Efektivitas Pembelajaran Berbasis Masalah dengan Pendekatan Open-Ended terhadap Berpikir Kreatif Matematis Siswa SD
DOI:
https://doi.org/10.24114/jgk.v10.i4.76836Keywords:
Berpikir Kreatif Matematis, Curiosity, Problem Based Learning, Open-Ended, Sekolah DasarAbstract
Rendahnya kemampuan berpikir kreatif matematis peserta didik pada materi bangun datar, tampak dari hasil studi pendahuluan di SD Negeri 3 Sidokumpul (hanya 30% mencapai KKM), melatarbelakangi penelitian. Penelitian bertujuan menguji kualitas perangkat pembelajaran berbasis masalah (PBL) dengan pendekatan open-ended, membuktikan pengaruh curiosity terhadap kemampuan berpikir kreatif, serta mendeskripsikan tingkat curiosity peserta didik kelas IV. Penelitian menggunakan metode campuran (mixed method) sequential exploratory, dengan subjek peserta didik kelas IV SD Negeri 1 Sidokumpul (kelompok eksperimen) dan SD Negeri 6 Sidokumpul (kelompok kontrol) di Kecamatan Patean, Kabupaten Kendal, dilaksanakan pada tahun 2026. Alur penelitian meliputi penyusunan dan validasi perangkat, Pretest, perlakuan, dan Posttest. Data dikumpulkan melalui observasi, wawancara, dokumentasi, tes esai berpikir kreatif, dan angket curiosity, dianalisis menggunakan uji t, uji proporsi, dan regresi linear sederhana dengan SPSS 24.0. Hasil menunjukkan rata-rata kemampuan berpikir kreatif kelompok eksperimen 89,65 melampaui KKM 75 (t=14,79; sig.=0,000), ketuntasan klasikal 100% (z=2,71), unggul dibanding kontrol (t=8,52; sig.=0,000; N-Gain 0,76 vs 0,47), dan curiosity berpengaruh signifikan (t=5,03; R²=60,68%). Disimpulkan PBL open-ended efektif meningkatkan berpikir kreatif matematis, sehingga direkomendasikan perpanjangan durasi intervensi, perluasan sampel, dan analisis curiosity per indikator untuk penelitian lanjutan.
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