas secara daring. Berdasarkan hasil validasi oleh validator terhadap instrumen tersebut dilakukan beberapa revisi, lembar observasi keaktifan kelas dan ins trumen tes yang dirumuskan direvisi berdasarkan saran-saran validator, baik mengenai pengu bahan konteks soal dan materi yang sesuai untuk mengukur tingkat berpikir kreatif mahasiswa dan lainnya terkait dengan kesalahan penulisan. Untuk kategori kreatif berpedoman kepada kategori yang dimodifikasi oleh Purwanto (Astuti 2016), sebagaimana disajikan pada Tabel 1
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