Pengaruh model pembelajaran kooperatif tipe Round Robin dengan pendekatan Open-Ended Problem terhadap kemampuan berpikir kreatif siswa pada mata pelajaran Matematika kelas IV A di MI Miftahul Huda Malang

INDONESIA:

Berpikir kreatif adalah suatu pemikiran yang berusaha menciptakan ide yang baru. Berpikir kreatif sangat dibutuhkan di era modern, karena permasalahan yang timbul akan semakin kompleks. Berdasarkan hasil observasi yang telah diperoleh peneliti, bahwa kemampuan berpikir kreatif siswa kelas IV di MI Miftahul Huda masih rendah. Hal ini disebabkan karena siswa yang masih kesulitan dalam mengikuti cara penyelesaian dari Guru, dan Guru belum memberikan kesempatan bagi siswa untuk mengungkapkan ide atau gagasan dalam memecahkan masalah.

Tujuan penelitian ini adalah (1) Mengetahui penerapan model pembelajaran kooperatif tipe round robin dengan pendekatan open-ended problem pada mata pelajaran matematika kelas 4 di MI Miftahul Huda. (2) Mengetahui kemampuan berpikir kreatif siswa di MI Miftahul Huda. (3) Mengetahui pengaruh model pembelajaran kooperatif tipe round robin dengan pendekatan open-ended problem terhadap kemampuan berpikir kreatif siswa pada mata pelajaran matematika di MI Miftahul Huda Malang.

Untuk mencapai tujuan di atas, digunakan pendekatan penelitian kuantitatif dengan jenis Eksperimen. Jenis eksperimen yang digunakan adalah Pre-Eksperimental Design, rancangan penelitian yang digunakan yaitu The One-Group Pretest-Posttest Design. Instrumen yang digunakan adalah pedoman observasi dan tes kemampuan berpikir kreatif. Data yang diperoleh dianalisis dengan uji wilcoxon.

Hasil dari penelitian ini menunjukkan bahwa (1) Penerapan model pembelajaran kooperatif tipe round robin dengan pendekatan open-ended problem berjalan dengan baik dimana guru dapat melaksanakan pembelajaran sesuai dengan pedoman dan siswa sangat aktif selama pembelajaran berlangsung. (2) Adanya perbedaan kemampuan berpikir kreatif siswa sebelum dan sesudah pembelajaran round robin dengan pendekatan open-ended problem. Hal ini dibuktikan dengan nilai tertinggi yang diperoleh siswa ketika pretest yaitu 45,8 dan ketika posttest 66,7. Nilai terendah siswa ketika pretest yaitu 8,3 dan ketika posttest 10,4. (3) Hasil uji hipotesis menggunakan uji wilcoxon diperoleh t hitung sebesar 0,00 dan thitung < ttabel dengan taraf signifikansi 95% (a = 0,05) dapat disimpulkan bahwa H1 diterima, maka penerapan pembelajaran kooperatif tipe round robin mempunyai pengaruh terhadap kemampuan berpikir kreatif siswa kelas IV di MI Miftahul Huda Malang.

ENGLISH:

Creative thinking is a thought that seeks to create new ideas. It is needed in the modern era because the problems that arise will be more complex. Based on the results of observations that researcher had obtained that creative thinking ability of fourth-grade students at MI Miftahul Huda was still at low level. The causes of this problem are; the students were getting difficult to follow teacher completion method and the teacher also did not give opportunity for the students to show their idea for solving the problem.

This study aimed to (1) Find out the application of round robin type cooperative learning model with open-ended problem approach in grade IV mathematics subjects at MI Miftahul Huda. (2) Know students' creative thinking skills at MI Miftahul Huda. (3) Determine the effect of round robin type cooperative learning model with open-ended approach toward students' creative thinking skills in mathematics at MI Miftahul Huda Malang.

In order to achieve those above objectives, this study used a quantitative research approach with experimental research design. The type of experiment was Pre-Experimental Design through One-Group Pretest-Posttest Design. Furthermore, the instruments usedin this study were observation guidelines and tests of creative thinking skills. After that, data obtained was analyzed by Wilcoxon test.

The results of this study revealed that (1) The application of Round Robintype of cooperative learning model with the open-ended problem approach went well where the teacher could carry out learning based on the guidelines. In addition, students were very active during the learning process. (2) There were differences in students' creative thinking skills before and after round robin learning with an open-ended problem approach. It could be seen from the highest score obtained by students' pre-test was 45.8 and students' post-test was 66.7. The lowest students'pre-test score was 8.3 and students' post-test score was 10.4. (3) Hypothesis test results using Wilcoxon test obtained t count of 0.00 and tcount <ttable with a significance level of 95% (a = 0.05). Therefore, it could be concluded that H1 was accepted; further the application of Round Robincooperative learning had an influence toward creative thinking skills of IV A grade students at MI Miftahul Huda Malang.