Peningkatan Kemampuan Berpikir Kreatif melalui Pendekatan Pendidikan Matematika Realistik Indonesia pada Materi Lingkaran

Amirah; Ariyadi Wijaya

Authors

Amirah Universitas Negeri Yogyakarta, Indonesia
Ariyadi Wijaya Universitas Negeri Yogyakarta, Indonesia

Keywords:

Berpikir Kreatif, Lingkaran, Matematika Realistik, Pembelajaran Matematika

Abstract

Abstract:

This research aims to improve students' creative thinking skills through the Indonesian Realistic Mathematics Education approach when learning the topic of circles. This study was conducted as a Classroom Action Research, utilizing the Kemmis and McTaggart model and implemented in two cycles. The subjects of the research were 22 eleventh-grade students at a private high school in Yogyakarta. Data were collected using a creative thinking ability test, observation sheets, and teacher interviews. The findings indicate an increase in the students' mean scores from 74.03 in cycle I to 88.08 in cycle II. A significant improvement was observed in the flexibility and elaboration indicators, demonstrating students' capability to employ diverse strategies and articulate ideas in detail. Nevertheless, the originality indicator did not exhibit a comparable increase. This suggests that the IRME approach is effective in developing the majority of students' creative thinking aspects, yet it has not been fully optimized in fostering originality.

Abstrak:

Penelitian ini bertujuan meningkatkan keterampilan berpikir kreatif siswa dengan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) pada materi lingkaran. Penelitian ini berupa Penelitian Tindakan Kelas dengan model Kemmis dan McTaggart yang dilaksanakan dua tahap. Subjek penelitian sebanyak 22 siswa kelas XI di salah satu SMA swasta di Yogyakarta. Data dikumpulkan melalui tes kemampuan berpikir kreatif, lembar observasi, dan wawancara guru. Hasil penelitian menunjukkan peningkatan skor rata-rata siswa dari 74,03 di siklus I menjadi 88,08 di siklus II. Peningkatan signifikan berlangsung pada indikator flexibility dan elaboration, yang menunjukkan siswa mampu menggunakan berbagai strategi dan menyampaikan ide secara rinci. Namun, indikator originality tidak menunjukkan peningkatan. Hal ini menyatakan bahwa pendekatan PMRI efektif dalam menumbuhkan sebagian besar aspek berpikir kreatif siswa, tetapi belum sepenuhnya optimal dalam mendorong orisinalitas.

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