Profil berpikir siswa SMP dalam menyelesaikan masalah matematika berdasarkan gender

Iffat Rahmadhani Nuriansyah; Syarifatul Maf’ulah; Faridatul Masruroh

doi:10.26877/aks.v16i1.22047

Profil berpikir siswa SMP dalam menyelesaikan masalah matematika berdasarkan gender

Iffat Rahmadhani Nuriansyah, Syarifatul Maf’ulah, Faridatul Masruroh

Abstract

Divergent thinking is characterized by thinking in all directions, always trying various solutions to solve problems, so several ideas or solutions emerge. Divergent thinking in this study is based on four aspects; fluency, flexibility, originality, and elaboration. This study used a descriptive qualitative approach with two subjects of class VIII students of SMP Negeri 1 Ploso Jombang in the academic year 2024/2025, male student are (BAE) and female student are (AN). Data collection technique for this research carried out by giving the DTT written test and interviews. Data were collected through the Divergent Thinking Test (DTT) and semi-structured interviews had been validated by experts. This research is a qualitative descriptive research. The selection of subjects in this study considering by gender. For data collection technique in this study using a DTT written test and interview. Data analysis method carried out with three stages of analysis. The results showed that the female subject (AN) excelled in all indicators of divergent thinking AN produced three different problem-solving strategies, such as calculating the area of the outer square minus the shaded area, dividing the square into two rectangles, and dividing the square into smaller elements. AN provided a detailed explanation in developing the solution. Subject BAE produced two strategies, which tended to be simpler and conventional, without much variation. In the aspect of problem solving based on Polya's steps (understanding the problem, planning the solution, executing the solution, and re-examining), both subjects could follow the steps. However, AN showed more depth in planning and re-examining, by exploring various alternative strategies and BAE was simpler in solving the problem and thought more efficiently.

Full Text:

PDF

References

Afandi, A., 2016. Profil penalaran deduktif siswa SMP dalam menyelesaikan masalah geometri berdasarkan perbedaan gender. Apotema: Jurnal Program Studi Pendidikan Matematika, 8–21.

Astutiani, R., Hidayah, I., N.D. (2019). Kemampuan pemecahan masalah matematika dalam menyelesaikan soal cerita berdasarkan langkah Polya. Prosiding Seminar Nasional Pascasarjana UNNES. 2(1), 298 – 303

Barbot, B., & Heuser, B. (2023). Creativity and identity formation in adolescence. Psychology of Aesthetics, Creativity, and the Arts, 17(2), 1-14.

Benedek, M. (2024). On the relationship between creative potential and creative achievement: Challenges and future directions. Learning and Individual Differences, 110(1–12), Https://doi.org/10 .1016/j.lindif.2024.102424

Fitriarosah, N., (2016). Pengembangan instrumen berpikir kreatif matematis untuk siswa SMP. Prosiding Seminar Nasional Pendidikan Matematika 1, 243–250

Hadi, S., Radiyatul, R., (2014). Metode pemecahan masalah menurut Polya untuk mengembangkan kemampuan siswa dalam pemecahan masalah matematis di sekolah menengah pertama. Jurnal Pendidikan Matematika. https://doi.Org/10.20527/Edumat.V2i1.603

Hariani, I., T., (2012). Hubungan keaktifan bertanya dengan berpikir kreatif pada siswa SMPN 1 Taman Sidoarjo. (Disertasi). UIN Sunan Ampel Surabaya, Surabaya.

Hidayah, N., Darmono B., Purwaningsih, W., (2020). Analisis kemampuan berpikir kreatif siswa SMP kelas VIII dalam menyelesaikan masalah matematika. PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika, 9(2): 114-123.

Izzati, G.N., Waluya, S.B., Mastur, Z., (2021). Kemampuan berpikir divergen ditinjau dari math anxiety dan gender pada pembelajaran matematika. Primatika. Jurnal Pendidikan Matematika. 10, 69–78. https://doi.org/10.30872/Primatika.V10i2.583

Kaufman, J. C., & Beghetto, R. A. (2020). Exploring the mini-c, little-c, and Big-C creativity framework. Journal of Creative Behavior, 54(3), 1-15.

Mahaputra, M.R., (2022). Literature review factor-faktor yang mempengaruhi berpikir positif. JIM (Jurnal Ilmu Multidisiplin). 1, 33–40. https://doi.Org/10.38035/Jim.V1i1

Mappasere, S.A., Suyuti, N., (2019). Pengertian penelitian pendekatan kualitatif. Metode Penelitian Sosial 33.

Nafi’an, M. I. (2021). Penyelesaian soal cerita siswa sekolah dasar berdasarkan gender. BSIS Jurnal Pendidikan Matematika dan Matematika, 3(2), 328–336.

Pahlevi, G.C., Haris, A., Martawijaya, M.A., (2018). Identifikasi kemampuan berpikir divergen pada peserta didik SMA Negeri 10 Makassar. Jurnal Sains Dan Pendidikan Fisika (JSPF). 14, 9–14

Putra, A.A., Saifuddin, Darmawansyah, (2022). Meningkatkan kemampuan berpikir divergen melalui layanan penguasaan konten dengan teknik mind mapping pada peserta didik di SMP Negeri Katumbangan Lemo. Jurnal Ilmiah Tarbiyah Umat (JITU). 12, 83–90. https://doi.org/10.36915/Jitu

Putri, H.R., (2021). Implementasi model pembelajaran problem-based learning (PBL) untuk melatih kemampuan berpikir kreatif mahasiswa. Jurnal Biologi & Konservasi. 3, 37–44.

Runco, M. A., & Acar, S. (2022). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 34(1), 1-12.

Samo, D.D., Darhim, D., Kartasasmita, B., (2017). Developing contextual mathematical thinking learning model to enhance higher-order thinking ability for middle school students. International Education Studies, 10(12). https://doi.org/10.5539/Ies.V10n12p17

Saretzki, Janika, etc all. (2024). A Systematic Quantitative Review of Divergent Thinking Assessments. Psychology of Aesthetics, Creativity, and the Arts, https://doi.org/10.1037/aca0000691

Utami, R., (2013). Model pembelajaran berbasis masalah dengan langkah penyelesaian berdasarkan Polya dan Krulik-Rudnick ditinjau dari kreativitas siswa. Jurnal Ilmiah Pendidikan Matematika 1, 82–98.

DOI: https://doi.org/10.26877/aks.v16i1.22047