Disertasi

Proses berpikir kreatif calon guru dalam pemecahan masalah matematika ditinjau dari gaya kognitif / Sri Rahayuningsih

Abstrak
RINGKASAN Rahayuningsih Sri. 2019. Proses Berpikir Kreatif Calon Guru dalam Pemecahan Masalah Matematika ditinjau dari Gaya Kognitif. Disertasi Program Studi Pendidikan Matematika Pascasarjana Universitas Negeri Malang. Pembimbing (I) Prof. Dr. H. Toto Nusantara M.Si (II) Dr. Abdur Rahman As ari M.Pd. MA dan (III) Dr. Hery Susanto M.Si. Kata Kunci Proses berpikir kreatif calon guru cognitive flexibility cognitive fluency pemecahan masalah matematika gaya kognitif field independent gaya kognitif field dependent Proses berpikir kreatif diartikan sebagai tahapan/rangkaian aktivitas mental yang terjadi di dalam mental/pikiran seseorang kemudian digunakan dalam pemecahan masalah Matematika memenuhi aspek cognitive flexibility dan cognitive fluency. Proses berpikir kreatif dikaji pada tahap persiapan (preparation) tahap imajinasi (imagination) tahap pengembangan (development) dan tahap aksi (action). Dari hasil survei di Universitas Muhammadiyah Makassar pada Jurusan Pendidikan Guru Sekolah Dasar (PGSD) ditemukan masih banyak calon guru yang belum memahami konsep berpikir kreatif dan pentingnya berpikir kreatif. Fakta di lapangan terungkap hampir semua mahasiswa/calon guru masih kesulitan ketika dihadapkan pada situasi yang memerlukan keterampilan berpikir khususnya keterampilan berpikir kreatif dalam menyelesaikan masalah Matematika. Oleh sebab itu pentingnya mengkaji proses berpikir kreatif sebagai langkah awal untuk mengembangkan keterampilan berpikir kreatif calon guru. Penelitian ini bertujuan mendeskripsikan proses berpikir kreatif calon guru bergaya kognitif field independent dan field dependent dalam pemecahan masalah matematika. Penelitian ini merupakan penelitian kualitatif dengan peneliti sebagai instrumen utama dibantu dengan instrumen tugas pemecahan masalah Matematika open ended untuk melihat proses berpikir kreatif calon guru dan Group Embeded Figure Test (GEFT) untuk mengelompokkan calon guru berdasarkan gaya kognitifnya. Subjek dalam penelitian ini ada empat orang yaitu mahasiswa Jurusan PGSD Universitas Muhammadiyah Makassar angkatan 2014/2015 (semester VII). Dua orang pada kelompok bergaya kognitif field independent (SI) dan dua orang pada kelompok bergaya kognitif field dependent (SD). Subjek dalam penelitian ini tidak dipilih secara acak tetapi dengan pertimbangan (1) mampu mengkomunikasikan ide dengan jelas agar pengungkapan proses berpikir kreatif dalam pemecahan masalah Matematika dapat dilakukan dengan baik (2) bersedia dijadikan subjek penelitian. Mahasiswa yang bersedia dijadikan subjek penelitian diberi pengarahan untuk mengerjakan tugas pemecahan masalah Matematika. Pengerjaan tugas pemecahan masalah dilakukan di ruang khusus agar mahasiswa merasa lebih santai dalam mengerjakan tugas. Pengumpulan data dilakukan dengan metode think out load dan wawancara. Mahasiswa diminta mengungkapkan semua yang dipikirkan selama menyelesaian tugas pemecahan masalah (TPMO). Pengambilan data direkam menggunakan video. Wawancara dilakukan hanya bila dipandang perlu mengungkap yang belum terungkap dalam think out load. Data yang diperoleh kemudian dianalisis dengan tahapan-tahapn yaitu mentranskrip data menelaah data mereduksi data mengategorisasi data menganalisis terjadinya proses kreatif menggambar skema berpikir dan membuat kesimpulan. Hasil penelitian menyimpulkan bahwa (1) Proses berpikir calon guru bergaya kognitif field independent melalui 3 fase berpikir pada tahap persiapan yaitu fase observasi analisis dan berpikir siklis sedangkan calon guru bergaya kognitif field dependent hanya melewati 2 fase berpikir yaitu fase observasi dan fase analisis (2) Proses berpikir calon guru bergaya kognitif field independent melalui 3 fase berpikir pada tahap imajinasi yaitu fase generasi memanen dan berpikir siklis sedangkan calon guru bergaya kognitif field dependent hanya melewati 2 fase berpikir yaitu fase generasi dan memanen (3) calon guru bergaya kognitif field independent memenuhi aspek berpikir fleksibel (cognitive flexibility) dan berpikir lancar (cognitive fluency) pada tahap pengembanga dan aksi sedangkan calon guru bergaya kognitif field dependent memenuhi aspek berpikir fleksibel (cognitive flexibility) dan berpikir lancar (cognitive fluency) pada tahap persiapan pengembangan dan aksi. SUMMARY Rahayuningsih Sri. 2019. The Creative Thinking Processes of Pre-service Teachers in Solving Mathematical Problems Based on Cognitive Styles. Dissertation Mathematics Education Graduate School of Universitas Negeri Malang. Advisors (I) Prof. Dr. H. Toto Nusantara M.Si (II) Dr. Abdurrahman As Ari M.Pd. MA and (III) Dr. Hery Susanto M.Si. Keywords creative thinking process pre-service teachers cognitive flexibility cognitive fluency mathematical problem solving field independence field dependence cognitive style Creative thinking processes are a set of mental stages or activities that occur in one s mind. These processes can be used in mathematical problem- solving that requires cognitive flexibility and cognitive fluency at various stages including preparation imagination development and action. A survey conducted at the Department of Elementary Education of Universitas Muhammadiyah Makassar suggested that the majority of pre-service elementary teachers failed to comprehend creative thinking in nature and its importance in solving mathematical problems. The development of pre-service elementary teachers creative thinking therefore is important and the first step in doing so is to analyze stages that the teachers have to go through during the process. This study aimed to describe the creative thinking processes of field independent and field dependent pre-service elementary teachers in solving mathematical problems. The current study was designed as a qualitative study. It was characterized by the presence of the researchers as the key instrument. Open-ended problems were used to examine the teachers creative thinking processes and the Group Embedded Figure Test (GEFT) was employed to categorize the participants cognitive styles. The study involved students from the Department of Elementary Education of Universitas Muhammadiyah Makassar registered in the academic year of 2015/2016 (semester VII). The determination of the subjects was based on the following aspects (1) the seven-semester students had more flexible time so that it was easier to schedule an interview with them (2) the seven-semester students had been enrolled in the Field Experience Program where they obtained their teaching experiences at elementary schools especially in mathematics teaching. The main subjects of the research were selected based on (1) their ability to communicate ideas clearly and (2) their willingness to participate in this study. In order to make sure that the students felt relaxed in doing the tasks they were put in a special room. The research data were collected using the think-out- loud method and interviews. The students were required to speak their thoughts while doing the tasks. These activities were video-recorded. The students would be interviewed further if the think-out-loud method could not yield satisfactory data. The data were analyzed through stages namely data transcription data analysis data reduction data categorization creative thinking process analysis thinking scheme depiction and conclusion drawing. The creative thinking processes of the pre-service elementary teachers can be described based on two categories field independent (FI) and field dependent (FD) cognitive styles. The research data indicate that each group consists of two students. The result show that (1) there is a difference between the field independent and field dependent teachers creative thinking processes in solving mathematical problems (2) the field independent teachers normally undergo three thinking phases at the preparation stage namely observation analysis and cyclical thinking while the field dependent teachers solely experience two phases at the preparation stage that are observation and analysis (3) at the imagination stage the field independent teachers go through three thinking phases namely generation harvesting and cyclical thinking while the field dependent teachers face the observation and harvesting stages only (4) the field independent teachers have fulfilled the requirements of cognitive flexibility and cognitive fluency aspects at the development and action stages while the field dependent candidates have been cognitively flexible and fluent at the preparation development and action stages. Findings also suggest that the cyclical thinking phase at the preparation stage is indicated by the following thinking processes (1) collecting information in the form of mathematical concepts principles and problems by recalling long- term memory stored in the brain (2) analyzing ideas including determining knowledge relevant to the problems and interpreting the relationships between the knowledge and goals that are going to be achieved. These processes occur repeatedly until the subjects make a final decision or until they realize that there is no other way to solve the problem. At the imagination phase on the other hand the cyclical thinking phase is followed by three activities (1) constructing ideas that are presumably true by connecting relevant knowledge to the problem (2) constantly implementing a trial and error method (3) thinking about another possible way to solve the problem (in case the trial and error method has failed).

Informasi Detail

DDC

Rd 510.76 RAH p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Matematika, 2019.

Deskripsi Fisik

xvi, 230 lembar : il., tab. ; 30 cm

Bahasa

Indonesia

No Reg

04221/KI/19

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2019

Subjek

1. MATEMATIKA - PEMECAHAN MASALAH
2. MATHEMATICS - PROBLEM SOLVING

Pembimbing

1. Toto Nusantara; 2. Abdur Rahman As'ari; 3. Hery Susanto

Lampiran Berkas