Upaya Meningkatkan Kemampuan Berpikir Kreatif dan Kemampuan Pemecahan Masalah Matematis Siswa dengan Menggunakan Model Pembelajaran Project Based Learning di Kelas VIII SMP Negeri 32 Medan

Abstract

The root of the problem in this study is the fact that creative thinking abilities and students' mathematical problem solving abilities are low. The mathematics learning that has been taking place so far has not emphasized the effort to enable students to construct knowledge and not to develop their thinking patterns, allegedly making it difficult for students to think creatively and solve mathematical problems. The effort made is to apply the Project Based Learning model which aims to: (1) improve students 'creative thinking abilities (2) improve students' mathematical problem solving abilities (3) find out the level of active student activity. This type of research is the Classroom Action Research (CAR) which consists of two cycles, namely cycle I and cycle II and is carried out at SMP Negeri 32 Medan. Research subjects class VIII-1 in 2019/2020 Academic Year as many as 40 people. The object of this research is learning that applies the Project Based Learning model to find out the increase in active activity, creative thinking abilities and students' mathematical problem solving abilities. This study consisted of two cycles, namely cycle I and cycle II consisted of 8 meetings. The results of this study can be seen from (1) an increase in the ability to think creatively. This can be seen in the acquisition of the average value in the first cycle is 64.69, 28 students who have increased creative thinking skills and in the second cycle increased to 33 students with an average of 82.50% and (2) an increase in ability mathematical problem solving of students. This can be seen in the results of the acquisition of the average value in the first cycle is 68.63% ie 30 students have increased mathematical problem solving abilities and in the second cycle increased to 34 students with an average value of 73.19 (3) levels of activity active students in the first cycle there are three of the nine observation criteria that are within the time tolerance limit, while in cycle II there are seven out of nine observation criteria that are within the tolerance time limit.