Paper Wanda Nugroho Yanuarto

8/12/2019 Paper Wanda Nugroho Yanuarto

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Improving Mathematics Learning Creativity for Students

Through Problem Solving Learning

Wanda Nugroho Yanuarto, S.Pd ([email protected]);

Fitrtianto Eko Subekti, M.Pd ([email protected]).

Muhammadiyah University of PurwokertoAbstract

The research focuses on mathematics learning creativity for students. The aim of this research

were: (1) improving the quality of learning mathematics in class especially for students ofMathematics Education Department in Muhammadiyah University of Purwokerto; and (2)

improving mathematics learning creativity for students through problem solving learning. In

achieving the goal, the researcher used a method of problem solving learning. It was

implemented in the class. In another meeting, the researcher used the conventional learning. So,it got clearly the difference between problem solving and the conventional one. Compare and

contrast between both of the methods were observed. The result of this research could be seen by

the instruments of the research such as: (1) observation desk for assessing the activity fromstudents and lecturer, (2) the result of the students test using problem solving learning. It was

clear that the result for observed students (0.53 was in average criteria on 1stmeeting and 0.70

was in high criteria on 2nd

meeting) and lecturer (82.5% was in high criteria at 1stmeeting and

87.5% at 2nd

meeting was in high criteria also). The result of the test that students did theassignment using problem solving learning were 35 students who got 70 - 85 scores and 12

students got 85 100 score in 1stmeeting and 2

ndmeeting , students got 70 85 score, 34

students and 17 students got 85 100 scores. The number of the students was 55 students. Itcould be concluded that through problem solving learning, students could improve mathematics

learning creativity for students

Key words:Problem Solving LearningandMathematic Learning Creativit

Background

This research was done based on the fact that many students in class had difficulty inunderstanding the material, such as: a) there were so many students who just kept silent and

didnt ask to the teacher to what they didnt understand to the material. It is shown on the

exercise task that many students had bad result, b) the students had no problem solving methodto solve the task and the exercise, c) the students were afraid to ask and discuss with others,

because they didnt understand some of material that teacher given. Based on thee facts, the

researcher do some plan and research to solve those problems. How did we know that the studenthad less creativity to solve the problems on the class? The fact was many students had no

problem solving method to solve that problem, so it can be concluded that students had nocreativity. The characteristic of problem solving in this research is students not only can listen,

write, communicate to another but also students can create, look for the solving of the problems,

analyze the data and make a conclusion.


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Based on the description before, this research tried to prove that problem solving learning

creativity could improve students creativity or not.

Theoritical Review

Slamet (2010:145) stated that creativity has a correlation with a new invention based onsomething that has used before. On the other hand, Satiadarma (2003:108) cited that creativity isa process as a result of someones thinking, one try to find relation between on thing to another

thing, answer a question, or find a new method to solve a problem.

Someone can be called as creative person. Sanjaya stated that a creative person is

someone who has a big curiosity, has a great imagination, and like a big challenge to solve aproblem, and appreciate the ability (2007 : 110).

Based on the definition and characteristics, the researcher concluded that a creative

person having a big curiosity, a big imagination, a great opinion, a widen point of view, and a big

brave in challenge. Therefore, some indicators could be drawn through the students attitude asfollows:

Table 2.1 :Indicator for problem Solving Learning

Indicator Students attitude

1) having a big curiosity Students be able to:a) answer question from friendsb) find some sourcesc) pay attention to lecture

2) having a big imagination Students be able to :a) find correlation between one thing to

another;

b) make a presupposition;c) develop a materiald) make a plan

3) having a great opinion Students be able to:a) deliver an opinion;b) develop an opinion from their

friends.

4) having a widen point of view Students be able to :a) find some possibilities;b) see some weaknesses;c) get involve in difficult situation.

5) having a big brave in challenge Students be able to:a) defense an opinion;b) give/accept a suggestion and critic;c) prepare in any situations (include in

failure)


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A. Problem Solving LearningEvery student has a same or different problem. Killen (1998) defined a problem as a

situation coming from some familiar information and some needed information. It is also

supported by Killens opinion (1998) Therefore, problemsolving can be considered as a process

to apply knowledge in a new situation. So, a new situation can be got.

Karen added Karen (Jasmaniah dan Suryati, 2008:70) problem solving as problemlearning which focus on a creativity to solve a problem.

Sanjana (1989) stated some steps in problemsolvinglearning as follows:

(1)find a problem(2)make a hypothesis (an answer from the problem)(3)collect a data(4) test the hypothesis(5)draw conclusion(6)implement or apply

Sanjaya (2006) stated some advantages of problem solving such as:

a. Problem solving as a good technique to understand some subject matters.b. Problem solving can improve students learning creativity.c. Problem solving can help students to develop their new knowledge and take some

responsibilities in learning.d. Problem solving can develop students capability to think critically and to get a new

knowledge.

e. Problem solving can develop students willingness to have continuously studyf. Problem solving can develop students critical thinking creatively because in the learning,

students focus on problems based on the solvency.

Some disadvantages were given by Sanjaya as follows:

a. When students dont believe that some problems are difficult to solve, so students will bereluctant to do or solve the problems;.b. The success of the learning strategy needs allocation of time to have a preparation;c. Without any understanding a reason why students try to solve the problem, students will

not learn what students want to learn.

B. Some problems faced by the studentsLecturing situation in first and second meeting found that the students were lacked

of: (1) giving a question, (2) having imagination, (3) stating and answering a question or a

statement, (4) having difficulty in doing developmental material and (5) having minimal

bravery to give an answer. Therefore, researcher applied problem solving learning

Method

This research is Classroom Action Research (CAR) which consists of 1) plan 2)do 3) observation 4) reflection, and 5) evaluation.


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A. Subject of the researchThe subject of the research is students of Mathematics Education Department,

Muhammadiyah University of Purwokerto. The students took EconomicsMathematics course in 2011/2012.

B.

Time for the ResearchThis research spent 4 months from May to August 2012.

C. Place for the researchThis research was taken in Muhammadiyah University of Purwokerto.

D. Research ProceduresThe CAR had some steps as follows: (1) Plan, (2) do, (3) observation, (4)

Reflection and (5) evaluation.

E. Method for collecting dataThe researcher collected the data in the form of observation and test.Observation was used to get the activities of students by giving correlation with some

steps in problem solving learning. In the other hand, test was used to get data of

studentscreativity in learning mathematics.

E. Success Learning Indicators

This research can be concluded as a success research when there is an

improvement in the cycles. The learning creativity must be achieved high and the resultof minimal creative thinking in a good category.

Result and Discussion

Some activities in this research such as:

1. Planninga)The researcher with the lecturer of the subject had an agreement to have a cooperative

learning, Jigsaw type as the learning media to improve active role and learning

motivation.

b)Learning media such as lesson plan and worksheet used cooperative learning, Jigsawtype.

2. Learning instruments are observation sheet for active students role, observation sheet forlecturer activity, and questionnaire for students learning motivation using cooperative

learning, Jigsaw type.

3. Do/Action


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In do or action step is done some action which is suitable to some steps in the

planning

4. Observation

In this step, observation was taken to observe students activity and Lecturers

activity on observation sheets.

1. Students creativity observationTable 4.7. The result of StudentsCreativity Observation

Cycle Average Score category

I 0,64 average

II 0,78 highThe result of the average score for students creativity observation through

problem solving learning is as follows:

Chart 1. Problem Solving Creativity

Students activities in this section are: respond to question and problem, make a

hypothesis, make a trial, do trial to get information, collect and analyze the data, make a

conclusion. Based on the observation of Students problem solving creativity in cycle Iand II showed that there is improvement in some indicator: 1) make a trial has improved

0.10,;2) do trial to get information has improved 0.30;3) collect and analyze the data

0.35; 4) make a conclusion has improved 0.33. The improvement happened because there

are creativity of the students and responsibility in learning, and lecturers role in guiding

and motivating to the students.

0

0.2

0.4

0.6

0.8

1

a b c d e f

siklus 1

siklus 2


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2. LecturersactivityTable 4.8. The Result of Lecturers activity

Cycle Average Score Category

I 82,5 High

II 87,5 High

Based on the average score forr lecturer activities through problem solving

learning are as follows:

Picture 2. Diagram of Lecturer s activity

Some Lecturersactivities are discuss the students paper; Inform all material and

the aim in that subject; motivate the students by explaining the advantages of the subject

and correlate them to the daily life; Make a stimulus such as giving the subject content;

Divide students to small group consists of 4-5 members; Give problems in the form of

question (LKM); Give a chance to student for asking questions in understanding some

questions in LKM; Ask the student about the presupposition of the answer towards the

problems; Guide the students in having the presupposition; Give a chance to the students

to discuss; Ask students to have the result of their discussion and try to find the

presupposition of the answer; Ask the students to find information for examining their

answers; Ask the students to discuss with their group for determining the data for

examining the answer; Guide the students who got difficulty in solving their problems;

Give the students a chance to ask a question; Guide every group in examining the answer

presupposition; Ask one of the group to present their result; Ask another group to

0

20

40

60

80

100

a c e g i k m o q s u w y aa cc

siklus 1

siklus 2


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respond; Asses their result and respond if there is a mistake; Ask the students to write the

result discussion; Explain about the result of students discussion; Guide students in

drawing the conclusion; Ask the students whether they have a problem or not; Explain

the subject and give correlation to daily life; Give the students a chance for asking

question which they havent yet understood; Motivate the students to develop by using

problem solving in some exercises; Correct the students answers; Do some reflections

and review the subject; Draw conclusion with the students; Give paper term to the

students; Give paper term to the students; Deliver learning planning to the next meeting.

Then the students can prepare first.

Based on the observation for lecturersactivity during the learning process in cycle I

and cycle II showed that there were some improvement. It can be concluded from the

average percentage 5%. The improvements are caused by discussing the problems

between lecturer and students.

3. Evaluation of Students Learning Creativity Test

Based on the result of the students learning achievement through problem solving

learning in cycle I and II are as follows:

Picture 3. Diagram of Students learning Creativity test in cycle I

Based on the student test in cycle I, it can be concluded that the result is good

because only 3 students getting low in category from total students 55.

0% 6% 9%

64%

21% 0 N < 40

40 N < 55

55 N < 70

70 N < 85

85 N 100


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Based on the result of students leaning achievement test through problem solving

in cycle II are as follows:

Picture 4. Diagram of Student Learning Creativity in cycle II

Based on the students test in cycle II are good because only 1 student from 55

students got score in low category.

Conclusion and Suggestion

A. ConclusionAfter doing observation and evaluation in 2 cycles, can concluded that there are

improvements of students creativity through problem solving learning in Economics

mathematics course, Mathematics Education Department, Muhammadiyah University of

Purwokerto. In every cycle showed a good result by having only 3 students and a student

getting score in low category.

B. Suggestion

Based on Classroom Action Research in Economics Mathematics subject, some

suggestion can be drawn as follows:

1. Problem Solving Learning can be applied to improve students creativity to anothercourse.

2. In having Problem Solving Learning, a researcher must have a good preparation to theactivities and to lecturer.

0%2% 6%

61%

31% 0 N < 40

40 N < 55

55 N < 70

70 N < 85

85 N 100


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References

Killen, R. 1998.Effective Teaching Strategies Lessons from Reseasrch and Practice.Australia:

Social Science Press.

Sanjaya, W. 2007. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta:

Kencana

Satiadarma, P. 2003.Mendidik Kecerdasan. Jakarta: Pustaka Populer Obor.

Slameto. 2010.Belajar dan Faktor-faktor yang Mempengaruhinya.Jakarta: PT Rineka Cipta.

Appendixes:

Table 4.1. The Average Score of ProblemSolving learning in cycleI

No. Students ActivityTotal

Scoree

Average

ScoreCategory

1. Respond to question and problem 34 1 High

2. Make a hypothesis 33 0,97 High

3. Make a trial 12 0,35 Low

4. Do trial to get information 9 0,26 Low

5. Collect and analyze the 14 0,41 Average

6. Make a conclusion 5 0,15 Low

The average Score 0,53 Average

Table 4.2 The Average Score of Problem Solving Learning in cycle II

No.Students activity

Total

Score

Average

ScoreCategory

1. Respond to question and problem 33 1 High

2. Make a hypothesis 32 0,97 High

3. Make a trial 15 0,45 Average

4. Do trial to get information 18 0,55 Average

5. Collect and analyze the 25 0,76 High

6. Make a conclusion 16 0,48 Average

The average score 0,70 High


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Table 4.3. The Average Score of Lecturers Activity in Cycle I

No. Lecturer activity Score Category

1. Discuss the students paper 5 Excellent

2. Inform all material and the aim in that

subject

4 Good

3. Motivate the students by explaining

the advantages of the subject and

correlate them to the daily life.

4 Good

4. Make a stimulus such as giving the

subject content.

4 Good

5. Divide students to small group consists

of 4-5 members

4 Good

6. Give problems in the form of question

(LKM)

4 Good

7. Give a chance to student for asking

questions in understanding some

questions in LKM.

4 Good

8. Ask the student about the

presupposition of the answer towards

the problems.

4 Good

9. Guide the students in having the

presupposition

4 Good

10. Give a chance to the students to

discuss

4 Good

11. Ask students to have the result of their

discussion and try to find the

presupposition of the answer

4 Good

12. Ask the students to find information

for examining their answers

4 Good


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13. Ask the students to discuss with their

group for determining the data for

examining the answer

4 Good

14. Guide the students who got difficulty

in solving their problems

5 Excellent

15. Give the students a chance to ask a

question

4 Good

16. Guide every group in examining the

answer presupposition

4 Good

17. Ask one of the group to present their

result

4 Good

18. Ask another group to respond 4 Good

19. Asses their result and respond if there

is a mistake

4 Good

20. Ask the students to write the result

discussion

4 Good

21. Explain about the result of students

discussion

4 Good

22. Guide students in drawing the

conclusion

4 Good

23. Ask the students whether they have a

problem or not

4 Good

24. Explain the subject and give

correlation to daily life

4 Good

25. Give the students a chance for asking

question which they havent yet

understood.

4 Good

26. Motivate the students to develop by

using problem solving in some

exercises

4 Good


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27. Correct the students answers 4 Good

28. Do some reflections and review the

subject

4 Good

29. Draw conclusion with the students 4 Good

30. Give paper term to the students 5 Excellent

31. Deliver learning planning to the next

meeting. Then the students can prepare

first

5 Excellent

Total 128

Percentage 82,5 % High

Table 4.4. The Average Score of lecturers activity in cycle II

No. Lecturer Activity Score Category

1. Discuss the students paper 5 Excellent

2. Inform all material and the aimin that

subject

5 Excellent

3. Motivate the students by explaining

the advantages of the subject and

correlate them to the daily life.

4 Good

4. Make a stimulus such as giving the

subject content.

4 Good

5. Divide students to small group

consists of 4-5 members

4 Good

6. Give problems in the form of question

(LKM)

4 Good

7. Give a chance to student for asking

questions in understanding some

questions in LKM.

5 Excellent

8. Ask the student about the

presupposition of the answer towards

the problems.

5 Excellent


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9. Guide the students in having the

presupposition

5 Excellent

10. Give a chance to the students to

discuss

4 Good

11. Ask students to have the result of their

discussion and try to find the

presupposition of the answer

4 Good

12. Ask the students to find information

for examining their answers

4 Good

13. Ask the students to discuss with their

group for determining the data for

examining the answer

4 Good

14. Guide the students who got difficulty

in solving their problems

4 Good

15. Give the students a chance to ask a

question

4 Good

16. Guide every group in examining the

answer presupposition

5 Excellent

17. Ask one of the group to present their

result

5 Excellent

18. Ask another group to respond 4 Good

19. Asses their result and respond if there

is a mistake

4 Good

20. Ask the students to write the result

discussion

4 Good

21. Explain about the result of students

discussion

4 Good

22. Guide students in drawing the

conclusion

4 Good

23. Ask the students whether they have a 5 Excellent


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problem or not

24. Explain the subject and give

correlation to daily life

4 Good

25. Give the students a chance for asking

question which they havent yet

understood.

5 Excellent

26. Motivate the students to develop by

using problem solving in some

exercises

5 Excellent

27. Correct the students answers 5 Excellent

28. Do some reflections and review the

subject

5 Excellent

29. Draw conclusion with the students 4 Good

30. Give paper term to the students 4 Good

31. Deliver learning planning to the next

meeting. Then the students can

prepare first

4 Good

Total 136

Percentage 87,5 % High

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Paper Wanda Nugroho Yanuarto