THE IMPLEMENTATION OF PROBLEM BASED LEARNING WITH SCIENTIFIC APPROACH TO INCREASE THE STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY IN SMPN 37 MEDAN.
THE IMPLEMENTATION OF PROBLEM BASED LEARNING
MODEL WITH SCIENTIFIC APPROACH TO INCREASE
THE STUDENTS’ MATHEMATICAL CREATIVE
THINKING ABILITY IN SMPN 37 MEDAN
By:
Friska Elvitaningru Simbolon
IDN. 4123312009
Bilingual Mathematics Education Study Program
SKRIPSI
Submitted in Partial Fulfillment of the Requirements for The Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
BIOGRAPHY
Friska Elvitaningru Simbolon was born on September 23rd 1994 in
Bangko, Jambi. Father’s name is G. Simbolon and mother’s name is R. Sihotang.
Writer is the first daughter from five siblings. In 2000, writer was a student in SD
N 02/VI Bangko and graduated in 2006. After that, writer continued the study to
Junior High School in SMPN 1 Merangin and graduated in 2009. Writer
continued the study to Senior High School in SMAN 1 Merangin and graduated in
2012. Writer was accepted as a student in State University of Medan, Faculty of
Mathematics and Natural Sciences, Mathematics Department, Study Program of
Bilingual Mathematics Education 2012 and graduated in 2016.
THE IMPLEMENTATION OF PROBLEM BASED LEARNING WITH
SCIENTIFIC APPROACH TO INCREASE THE STUDENTS’
MATHEMATICAL CREATIVE THINKING ABILITY
IN SMPN 37 MEDAN
Friska Elvitaningru Simbolon (4123312009)
ABSTRACT
The problem of this research is the low of students’ mathematical creative
thinking ability. This research aims to increase the students’ mathematical
creative thinking ability by applying problem based learning model with scientific
approach. Problem is identified based on initial observation result that consisted
of preliminary test and interview with one of mathematics teacher in SMPN 37
Medan. Preliminary test is done to know creative thinking ability and references
to grouping students in problem based learning that will be done next. This
research is Class Action Research (CAR), which is implemented in SMPN 37
Medan. The subject in this research was the students of class VIII-2 academic
year 2015/2016 that have 42 students. The object of this research were the
students’ mathematical creative thinking ability and problem based learning
model with scientific approach. The indicator of success is there are minimum
70% of the total students that followed the test get minmum score 2.51. This
research consisted of 2 cycles and both cycle consisted of two meetings. Students’
mathematical creative thinking ability test conducted at the end of each cycle. The
result of this research could be seen: (1) The result of students’ mathematical
creative thinking ability test in cycle 1, completed 22 students and not completed
20 students, classical completeness is 52.4%. (2) The result of students’
mathematical creative thinking ability test in cycle 2, completed 31 students and
not completed 11 students, classical completeness is 73.8%. (3) Problem based
learning model with scientific approach can increase the students’ mathematical
creative thinking ability.
PREFACE
Praise the Lord of Jesus because of His blessing and mercy I can complete
this thesis on time. The title of this thesis is “The Implementation of Problem
Based Learning Model with Scientific Approach to Increase The Students’
Mathematical Creative Thinking Ability in SMPN 37 Medan”. This thesis was
arranged to fulfill the requirement to obtain the degree of Sarjana Pendidikan from
Faculty of Mathematics and Natural Sciences in State University of Medan.
In finishing the thesis, I received support from many parts, therefore, I
profoundly would like to express my grateful to Prof. Dr. Syawal Gultom, M.Si as
rector of State University of Medan. I am also grateful to Dr. Asrin Lubis, M.Pd
as Dean of Faculty of Mathematics and Natural Sciences. I place on record, my
sincere thank you to Dr. Iis Siti Jahro, M.Si as Coordinator of Bilingual Class. I
am also grateful to Dr. Edy Surya, M.Si as the principal of mathematics
department. I also thank to Mr. Zul Amry, M.Si as head of Mathematics
Education Study Program. I take this opportunity to express gratitude to all of the
Department faculty and major members for their help and support. I would like to
express my very sincere gratitude to my academic supervisor, Dr. KMS. M. Amin
Fauzi, M.Pd for the support to make this thesis possible.
My special thanks go to my thesis supervisor, Prof.Dr.Bornok Sinaga,
M.Pd, for his valuable feedback and constructive advice throughout my work. He
was always there to support me, to give me right direction, and to provide me with
brilliant insights. I realized that without which I never would have made this work
to come to a good end. I also thank to principals of SMPN 37 Medan, Sahat
Marulak, S.Pd, M.Hum and mathematics teacher of class VIII-2, Sumiati, S.Pd for
kindly letting me do my research in their schools.
I am extremely thankful to my beloved parents, G.Simbolon and
R.Sihotang, my beloved sister, Tiurmaida Fisilitas Simbolon, Maria Goretti
Noviyanti Simbolon, Maria Gracella Gabriella Simbolon, and my beloved
brothers, Janno Frianto Fransiskus Simbolon. They were always supporting me
and encouraging me with their best wishes.
I am thankful to my roommate kak Riska, kak Natalita, kak Natalia, dan
kak Triana for the time with laughter, for helping, teach me about anything, and
sometimes they were seems like my sisters. I am grateful to my beloved best
friend Rani Rahayu Simanungkalit for helping me, and always supporting me.
Thank you for being the best friend that ever I have. I am also indebted to my big
family of Bilingual Mathematics who have given supports and motivations. There
is so many things that will be always in my mind, our togetherness, happiness,
and sadness. After all this time, it would be my wonderful time. I give my sincere
thanks to PPLT SMAN 1 Berastagi, there are so many memories about us. I am
grateful to my teacher supervisor Drs. Simon Patar Siagian as mathematics
teacher in SMAN 1 Berastagi, he always teach me about how to teaching well,
about discipline, and caring. Thanks to my bro, Lamhot Silalahi, Douglas Silalahi,
Dick Cheney Padang, Vicky Christ Siahaan, and the geng for always supporting
me and give much time for helping me.
Finally, I realize that this undergraduate thesis is far from excellences,
therefore, I expect many develop critics and sugesstions from many parts to make
it be better.
Medan,
June 2016
Author,
Friska Elvitaningru S.
ID. 4123312009
i
TABLE OF CONTENTS
Table of Contents
List of Figure
List of Table
List od Appendices
i
iii
iv
vi
CHAPTER I INTRODUCTION
1.1
Background
1.2
Problem Identification
1.3
Problem Restriction
1.4
Problem Formulation
1.5
Research Objective
1.6
Research Benefit
1.7
Operational Defenition
1
5
6
6
6
6
7
CHAPTER II LITERATURE
2.1
The Theoritical Framework
2.1.1 Learning Mathematics
2.1.2 Learning Activity
2.1.3 Learning Model
2.1.4 Problem Based Learning Model
2.1.4.1 Defenition of PBL Model
2.1.4.2 Characteristics of PBL
2.1.4.3 The Steps of PBL
2.1.4.4 Learning Theory that Support PBL
2.1.5 Scientific Approach
2.1.6 PBL with Scientific Approach
2.1.7 Creative Thinking Ability
2.1.7.1 Defenition of CTA
2.1.7.2 Indexes of Creative Thinking
2.1.8 The Material of Three Dimention of Geometry
2.2
Relevant Research
2.3
Conceptual Framework
2.4
Hypothesis Action
8
10
12
14
14
16
18
19
22
23
24
24
27
29
31
33
35
CHAPTER III RESEARCH METHOD
3.1
Type of Research
3.2
Research Time and Location
3.3
Subject and Object of Research
3.4
Procedure of Research
3.5
Tool Data Collectors
3.6
Data Analysis Technique
3.7
Indicator of Success
36
36
36
36
40
44
46
ii
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1
Description of Result
4.1.1 Initial Study
4.1.2 Study of Cycle 1
4.1.2.1 Problem 1
4.1.2.2 Action Plan 1
4.1.2.3 Action Implementation 1
4.1.2.4 Observation and Evaluation Cycle 1
4.1.2.5 Reflection 1
4.1.3 Study of Cycle 2
4.1.3.1 Problem 2
4.1.3.2 Action Plan 2
4.1.3.3 Action Implementation 2
4.1.3.4 Observation and Evaluation Cycle 2
4.1.3.4 Reflection 2
4.2
Discussion
4.3
Research Finding
47
47
51
51
51
51
52
63
66
67
67
67
68
78
80
90
CHAPTER V CONCLUSSIONS AND SUGGESTION
5.1
Conclusion
5.2
Suggestions
92
93
iii
LIST OF FIGURE
Figure 1.1
Student’s Answer for The First Creative Thinking Question
2
Figure 1.2
Student’s Answer for The Second Creative Thinking Question
3
Figure 2.1
Some Object that Uses The Concept of Cuboid
29
Figure 3.1
Procedure of Class Action Research
40
Figure 4.1
The Result of MCTA for Each Indicator in Initial Test
50
Figure 4.2
Diagram of Students’ Activity in Cycle 1
55
Figure 4.3
The Diagram of Classical Completeness of Fluency in Cycle 1
57
Figure 4.4
The Diagram of Classical Completeness of Flexible in Cycle 1
59
Figure 4.5
The Diagram of Classical Completeness of Original in Cycle 1
60
Figure 4.6
The Diagram of Classical Completeness of Each Indicator in Cycle 1
61
Figure 4.7
The Diagram of Classical Completeness of MCTA Test 1
62
Figure 4.8
Diagram of Students’ Activity in Cycle 2
70
Figure 4.9
The Diagram of Classical Completeness of Fluency in Cycle 2
72
Figure 4.10
The Diagram of Classical Completeness of Flexible in Cycle 2
73
Figure 4.11
The Diagram of Classical Completeness of Original in Cycle 2
75
Figure 4.12
The Diagram of Classical Completeness of Each Indicator in Cycle 2
75
Figure 4.13
The Diagram of Classical Completeness of MCTA Test 2
77
Figure 4.14
Students’ Answer Sheet
78
Figure 4.15
The Enhancement of Each Indicator from Initial Study to Cycle 2
82
Figure 4.16
Percentage of Enhancement of MCTA from Initial Test to Cycle 2
82
Figure 4.17
The Change of Level of MCTA from Initial Study to Cycle 2
83
iv
LIST OF TABLE
Table 2.1
Syntax of Problem Based Learning
18
Table 2.2
The Phases of Piaget’s Cognitive Development
19
Table 2.3
Indicator (Cognitive-Intellectual) of Creative Thinking Ability
27
Table 2.4
The Relations of Creativity in Problem Solving
28
Table 3.1
Lattice of Creative Thinking Ability Test I
41
Table 3.2
Lattice of Creative Thinking Ability Test II
42
Table 3.3
The Expert Validation Result of MCTA Test 1
43
Table 3.4
The Expert Validation Result of MCTA Test 2
43
Table 3.5
List of Score’s Predicate and The Level
45
Table 3.6
Guideliness for Assessment of Teacher’s Ability to Manage Learning
45
Table 3.7
Guideliness for Observation of Student’s Activity
46
Table 4.1
The Result of Fluent Thinking Ability in Initial Test
48
Table 4.2
The Result of Flexible Thinking Ability in Initial Test
48
Table 4.3
The Result of Original Thinking Ability in Initial Test
49
Table 4.4
The Result of Original Thinking Ability in Initial Test
50
Table 4.5
Observation Result of Teacher’s Activity Cycle 1
53
Table 4.6
Observation Result of Students’ Activiy Cycle 1
54
Table 4.7
The Result of Fluent Thinking Ability in Cycle 1
57
Table 4.8
The Classical Completeness for Fluency Indicator in Cycle 1
57
Table 4.9
The Result of Flexible Thinking Ability in Cycle 1
58
Table 4.10
The Classical Completeness for Flexible Indicator in Cycle 1
58
Table 4.11
The Result of Original Thinking Ability in Cycle 1
59
Table 4.12
The Classical Completeness for Original Indicator in Cycle 1
60
Table 4.13
The Classical Completeness for Each Indicator in Cycle 1
60
Table 4.14
The Result of Creative Thinking Abilities Test Cycle 1
61
Table 4.15
The Classical Completeness of MCTA Test 1
62
Table 4.16
Reflection of Cycle 1
63
Table 4.17
Observation Result of Teacher’s Activity Cycle 2
67
Table 4.18
Observation Result of Students’ Activity Cycle 2
69
Table 4.19
The Result of Fluent Thinking Ability Test 2
71
Table 4.20
The Classical Completeness for Fluency Indicator in Cycle 2
72
Table 4.21
The Result of F;exible Thinking Ability Test 2
73
v
Table 4.22
The Classical Completeness for Flexible Indicator in Cycle 2
73
Table 4.23
The Result of Original Thinking Ability Test 2
74
Table 4.24
The Classical Completeness for Original Indicator in Cycle 2
74
Table 4.25
The Classical Completeness of Each Indicator in Cycle 2
75
Table 4.26
The Result of Creative Thinking Ability Test Cycle 2
76
Table 4.27
The Classical Completeness of MCTA Test 2
77
Table 4.28
Reflection Results in Cycle 2
79
vi
LIST OF APPENDICES
Appendix 1
Initial Ability Test
97
Appendix 2
Alternative Solution for Initial Ability Test
100
Appendix 3
Guidelines of Creative Thinking Solution
104
Appendix 4
Lesson Plan
105
Appendix 5
SAS 1
135
Appendix 6
SAS 2
141
Appendix 7
SAS 3
148
Appendix 8
Lattice of Creative Thinking Ability Test I
155
Appendix 9
Lattice of Creative Thinking Ability Test II
156
Appendix 10 Creative Thinking Ability Test I
157
Appendix 11 Alternative Solution of Student’s Creative Thinking Ability
161
Test I
Appendix 12 Creative Thinking Ability Test II
170
Appendix 13 Alternative Solution of Studnet’s Creative Thinking Ability
174
Test II
Appendix 14 The Validation Sheet of Creative Thinking Ability Test 1
182
Appendix 15 Fluency 1
194
Appendix 16 Flexibility 1
196
Appendix 17 Originality 1
198
Appendix 18 Result of Creative Thinking Ability Test 1
200
Appendix 19 Fluency 2
202
Appendix 20 Flexibility 2
204
Appendix 21 Originality 2
206
Appendix 22 Result of Creative Thinking Ability Test 2
208
Appendix 23 Teacher’s Observation Sheet
210
Appendix 24 Students’ Observation Sheet
222
1
CHAPTER I
INTRODUCTION
1.1
Background
Education is very important for humans, because education is an
investment in human resources in the long term. Education is also a vehicle to
improve and develop the quality of human resources and not only seen as an
attempt to provide information and skills formation, but expanded to include
efforts to realize the desires, needs and abilities of individuals to achieve personal
and social lifestyle satisfactory.
Mathematics is a subject matter that has the important role in education
world. Mathematics is one of science which can increase the ability of thinking
and argumentation. Mathematics is the main role that contribute to become
scientific thinking role which needed by student to develop their power of
thinking and logic ability. Mathematics develops critical, analytical, systematical,
logical, and creative thinking of someone. Creativity can be increased through
learning mathematics. Through learning mathematics expected there is the
environment for students to develop their skill and talent optimally. That role is
possible caused by creative teacher in there, such as the teacher who activelly can
use many approach in teaching and learning process and guidence the students.
But in Indonesia, learning mathematics is often associated with
memorizing formula lessons, without concern to the concept. This situation can
make the students do not trained or do not have chance to develop the talent they
have. The students learn to remember the formula from teacher without
understand the concept. The low of students’ creative thinking ability caused by
the students often remembering the formula without meaning, students do not
understand the related of each mathematical concept, and how difficult the
mathematics calculation it is. As we know, creative thinking is very important in
various living aspects.
Based on the observation in SMP Negeri 37 Medan, which was held on
January, 23th 2015, is found that mathematical creative thinking ability of students
2
in that school is very low. It was known by giving test which was consisted
problem of rectangle and square as the prerequisite topic of cube and cuboid.
From 42 students who followed the test, there was only four students who gave
the solution more than one way. But the all solution they gave still in strict rule
and there was not student who can give unique way. Where, based on Silver’s
opinion, creative thinking ability can be identified by three indicators, namely
fluency, flexibility, and originality. In mathematics, fluency can be looked from
how many ways can be made by students. The flexibility can be looked from the
solution is no strict rule. And the originality can be looked from not commons
methods used by students. If three indicators are low, the mathematical creative
thinking of student is certainly low. So that, based on the observation above can
be concluded that the mathematical creative thinking ability of students in SMPN
1 Medan is still low. This following figure describe how did one of students solve
the problem when the initial test given.
The solution given by
student is strict rule and
general.
Student cannot give
solution more than one way
Figure 1.1. Student’s Answer for The First Creative Thinking Question
3
From the pictures of the students’ answer show that students are have good
enough for understanding problem, but cannot give the unique way to solving the
problem and the solution that have given by students still in the strict rule and
general. This show that the students’ mathematical creative thinking ability is still
low.
In Question 2, was obtain that the students’ understanding about the
material are good enough, but cannot answer the question with the unique way.
The students still answer the question in the strict rule and general. This shows
that the students’ mathematical creative thinking ability is still low.
The solution given by
student is strict rule and
general.
Student cannot give
solution more than one way
Figure 1.2. Student’s Answer for The Second Creative Thinking Question
The other problem was found when researcher observed the teacher who
was teaching mathematics in class VIII-2. There were many students were
passive, only some students with good learning achievement who active in
learning. Researcher observed there were many students who less concern to
learning and interest with other things not relevant with mathematics lesson.
When researcher interviewed five students, four students responded that
mathematics is very difficult and bore. The mathematics teacher of this class also
4
confessed that there were many students who passive in each meeting and could
not solve the problem given confidently. When researcher asked about the model
implemented in teaching learning, in fact, teacher still often use conventional
model. Therefore, the less of teacher creativity in teaching mathematics can also
be one factor the low of mathematical creative thinking ability of students.
According to Boaler in Pound (2012:25), “Children begin school as
natural problem-solvers and many studies have shown that students are better at
solving probems before they attend math classes. They think and reason their way
through problems, using methods in creative ways, but after a few hundred hours
of passive math learning students have their problem solving abilities knocked out
of them.” It means that, one of effort to increase the creative thinking of students
is make the meaningful learning. Tan (2009:25) argues that:
Problem can tigger curiosity, inquiry, and thinking in meaningful and
powerful ways. Education needs a new perspective of searching for
problems and looking at problems that will achieve the aim of helping
students construct their own knowledge.
Based on the explanation above, Problem Based Learning is one of model
of teaching which provides problem in the initial learning. Yamin (2013:62)
argues that, “Pembelajaran Berbasis Masalah (Problem Based Learning)
merupakan salah satu model pembelajaran inovatif yang memberi kondisi belajar
aktif kepada peserta didik dalam kondisi dunia nyata.” Inovatif learning means
packed learning by teachers or other instruction which are form of ideas or new
techniques considered in order to facilitate the students to make progress in the
learning process and result. “Problem based learning model is expected to develop
students’ thinking and problem solving skill, helps students perform in real-life
situations and learn important adults roles (Adult role modeling), and help
students become independent and self-regulated learners” (Arends, 2012).
To improve the mathematical creative thinking of students, it’s best if we
combine the model of problem based learning with scientific approach.
Kementrian Pendidikan dan Kebudayaan (2014:36) said thatscientific approach
refer to investigation techniques for something or some of phenomenon or
indication, get new knowledge, or correction and integrate the knowledge
5
before.to called as scientific, method of inquiry must be bases on the evidence
from object that can observed, empirical, and measurable with the specific
reasoning principles. Because of that, scientific approach generally load any series
of data collector activity or experiment, to process the information or data,
analyze, and then formulate, and test the hypothesis.
So, in this research, the researcher will use model of problem based
learning combine with scientific approach to improve the mathematical creative
thinking ability. This combination can make the learning process will be more
memorable and meaningful for students, because it invites students to acquire
knowledge and new information independently that can come from anywhere,
anytime, and do not rely on the information in the direction of the teacher. The
steps of the scientific approach include: (1) observing, (2) questioning, (3)
experimenting, (4) associating, and (5) communicating (Kemendikbud, 2014).
Based on explanation above, so the researcher extracted to arrange the
research with title ”The Implementation of Problem Based Learning with
Scientific Approach to Increase The Mathematical Creative Thinking Ability in
SMP Negeri 37 Medan in Academic Year 2015/2016.”
1.2
Problem Identification
Based on the background above:
1.
Learning mathematics is often associated with memorizing formulas
lessons.
2.
In the course of learning, students are not usual to be involved in
solving particular problems that require creativity.
3.
Student’s creative thinking ability in problem solving is still very low.
4.
Student’s generally less actively participate in the learning process in
the classroom.
5.
The lack of variation in the teaching model applied in the learning by
the teacher, applied learning models generally still conventional.
6
1.3
Problem Restriction
To avoid misunderstanding and expansion problem, this research will be
focused on the implementation of problem-based learning model (PBL) with
scientific approach to increase student’s mathematical creative thinking ability in
SMPN 37 Medan.
1.4
Problem Formulation
Based on the problem restriction above, then the problem in this study is
formulated as how the increase of student’s mathematical creative thinking ability
by implementing problem based learning model with scientific approach.
1.5
Research Goals
The goal of this study is to increase the student’s mathematical creative
thinking ability by implementing problem based learning model with scientific
approach.
1.6
Research Benefit
1.
For students
Increase the student’s creativity in solving problem of mathematics.
2.
For teacher
Opening teacher’s insight about the important of creativity for student
and how to increase the student’s creativity.
3.
For school
As a consideration for school to make an innovation learning model
especially in increasing student’s creative thinking ability.
4.
For student or advanced researcher
Increasing the insight, ability, and experience in increasing the
competence as teacher candidate.
7
1.7
Operational Definition
The variable of this research are define as below:
1. Learning is a process or effort which done by each people to gain a
permanent change relatively in the behaviour, like knowledge, skill,
attitude or positive value as the result of the experience or training
which is done continuously.
2. Models of teaching is a plane or pattern that can be used to shape
curriculum, to design instructional materials and to guide instruction in
the classroom and other setting. They are really models of learning as
help students acquire information, ideas, skills, values, ways of
thinking, and means of expressing themselves, we are also teaching
them how to learn.
3. The problem-based learning model with scientific approach is an
instructional method in which student learn usually work in
collaborative group to identify what they need to learn trough
facilitated problem solving by using the concept of scientific thinking
are observing, questioning, associating, experimenting, communicating
and networking.
4. The mathematical creative thinking is the ability to synthesize ideas
into new ideas where new ideas are a combination of logical thinking
and divergent thinking based on intuition but still in awareness.
Someone called creative if he/she can develop their knowledge of
mathematics to solve the problem with more than one method of
settlement through understanding, fluency, flexibility, and originality.
92
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1
Conclusion
Based on the research and discussion, the conclusions of this research are:
1. Implementation of problem based learning model with scientific approach
in this research generally is started by posing problem in initial learning.
In problem posing is happened observation activity by students and
questioning activities by teacher and students. The activities of questioning
and observing are first and second step of scientific approach. The net
stage of PBL is organizing students to learn, teacher grouped students and
asked them to collect information and process data. The activities of
collecting and processing data are the third and fourth step in scientific
approach. And the last stage of PBL is to analyze and evaluate the results
of the discussion / problem-solving process performed by the students.
Teacher and students analyze and evaluate together the problem-solving
process.
2. Problem based learning model with scientific approach can improve
students’ mathematical creative thinking ability. The increasing is
explained as follow, the number of students who reached minimum score
2.51 in initial study is 0 or 0.0%, after giving action in cycle 1, number of
students who got minimum score 2.51 were 22 from 42 students 52.4%,
then in cycle 2, the number of students who got minimum score 2.51
increased to be 31 from 42 students or 73.8%.
5.2
Suggestions
Based on the research discussion and finding, the researcher suggests
something below:
1. Learning through problem based learning model with a scientific approach
includes a series of stages are quite long, so, teachers and students should
set the exact time each stage can be solved perfectly.
93
2. Learning through problem based learning model with scientific approach
can make the students more understand how to solve the problem and
make the students value have increase and can reach the goal or indicator
of success.
3. In the implementation of the action research on the activities of reflection
and analysis of the results of each cycle to note also the students’
understanding of the learning material presented seen from the test results
of students and teachers how to deliver learning material, which is
expected for the next cycle of learning materials previously been
completed to be able to deliver further learning materials.
4. Students must be active to interact in learning activity so that will have
social skills in cooperate, share tasks, responsible, and appreciate other
suggestions.
5. For the next researcher is expected to study the learning model of problem
based learning with scientific approach to increase mathematical creative
thinking ability of students with other materials.
94
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Sibarani, Chriswijaya, (2014), Thesis: Peningkatan Kreativitas dan Kemampuan
Pemecahan Masalah Siswa Melalui Pembelajaran Berbasis Masalah
Menggunakan Soal Open Ended di Kelas VIII SMP N 2 Siantar.
Supardi and Suhardojo, (2010), Penelitian Tindakan Kelas, PT. Bumi Aksara,
Jakarta.
Tan, Oon-Seng, (2009), Problem Based Learning and Creativity, Cengage
Learning Asia Pte Ltd, Singapore.
Trianto, (2011), Mendesain Model Pembelajaran Inovatif-Progresif, Prenada
Media Group, Jakarta.
Yamin, Martinis, (2013), Strategi dan Metode dalam Model Pembelajaran,
Gaung Parsada Group, Jakarta.
MODEL WITH SCIENTIFIC APPROACH TO INCREASE
THE STUDENTS’ MATHEMATICAL CREATIVE
THINKING ABILITY IN SMPN 37 MEDAN
By:
Friska Elvitaningru Simbolon
IDN. 4123312009
Bilingual Mathematics Education Study Program
SKRIPSI
Submitted in Partial Fulfillment of the Requirements for The Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2016
BIOGRAPHY
Friska Elvitaningru Simbolon was born on September 23rd 1994 in
Bangko, Jambi. Father’s name is G. Simbolon and mother’s name is R. Sihotang.
Writer is the first daughter from five siblings. In 2000, writer was a student in SD
N 02/VI Bangko and graduated in 2006. After that, writer continued the study to
Junior High School in SMPN 1 Merangin and graduated in 2009. Writer
continued the study to Senior High School in SMAN 1 Merangin and graduated in
2012. Writer was accepted as a student in State University of Medan, Faculty of
Mathematics and Natural Sciences, Mathematics Department, Study Program of
Bilingual Mathematics Education 2012 and graduated in 2016.
THE IMPLEMENTATION OF PROBLEM BASED LEARNING WITH
SCIENTIFIC APPROACH TO INCREASE THE STUDENTS’
MATHEMATICAL CREATIVE THINKING ABILITY
IN SMPN 37 MEDAN
Friska Elvitaningru Simbolon (4123312009)
ABSTRACT
The problem of this research is the low of students’ mathematical creative
thinking ability. This research aims to increase the students’ mathematical
creative thinking ability by applying problem based learning model with scientific
approach. Problem is identified based on initial observation result that consisted
of preliminary test and interview with one of mathematics teacher in SMPN 37
Medan. Preliminary test is done to know creative thinking ability and references
to grouping students in problem based learning that will be done next. This
research is Class Action Research (CAR), which is implemented in SMPN 37
Medan. The subject in this research was the students of class VIII-2 academic
year 2015/2016 that have 42 students. The object of this research were the
students’ mathematical creative thinking ability and problem based learning
model with scientific approach. The indicator of success is there are minimum
70% of the total students that followed the test get minmum score 2.51. This
research consisted of 2 cycles and both cycle consisted of two meetings. Students’
mathematical creative thinking ability test conducted at the end of each cycle. The
result of this research could be seen: (1) The result of students’ mathematical
creative thinking ability test in cycle 1, completed 22 students and not completed
20 students, classical completeness is 52.4%. (2) The result of students’
mathematical creative thinking ability test in cycle 2, completed 31 students and
not completed 11 students, classical completeness is 73.8%. (3) Problem based
learning model with scientific approach can increase the students’ mathematical
creative thinking ability.
PREFACE
Praise the Lord of Jesus because of His blessing and mercy I can complete
this thesis on time. The title of this thesis is “The Implementation of Problem
Based Learning Model with Scientific Approach to Increase The Students’
Mathematical Creative Thinking Ability in SMPN 37 Medan”. This thesis was
arranged to fulfill the requirement to obtain the degree of Sarjana Pendidikan from
Faculty of Mathematics and Natural Sciences in State University of Medan.
In finishing the thesis, I received support from many parts, therefore, I
profoundly would like to express my grateful to Prof. Dr. Syawal Gultom, M.Si as
rector of State University of Medan. I am also grateful to Dr. Asrin Lubis, M.Pd
as Dean of Faculty of Mathematics and Natural Sciences. I place on record, my
sincere thank you to Dr. Iis Siti Jahro, M.Si as Coordinator of Bilingual Class. I
am also grateful to Dr. Edy Surya, M.Si as the principal of mathematics
department. I also thank to Mr. Zul Amry, M.Si as head of Mathematics
Education Study Program. I take this opportunity to express gratitude to all of the
Department faculty and major members for their help and support. I would like to
express my very sincere gratitude to my academic supervisor, Dr. KMS. M. Amin
Fauzi, M.Pd for the support to make this thesis possible.
My special thanks go to my thesis supervisor, Prof.Dr.Bornok Sinaga,
M.Pd, for his valuable feedback and constructive advice throughout my work. He
was always there to support me, to give me right direction, and to provide me with
brilliant insights. I realized that without which I never would have made this work
to come to a good end. I also thank to principals of SMPN 37 Medan, Sahat
Marulak, S.Pd, M.Hum and mathematics teacher of class VIII-2, Sumiati, S.Pd for
kindly letting me do my research in their schools.
I am extremely thankful to my beloved parents, G.Simbolon and
R.Sihotang, my beloved sister, Tiurmaida Fisilitas Simbolon, Maria Goretti
Noviyanti Simbolon, Maria Gracella Gabriella Simbolon, and my beloved
brothers, Janno Frianto Fransiskus Simbolon. They were always supporting me
and encouraging me with their best wishes.
I am thankful to my roommate kak Riska, kak Natalita, kak Natalia, dan
kak Triana for the time with laughter, for helping, teach me about anything, and
sometimes they were seems like my sisters. I am grateful to my beloved best
friend Rani Rahayu Simanungkalit for helping me, and always supporting me.
Thank you for being the best friend that ever I have. I am also indebted to my big
family of Bilingual Mathematics who have given supports and motivations. There
is so many things that will be always in my mind, our togetherness, happiness,
and sadness. After all this time, it would be my wonderful time. I give my sincere
thanks to PPLT SMAN 1 Berastagi, there are so many memories about us. I am
grateful to my teacher supervisor Drs. Simon Patar Siagian as mathematics
teacher in SMAN 1 Berastagi, he always teach me about how to teaching well,
about discipline, and caring. Thanks to my bro, Lamhot Silalahi, Douglas Silalahi,
Dick Cheney Padang, Vicky Christ Siahaan, and the geng for always supporting
me and give much time for helping me.
Finally, I realize that this undergraduate thesis is far from excellences,
therefore, I expect many develop critics and sugesstions from many parts to make
it be better.
Medan,
June 2016
Author,
Friska Elvitaningru S.
ID. 4123312009
i
TABLE OF CONTENTS
Table of Contents
List of Figure
List of Table
List od Appendices
i
iii
iv
vi
CHAPTER I INTRODUCTION
1.1
Background
1.2
Problem Identification
1.3
Problem Restriction
1.4
Problem Formulation
1.5
Research Objective
1.6
Research Benefit
1.7
Operational Defenition
1
5
6
6
6
6
7
CHAPTER II LITERATURE
2.1
The Theoritical Framework
2.1.1 Learning Mathematics
2.1.2 Learning Activity
2.1.3 Learning Model
2.1.4 Problem Based Learning Model
2.1.4.1 Defenition of PBL Model
2.1.4.2 Characteristics of PBL
2.1.4.3 The Steps of PBL
2.1.4.4 Learning Theory that Support PBL
2.1.5 Scientific Approach
2.1.6 PBL with Scientific Approach
2.1.7 Creative Thinking Ability
2.1.7.1 Defenition of CTA
2.1.7.2 Indexes of Creative Thinking
2.1.8 The Material of Three Dimention of Geometry
2.2
Relevant Research
2.3
Conceptual Framework
2.4
Hypothesis Action
8
10
12
14
14
16
18
19
22
23
24
24
27
29
31
33
35
CHAPTER III RESEARCH METHOD
3.1
Type of Research
3.2
Research Time and Location
3.3
Subject and Object of Research
3.4
Procedure of Research
3.5
Tool Data Collectors
3.6
Data Analysis Technique
3.7
Indicator of Success
36
36
36
36
40
44
46
ii
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1
Description of Result
4.1.1 Initial Study
4.1.2 Study of Cycle 1
4.1.2.1 Problem 1
4.1.2.2 Action Plan 1
4.1.2.3 Action Implementation 1
4.1.2.4 Observation and Evaluation Cycle 1
4.1.2.5 Reflection 1
4.1.3 Study of Cycle 2
4.1.3.1 Problem 2
4.1.3.2 Action Plan 2
4.1.3.3 Action Implementation 2
4.1.3.4 Observation and Evaluation Cycle 2
4.1.3.4 Reflection 2
4.2
Discussion
4.3
Research Finding
47
47
51
51
51
51
52
63
66
67
67
67
68
78
80
90
CHAPTER V CONCLUSSIONS AND SUGGESTION
5.1
Conclusion
5.2
Suggestions
92
93
iii
LIST OF FIGURE
Figure 1.1
Student’s Answer for The First Creative Thinking Question
2
Figure 1.2
Student’s Answer for The Second Creative Thinking Question
3
Figure 2.1
Some Object that Uses The Concept of Cuboid
29
Figure 3.1
Procedure of Class Action Research
40
Figure 4.1
The Result of MCTA for Each Indicator in Initial Test
50
Figure 4.2
Diagram of Students’ Activity in Cycle 1
55
Figure 4.3
The Diagram of Classical Completeness of Fluency in Cycle 1
57
Figure 4.4
The Diagram of Classical Completeness of Flexible in Cycle 1
59
Figure 4.5
The Diagram of Classical Completeness of Original in Cycle 1
60
Figure 4.6
The Diagram of Classical Completeness of Each Indicator in Cycle 1
61
Figure 4.7
The Diagram of Classical Completeness of MCTA Test 1
62
Figure 4.8
Diagram of Students’ Activity in Cycle 2
70
Figure 4.9
The Diagram of Classical Completeness of Fluency in Cycle 2
72
Figure 4.10
The Diagram of Classical Completeness of Flexible in Cycle 2
73
Figure 4.11
The Diagram of Classical Completeness of Original in Cycle 2
75
Figure 4.12
The Diagram of Classical Completeness of Each Indicator in Cycle 2
75
Figure 4.13
The Diagram of Classical Completeness of MCTA Test 2
77
Figure 4.14
Students’ Answer Sheet
78
Figure 4.15
The Enhancement of Each Indicator from Initial Study to Cycle 2
82
Figure 4.16
Percentage of Enhancement of MCTA from Initial Test to Cycle 2
82
Figure 4.17
The Change of Level of MCTA from Initial Study to Cycle 2
83
iv
LIST OF TABLE
Table 2.1
Syntax of Problem Based Learning
18
Table 2.2
The Phases of Piaget’s Cognitive Development
19
Table 2.3
Indicator (Cognitive-Intellectual) of Creative Thinking Ability
27
Table 2.4
The Relations of Creativity in Problem Solving
28
Table 3.1
Lattice of Creative Thinking Ability Test I
41
Table 3.2
Lattice of Creative Thinking Ability Test II
42
Table 3.3
The Expert Validation Result of MCTA Test 1
43
Table 3.4
The Expert Validation Result of MCTA Test 2
43
Table 3.5
List of Score’s Predicate and The Level
45
Table 3.6
Guideliness for Assessment of Teacher’s Ability to Manage Learning
45
Table 3.7
Guideliness for Observation of Student’s Activity
46
Table 4.1
The Result of Fluent Thinking Ability in Initial Test
48
Table 4.2
The Result of Flexible Thinking Ability in Initial Test
48
Table 4.3
The Result of Original Thinking Ability in Initial Test
49
Table 4.4
The Result of Original Thinking Ability in Initial Test
50
Table 4.5
Observation Result of Teacher’s Activity Cycle 1
53
Table 4.6
Observation Result of Students’ Activiy Cycle 1
54
Table 4.7
The Result of Fluent Thinking Ability in Cycle 1
57
Table 4.8
The Classical Completeness for Fluency Indicator in Cycle 1
57
Table 4.9
The Result of Flexible Thinking Ability in Cycle 1
58
Table 4.10
The Classical Completeness for Flexible Indicator in Cycle 1
58
Table 4.11
The Result of Original Thinking Ability in Cycle 1
59
Table 4.12
The Classical Completeness for Original Indicator in Cycle 1
60
Table 4.13
The Classical Completeness for Each Indicator in Cycle 1
60
Table 4.14
The Result of Creative Thinking Abilities Test Cycle 1
61
Table 4.15
The Classical Completeness of MCTA Test 1
62
Table 4.16
Reflection of Cycle 1
63
Table 4.17
Observation Result of Teacher’s Activity Cycle 2
67
Table 4.18
Observation Result of Students’ Activity Cycle 2
69
Table 4.19
The Result of Fluent Thinking Ability Test 2
71
Table 4.20
The Classical Completeness for Fluency Indicator in Cycle 2
72
Table 4.21
The Result of F;exible Thinking Ability Test 2
73
v
Table 4.22
The Classical Completeness for Flexible Indicator in Cycle 2
73
Table 4.23
The Result of Original Thinking Ability Test 2
74
Table 4.24
The Classical Completeness for Original Indicator in Cycle 2
74
Table 4.25
The Classical Completeness of Each Indicator in Cycle 2
75
Table 4.26
The Result of Creative Thinking Ability Test Cycle 2
76
Table 4.27
The Classical Completeness of MCTA Test 2
77
Table 4.28
Reflection Results in Cycle 2
79
vi
LIST OF APPENDICES
Appendix 1
Initial Ability Test
97
Appendix 2
Alternative Solution for Initial Ability Test
100
Appendix 3
Guidelines of Creative Thinking Solution
104
Appendix 4
Lesson Plan
105
Appendix 5
SAS 1
135
Appendix 6
SAS 2
141
Appendix 7
SAS 3
148
Appendix 8
Lattice of Creative Thinking Ability Test I
155
Appendix 9
Lattice of Creative Thinking Ability Test II
156
Appendix 10 Creative Thinking Ability Test I
157
Appendix 11 Alternative Solution of Student’s Creative Thinking Ability
161
Test I
Appendix 12 Creative Thinking Ability Test II
170
Appendix 13 Alternative Solution of Studnet’s Creative Thinking Ability
174
Test II
Appendix 14 The Validation Sheet of Creative Thinking Ability Test 1
182
Appendix 15 Fluency 1
194
Appendix 16 Flexibility 1
196
Appendix 17 Originality 1
198
Appendix 18 Result of Creative Thinking Ability Test 1
200
Appendix 19 Fluency 2
202
Appendix 20 Flexibility 2
204
Appendix 21 Originality 2
206
Appendix 22 Result of Creative Thinking Ability Test 2
208
Appendix 23 Teacher’s Observation Sheet
210
Appendix 24 Students’ Observation Sheet
222
1
CHAPTER I
INTRODUCTION
1.1
Background
Education is very important for humans, because education is an
investment in human resources in the long term. Education is also a vehicle to
improve and develop the quality of human resources and not only seen as an
attempt to provide information and skills formation, but expanded to include
efforts to realize the desires, needs and abilities of individuals to achieve personal
and social lifestyle satisfactory.
Mathematics is a subject matter that has the important role in education
world. Mathematics is one of science which can increase the ability of thinking
and argumentation. Mathematics is the main role that contribute to become
scientific thinking role which needed by student to develop their power of
thinking and logic ability. Mathematics develops critical, analytical, systematical,
logical, and creative thinking of someone. Creativity can be increased through
learning mathematics. Through learning mathematics expected there is the
environment for students to develop their skill and talent optimally. That role is
possible caused by creative teacher in there, such as the teacher who activelly can
use many approach in teaching and learning process and guidence the students.
But in Indonesia, learning mathematics is often associated with
memorizing formula lessons, without concern to the concept. This situation can
make the students do not trained or do not have chance to develop the talent they
have. The students learn to remember the formula from teacher without
understand the concept. The low of students’ creative thinking ability caused by
the students often remembering the formula without meaning, students do not
understand the related of each mathematical concept, and how difficult the
mathematics calculation it is. As we know, creative thinking is very important in
various living aspects.
Based on the observation in SMP Negeri 37 Medan, which was held on
January, 23th 2015, is found that mathematical creative thinking ability of students
2
in that school is very low. It was known by giving test which was consisted
problem of rectangle and square as the prerequisite topic of cube and cuboid.
From 42 students who followed the test, there was only four students who gave
the solution more than one way. But the all solution they gave still in strict rule
and there was not student who can give unique way. Where, based on Silver’s
opinion, creative thinking ability can be identified by three indicators, namely
fluency, flexibility, and originality. In mathematics, fluency can be looked from
how many ways can be made by students. The flexibility can be looked from the
solution is no strict rule. And the originality can be looked from not commons
methods used by students. If three indicators are low, the mathematical creative
thinking of student is certainly low. So that, based on the observation above can
be concluded that the mathematical creative thinking ability of students in SMPN
1 Medan is still low. This following figure describe how did one of students solve
the problem when the initial test given.
The solution given by
student is strict rule and
general.
Student cannot give
solution more than one way
Figure 1.1. Student’s Answer for The First Creative Thinking Question
3
From the pictures of the students’ answer show that students are have good
enough for understanding problem, but cannot give the unique way to solving the
problem and the solution that have given by students still in the strict rule and
general. This show that the students’ mathematical creative thinking ability is still
low.
In Question 2, was obtain that the students’ understanding about the
material are good enough, but cannot answer the question with the unique way.
The students still answer the question in the strict rule and general. This shows
that the students’ mathematical creative thinking ability is still low.
The solution given by
student is strict rule and
general.
Student cannot give
solution more than one way
Figure 1.2. Student’s Answer for The Second Creative Thinking Question
The other problem was found when researcher observed the teacher who
was teaching mathematics in class VIII-2. There were many students were
passive, only some students with good learning achievement who active in
learning. Researcher observed there were many students who less concern to
learning and interest with other things not relevant with mathematics lesson.
When researcher interviewed five students, four students responded that
mathematics is very difficult and bore. The mathematics teacher of this class also
4
confessed that there were many students who passive in each meeting and could
not solve the problem given confidently. When researcher asked about the model
implemented in teaching learning, in fact, teacher still often use conventional
model. Therefore, the less of teacher creativity in teaching mathematics can also
be one factor the low of mathematical creative thinking ability of students.
According to Boaler in Pound (2012:25), “Children begin school as
natural problem-solvers and many studies have shown that students are better at
solving probems before they attend math classes. They think and reason their way
through problems, using methods in creative ways, but after a few hundred hours
of passive math learning students have their problem solving abilities knocked out
of them.” It means that, one of effort to increase the creative thinking of students
is make the meaningful learning. Tan (2009:25) argues that:
Problem can tigger curiosity, inquiry, and thinking in meaningful and
powerful ways. Education needs a new perspective of searching for
problems and looking at problems that will achieve the aim of helping
students construct their own knowledge.
Based on the explanation above, Problem Based Learning is one of model
of teaching which provides problem in the initial learning. Yamin (2013:62)
argues that, “Pembelajaran Berbasis Masalah (Problem Based Learning)
merupakan salah satu model pembelajaran inovatif yang memberi kondisi belajar
aktif kepada peserta didik dalam kondisi dunia nyata.” Inovatif learning means
packed learning by teachers or other instruction which are form of ideas or new
techniques considered in order to facilitate the students to make progress in the
learning process and result. “Problem based learning model is expected to develop
students’ thinking and problem solving skill, helps students perform in real-life
situations and learn important adults roles (Adult role modeling), and help
students become independent and self-regulated learners” (Arends, 2012).
To improve the mathematical creative thinking of students, it’s best if we
combine the model of problem based learning with scientific approach.
Kementrian Pendidikan dan Kebudayaan (2014:36) said thatscientific approach
refer to investigation techniques for something or some of phenomenon or
indication, get new knowledge, or correction and integrate the knowledge
5
before.to called as scientific, method of inquiry must be bases on the evidence
from object that can observed, empirical, and measurable with the specific
reasoning principles. Because of that, scientific approach generally load any series
of data collector activity or experiment, to process the information or data,
analyze, and then formulate, and test the hypothesis.
So, in this research, the researcher will use model of problem based
learning combine with scientific approach to improve the mathematical creative
thinking ability. This combination can make the learning process will be more
memorable and meaningful for students, because it invites students to acquire
knowledge and new information independently that can come from anywhere,
anytime, and do not rely on the information in the direction of the teacher. The
steps of the scientific approach include: (1) observing, (2) questioning, (3)
experimenting, (4) associating, and (5) communicating (Kemendikbud, 2014).
Based on explanation above, so the researcher extracted to arrange the
research with title ”The Implementation of Problem Based Learning with
Scientific Approach to Increase The Mathematical Creative Thinking Ability in
SMP Negeri 37 Medan in Academic Year 2015/2016.”
1.2
Problem Identification
Based on the background above:
1.
Learning mathematics is often associated with memorizing formulas
lessons.
2.
In the course of learning, students are not usual to be involved in
solving particular problems that require creativity.
3.
Student’s creative thinking ability in problem solving is still very low.
4.
Student’s generally less actively participate in the learning process in
the classroom.
5.
The lack of variation in the teaching model applied in the learning by
the teacher, applied learning models generally still conventional.
6
1.3
Problem Restriction
To avoid misunderstanding and expansion problem, this research will be
focused on the implementation of problem-based learning model (PBL) with
scientific approach to increase student’s mathematical creative thinking ability in
SMPN 37 Medan.
1.4
Problem Formulation
Based on the problem restriction above, then the problem in this study is
formulated as how the increase of student’s mathematical creative thinking ability
by implementing problem based learning model with scientific approach.
1.5
Research Goals
The goal of this study is to increase the student’s mathematical creative
thinking ability by implementing problem based learning model with scientific
approach.
1.6
Research Benefit
1.
For students
Increase the student’s creativity in solving problem of mathematics.
2.
For teacher
Opening teacher’s insight about the important of creativity for student
and how to increase the student’s creativity.
3.
For school
As a consideration for school to make an innovation learning model
especially in increasing student’s creative thinking ability.
4.
For student or advanced researcher
Increasing the insight, ability, and experience in increasing the
competence as teacher candidate.
7
1.7
Operational Definition
The variable of this research are define as below:
1. Learning is a process or effort which done by each people to gain a
permanent change relatively in the behaviour, like knowledge, skill,
attitude or positive value as the result of the experience or training
which is done continuously.
2. Models of teaching is a plane or pattern that can be used to shape
curriculum, to design instructional materials and to guide instruction in
the classroom and other setting. They are really models of learning as
help students acquire information, ideas, skills, values, ways of
thinking, and means of expressing themselves, we are also teaching
them how to learn.
3. The problem-based learning model with scientific approach is an
instructional method in which student learn usually work in
collaborative group to identify what they need to learn trough
facilitated problem solving by using the concept of scientific thinking
are observing, questioning, associating, experimenting, communicating
and networking.
4. The mathematical creative thinking is the ability to synthesize ideas
into new ideas where new ideas are a combination of logical thinking
and divergent thinking based on intuition but still in awareness.
Someone called creative if he/she can develop their knowledge of
mathematics to solve the problem with more than one method of
settlement through understanding, fluency, flexibility, and originality.
92
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1
Conclusion
Based on the research and discussion, the conclusions of this research are:
1. Implementation of problem based learning model with scientific approach
in this research generally is started by posing problem in initial learning.
In problem posing is happened observation activity by students and
questioning activities by teacher and students. The activities of questioning
and observing are first and second step of scientific approach. The net
stage of PBL is organizing students to learn, teacher grouped students and
asked them to collect information and process data. The activities of
collecting and processing data are the third and fourth step in scientific
approach. And the last stage of PBL is to analyze and evaluate the results
of the discussion / problem-solving process performed by the students.
Teacher and students analyze and evaluate together the problem-solving
process.
2. Problem based learning model with scientific approach can improve
students’ mathematical creative thinking ability. The increasing is
explained as follow, the number of students who reached minimum score
2.51 in initial study is 0 or 0.0%, after giving action in cycle 1, number of
students who got minimum score 2.51 were 22 from 42 students 52.4%,
then in cycle 2, the number of students who got minimum score 2.51
increased to be 31 from 42 students or 73.8%.
5.2
Suggestions
Based on the research discussion and finding, the researcher suggests
something below:
1. Learning through problem based learning model with a scientific approach
includes a series of stages are quite long, so, teachers and students should
set the exact time each stage can be solved perfectly.
93
2. Learning through problem based learning model with scientific approach
can make the students more understand how to solve the problem and
make the students value have increase and can reach the goal or indicator
of success.
3. In the implementation of the action research on the activities of reflection
and analysis of the results of each cycle to note also the students’
understanding of the learning material presented seen from the test results
of students and teachers how to deliver learning material, which is
expected for the next cycle of learning materials previously been
completed to be able to deliver further learning materials.
4. Students must be active to interact in learning activity so that will have
social skills in cooperate, share tasks, responsible, and appreciate other
suggestions.
5. For the next researcher is expected to study the learning model of problem
based learning with scientific approach to increase mathematical creative
thinking ability of students with other materials.
94
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