Abstract
In learning process, students often appear reluctant to read mathematics books. So that the students do not understand the meaning and concept of the material they have heard and recorded. This research offers a pre-solution posing type of problem posing model. Students make questions according to the situation given by the teacher and then it solve by themselves or finish them as discussion materials. The research objective is to examine, to describe the increase in creative thinking skills which have the effect of increasing learning achievement through the pre-solution posing type of problem posing model. The research was conducted at X-MIPA 2 SMAN 3 Semarang on vector material. Research variables are creative thinking skills and learning achievement. Data on creative thinking abilities were taken using observation sheets, data on learning achievement were taken by tests. The obtained data were scored, processed and presented descriptively. The results showed, the number of students completed, respectively, on the creative thinking variable was 57% and 86%, while the learning achievement was 60% and 91%. The increase that occurs shows the application of improved learning actions on vector material with the pre-solution posing type of problem posing learning model.
 Keywords: Creative Thinking, Pre Solution Posing, Learning Achievement, Problem Posing
Highlights
The results showed, the number of students completed, respectively, on the creative thinking variable was 57% and 86%, while the learning achievement was 60% and 91%
International Journal of Mathematical Education in Science and Technology, 35(5), 669-679
Summary
Kegiatan dimulai dengan mengimplementasikan rancangan pembelajaran yang sudah disusun untuk materi pengertian, operasi, dan panjang vektor, yang dilaksanakan 6 jam pelajaran. Pertama dilakukan pembelajaran di kelas, guru menjelaskan materi pengertian, operasi, dan panjang vektor kepada siswa dilanjutkan dengan latihan soal secukupnya. Siswa diberi kesempatan untuk menanyakan penyelesaian soal latihan, guru menjelaskan secara klasikal. Setelah yakin tidak ada pertanyaan lagi dari siswa, maka siswa dikelompokkan secara heterogen, masing-masing kelompok terdiri dari 45 siswa. Masing-masing kelompok diminta mengajukan 2 soal berdasarkan informasi yang diberikan guru, dan kelompok yang bersangkutan harus mampu menyelesaikannya. Masingmasing kelompok mempresentasikan soal yang mereka ajukan beserta penyelesaiannya. Guru menampung dan membahas semua permasalahan yang ada. Hasil pengamatan dan tes pada siklus 1 untuk ke dua variabel dapat dilihat pada Tabel 1
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