Kemampuan Numerasi Siswa Ditinjau dari Dimensi Berpikir Kreatif Matematis Melalui Problem-Based Learning: Kuasi Eksperimen
DOI:
https://doi.org/10.67686/didaktika.v10i3.2234Abstrak
Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan kemampuan numerasi ditinjau dari dimensi berpikir kreatif matematis siswa melalui PBL. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi eksperimen: The nonequivalent control group design. Terdapat 42 siswa kelas V menjadi sampel yang diambil berdasarkan teknik purposive sampling. Instrumen penelitian berupa soal uraian yang sudah diuji tingkat validitas dan reliabilitasnya. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan pada perolehan kemampuan numerasi siswa ditinjau dari dimensi berpikir kreatif matematis antara siswa yang belajar melalui Problem-Based Learning dan pembelajaran langsung, meskipun terdapat perbedaan kemampuan awal pada dimensi kelancaran dan fleksibilitas. Secara deskriptif, rata-rata kemampuan numerasi siswa yang belajar melalui Problem-Based Learning lebih tinggi pada dimensi fleksibilitas, keaslian, dan elaborasi, sedangkan pada dimensi kelancaran, siswa yang belajar melalui pembelajaran langsung memiliki rata-rata yang lebih tinggi. Analisis peningkatan kemampuan numerasi menunjukkan bahwa tidak terdapat perbedaan peningkatan yang signifikan pada dimensi kelancaran, fleksibilitas, dan keaslian. Namun, Problem-Based Learning memberikan pengaruh yang signifikan dengan kategori effect size besar dalam meningkatkan kemampuan numerasi siswa pada dimensi elaborasi. Hasil ini mengimplikasikan bahwa PBL dapat dipertimbangkan untuk meningkatkan kemampuan numerasi pada dimensi elaborasi siswa.
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