ANALYSIS OF DIFFERENCE IN CREATIVE THINKING ABILITY OF STUDENT THROUGH THE APPLICATION OF PROBLEM
BASED LEARNING MODEL AND COOPERATIVE LEARNING MODEL JIGSAW TYPE
By :
Pratiwi Bernadetta Purba NIM. 408111088 Mathematics Education
THESIS
Submitted to fulfill the requirement for The Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE STATE UNIVERSITY OF MEDAN
iv PREFACE
Give thanks to Jesus Christ should give me more spirit to finish my thesis. The title of this thesis is “Analysis Difference in Creative thinking of Student Through the application of Problem Based Learning Model and Cooperative Learning Model Jigsaw Type”. This thesis was arranged to satisfy the law to get the Sarjana Pendidikan of Mathematics and Science Faculty in State University of Medan.
For this chance writer want to say thank you so much for my lovely father Mr. Drs. Bonaraja Purba, M.Si. and my lovely mother Ms. Romlah Sinaga, S.Pd. which always give me motivation, pray and all of my needs until finishing this thesis. And then, thank you so much for my brothers Agung, Adrian and my lovely sister, Lestari, Eki, Dewi, Deasy, Yoyo and Angely.
Writer says thank you for the Rector of State University of Medan, Mr. Prof. Dr. Ibnu Hajar, M.Si and his staff, Mr. Prof. Drs. Motlan, M.Sc., Ph.D for a dean of FMIPA UNIMED and his college assistant of Dean I, II, and III in UNIMED, Mr. Prof. Dr. Mukhtar, M.Pd for a Leader of Mathematics Department, Mr. Drs. Syafari, M.Pd for a leader of mathematics education study program and then Mr. Drs. Yasifati Hia, M.Si for a secretary of Mathematics Department.
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academic supervisor and then thank you so much for all my lecturer, and staff in FMIPA.
Writer also say thank you to Mr. Drs. Jontar Sitohang, the principal of SMA Budi Murni 2 Medan, and then say thank you to for mathematics teacher which help the writer in the research activities.
Thank you so much for my lovely friend in Bilingual Class Mathematics Education 2008.
The writer should give a big effort to prepare this thesis, and the writer know that this thesis have so many weakness. For that, the writer needs some suggestions to make it this be better. And big wishes, it can be improve our knowledge.
Medan, September , 2012
Writer
Pratiwi B Purba
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ANALYSIS OF DIFFERENCES IN CREATIVE THINKING ABILITY OF STUDENT THROUGH THE APPLICATION OF PROBLEM BASED
LEARNING MODEL AND COOPERATIVE ability of student taught by Problem Based Learning and Cooperative Learning Model Jigsaw type. This research aim is to know the description creative thinking of student in Exponent Matter X Grade SMA Budi Murni 2 Medan.
The kind of research is quasi-experimental research. This research used to know the obstacle and difficulty of student in solving Exponent Subject. Subject in this research is Student Class XB and XC SMA Budi Murni 2 Medan amount 80 student. The object of this research is PBL and Jigsaw in Exponent subject SMA Budi Murni 2 Medan Academic Year 2012/2013.
Intrument of this research in collecting data is pretest and postest and for analyse data done a few step that is reduction data, desciption data and take a conclusion. For pretest from 3 question valid obtained relibility is 0,754. For test of creative thinking (postest) obtained reliability is 0,723so can be concluded that all question is reliabel.
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2.1.1.1 Definition of Thinking 6
2.1.1.2 Creative 7
2.1.1.3 Definition of Creative Thinking 8
2.1.2 Learning Model 11
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2.1.3.3. The Advantages and Disadvantages of Problem Based Learning 18 Model
2.1.3.4. Implementation of Problem Based Learning Model in Learning 19 Mathematics
2.1.4 Cooperative Learning 20
2.1.4.1 The Definition of Cooperative Learning 20 2.1.4.2 The Objectives of Cooperative Learning 22 2.1.5. Cooperative Learning Model Jigsaw type 22 2.1.5.1. The Definition Of Cooperative Learning Model Jigsaw type 22 2.1.5.2 The Steps of Cooperative Learning Model Jigsaw type 24 2.1.5.3. The Advantages and Disadvantages of Implementing 25
Cooperative Learning Model Jigsaw Types
2.1.6 Subject Matter 26
3.2 Location and Time of the Research 31
3.3 Population and Sample 31
3.4 Mechanism and Design of the Research 31
3.5 Variabel of the Research 34
3.6 Instrument and Technique of Data Analysis 35
CHAPTER IV: RESULT AND DISCUSSION
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4.2.1 Normality Test 47
4.2.2 Homogenity Test 48
4.2.3 Hypotesis Test 48
4.2.3.1 Creative Thinking 48
4.3 Research Findings 49
4.4 Research Discussion 50
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion 55
5.2 Suggestion 55
ix TABLE LIST
Tabel 2.1. Problem Based Learning Phase 17
Tabel 3.1. Design of the Research 34
Tabel 3.2. Pretest Blueprint 35
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FIGURE LIST
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APPENDIX LIST
Appendix 1 Lesson Plan For Problem Based Learning I
Page 59 Appendix 2 Lesson Plan For Problem Based Learning II 65 Appendix 3 Lesson Plan For Cooperative Learning Jigsaw Type I 71 Appendix 4 Lesson Plan For Cooperative Learning Jigsaw Type II 75 Appendix 5 Student Activity Sheet I (PBL) 79 Appendix 6 The Alternative Problem Solving Of Student Activity
Sheet I (PBL) 83
Appendix 7 Student Activity Sheet II (PBL) 86 Appendix 8 The Alternative Problem Solving Of Student Activity
Sheet II (PBL) 90
Appendix 9 Student Activity Sheet I (JIGSAW) 92 Appendix 10 The Alternative Problem Solving Of Student Activity
Sheet I (JIGSAW) 96
Appendix 11 Student Activity Sheet II (JIGSAW) 99 Appendix 12 The Alternative Problem Solving Of Student Activity
Sheet II (JIGSAW) 103
Appendix 13 Pretest Blueprint 108
Appendix 14 Scoring Technique Of Pretest 109
Appendix 15 Pretest 110
Appendix 16 The Alternative Probem Solving Of Pretest 111 Appendix 17 Postest Blueprint Of Creative Thinking Ability 112 Appendix 18 Scoring Technique Of Postest Creative Thinking
Ability 113
Appendix 19 Postest Of Creative Thinking Ability 115 Appendix 20 The Alternatif Problem Solving Of Postest Creative
Thinking Ability
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xii Thinking Ability
Appendix 23 Data for Pretest and Postest Score in PBL and Jigsaw 130 Appendix 24 Procedure of Calculation Average, Variance and
Standard Deviation 132
Appendix 25 Procedure Calculation of Data Normality Test 135 Appendix 26 Procedure Calculation of Data Homogenity Test 139 Appendix 27 Calculation Hypotesis Test of Creative Thinking 141
1 GBHN 1993 (Munandar, 1999:17) about the national education:
"National education aims to improve human quality of Indonesia, the people who is faithful and righteous to God Almighty, noble character, personality, independent, advanced, powerful, intelligent, creative, skilled, disciplined work ethic, professional, responsible, and productive as well physical and mental healthy.”
Nowadays the progress of science and technology which are progressing rapidly have an impact on the lives and human well being. It is to be able to manage and make use of necessary human resources who have the creativity that is formed through a process of education.
A variety of new discoveries and new technologies were donated by the creativity of society. Munandar (1999:46) states: "It is inevitable that the welfare and prosperity of society and our country rely on the creative contributions, in the form of new ideas, new inventions and new technologies of the members of society".
Further Gardner (1985)states:
Creativity is a complex construct and is most commonly expressed through a broad range of intelligences including linguistic, musical, mathematical, spatial, kinesthetic, interpersonal, and perhaps even intrapersonal.
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Individual creativity is not born by themselves, but can be delivered through learning. many educators have not yet realized that such changes occurred toward more creative education.
Recognizing this are need to do an effort to improve creative thinking ability of students, Remind the urgency and significance of mathematics for the future control for the nation. According Satiadarma and Fidelis E. (2003): "There are some things that needed to develop creativity and need attention: (1) classroom settings. (2) teaching a fun atmosphere. (3) preparation of teachers. (4) The attitude of teachers. (5) The method of teaching "
The author also does the interviews with Ms. BS Hasugian as math teacher in SMA Budi Murni 2 Medan, and obtained the information that the student's ability to think creatively in solving problems given by the teacher is still low. Students still have not maximize the way to communicate his ideas with mathematics languages.
The low quality of education in Indonesia can not be separated from the ability of teachers to teach their students. So far, it is felt that some teachers are less appropriate to choose a method that is used to convey the subject matter.
Generally in the learning process, teachers deliver lessons using the conventional method, where the teacher is more active as the giver of knowledge to students, while passive students who only receive knowledge, and usually students are less active in delivering his opinion. In accordance with the results of interviews with Ms. BS Hasugian, that teachers’ knowledge about teaching models such as Problem Based Learning and Cooperative Learning Jigsaw type was still minimum so the learning models which they had been using were only the question and answer, and lectures. As said by Lie (2004:3) that: "many teachers teach expect students to the sit, Silent, Listen, Record and memorized (3DCH) ".
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training students in creative thinking. Learning by presenting contextual problems in early learning is one of the stimulus and triggers for thought. Then, students are allowed to discuss it in order to determine what key words that referred to in the questions, teachers help the students to conceptualize the material again as a problem, and students have to specify more than one keyword with the material and formulate questions to the alleged and analysis. Means the problem acts as a learning vehicle for achieving the goal.
Besides problem based learning, there is another alternative learning models, named Cooperative Learning Model Jigsaw type where students who have difficulty will be guided to resolve the issue. At the time of the expert group discussions students are required to discuss, issue an opinion giving the reason, so that all can be resolved. Thus the expected characteristics of creative thinking ability of student can be presented in the activities of the group.
Based on the above descriptions, it can be said that Problem Based Learning and Cooperative Learning Model Jigsaw Type is very interesting and quite effective to be implemented. The question is, there is difference in problem based learning model and cooperative learning model jigsaw type to improve creative thinking ability of student on the subject of Exponent? Accordingly, the author is interested in doing research with the title "Analysis Of Differences In Creative thinking Ability of Student Through The Application Of Problem Based Learning Model And Cooperative Learning Model Jigsaw Type”
1.2. Problem Identification
With reference to the background, the identification of the research will be divided into several problems:
1. Learning process in school less support students to develop creative thinking ability.
2. Level creative thinking of math students are still low.
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4. The learning model used by the teacher is not relevant with the objectives and characteristic of mathematics.
1.3. Problem Limitations
In assessing the problem, there are many problems that defined. Not all problems will be researched; therefore it is necessary restrictions on the problem. The limitations problem in this study is:
1. The subject matter is exponent
2. The creative thinking ability of students in exponent is still low.
3. The learning model used by the teacher is not relevant with the objectives and characteristic of mathematics.
1.4. Problem Formulation
Based on the problem identified above, the problems of the research can be formulated as: Is there difference in creative thinking ability of student taught by Problem Based Learning and Cooperative Learning Model Jigsaw type?
1.5. Research Objectives
Based on problem formulations above, then the objectives of this research are: To know the difference in creative thinking ability of student taught by Problem Based Learning and Cooperative Learning Model Jigsaw type.
1.6. Research Significance
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and Cooperative Learning Jigsaw type as an alternative learning in an effort to increase creative thinking ability of students.
3. Student
Through this research, it is expected to optimize the creative thinking ability of student as alternatives in problem-solving process in accordance with the ideas and reach a higher level of thinking.
4. Researcher
Through this research, it is expected to be a mean for self-development researchers and can be used as reference material or reference for similar studies. As well as an initial step in developing appropriate teaching and learning in the classroom.
1.7 Operasional Definition
1. Creative thinking ability in mathematics is the ability to solve mathematics problem to find as many answers or method of solutions that reflect the fluent thinking skills, flexible thinking skills, original thinking skills, and refine the skills of an idea.
2. Problem Based Learning is a learning model that involves the students to solve a problem through the phase of the scientific method so that students can learn knowledge related to such problems and also have the skills to solve problems
3. The Cooperative Learning Jigsaw type is a learning model that involves the students are grouped as an original group and an expert group who discuss to exchange information and opinions about a topic or problem to find an answer or a solution with all the possibilities.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1.CONCLUSION
Based on research result can be concluded that :
1. The average score postest in Problem Based Learning class is 62,375 and standard deviation is 13,4635. As for the average score postest in Jigsaw class obtained is 54,425 and standard deviation is 17,4663.
2. There is difference in creative thinking ability of student implemented by using Problem Based Learning and Cooperative Learning Model Jigsaw type.Hypotesis test for creative thinking do in postest data and test by using t-test. The test result in level
0
,
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and df = n1 + n2– 2 = 78 with tcalc = 2,280 obtained that -1,994< t <1,994, can be seen that tcalc not in interval. It means, H0 is rejected and Ha is accepted5.2.SUGGESTION
1. For teachers especially mathematics teachers can make learning model Problem Based Learning as an alternative learning to increase creative thinking ability of student especially in exponent
2. Mathematics teachers who want to apply the Jigsaw cooperative learning model type and Problem Based Learning should be done consistently and using time as well so the learning process can run well.
3. It is expected that other researchers to continue this kind of research by using different matter and grade levels so that research results can be useful for the progress of education, especially the education of mathematics
4. For other related parties such as the schools are expected to pay more attention to the advantages and disadvantages of learning used in the teaching of mathematics in increasing creative thinking ability of student.
