Kemampuan Berpikir Divergen Siswa dalam Menyelesaikan Soal Open-Ended Barisan dan Deret Ditinjau dari Adversity Quotient
DOI:
https://doi.org/10.15575/ja.v10i1.32597Keywords:
Kemampuan Berpikir Divergen, Soal Open-Ended, Adversity Quotient (AQ)Abstract
Kemampuan berpikir divergen perlu dikembangkan untuk menciptakan siswa yang kreatif. Namun, pada kenyataannya, kemampuan berpikir divergen masih memerlukan peningkatan. Soal open-ended menjadi salah satu cara yang memungkinkan siswa untuk memperluas pengetahuan mereka dengan menyelesaikan masalah melalui berbagai solusi yang beragam. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir divergen siswa dalam menyelesaikan soal open-ended materi barisan dan deret ditinjau dari adversity quotient (AQ). Kemampuan berpikir divergen dalam penelitian ini di dasarkan pada tiga aspek yaitu fluency, flexibility dan originality. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek dalam penelitian ini berjumlah 6 siswa kelas XI. Teknik pengumpulan data yang digunakan adalah tes, angket, dan wawancara. Analisis data menggunakan model Miles dan Huberman yang terdiri dari 3 tahapan yaitu reduksi data, menyajikan data, dan penarikan kesimpulan. Berdasarkan paparan dan analisis data menunjukkan bahwa terdapat variasi kemampuan berpikir divergen siswa. Siswa yang memiliki AQ tipe climber memenuhi semua indikator dari aspek berpikir divergen baik fluency, flexibility, dan originality. Siswa dengan AQ tipe camper memenuhi aspek fluency saja sedangkan flexibility dan originality tidak terpenuhi. Kemudian siswa dengan AQ tipe quitter tidak memenuhi semua indikator pada aspek berpikir divergen baik itu fluency, flexibility maupun originality.
Â
Divergent thinking abilities need to be developed to create creative students. However, in reality, divergent thinking skills are still require improvement. Open-ended questions are a way that allows students to expand their knowledge by solving problems through a variety of solutions. This research aims to describe students' divergent thinking abilities in solving open-ended problems regarding sequences and series in terms of the adversity quotient (AQ). The ability to think divergently in this research is based on three aspects, namely fluency, flexibility and originality. This research uses a descriptive qualitative approach. The subjects in this research were 6 students of class XI. The data collection techniques used were tests, questionnaires and interviews. Data analysis uses the Miles and Huberman model which consists of 3 stages, namely data reduction, presenting data, and drawing conclusions. Based on the presentation and data analysis, it showed that there were variations in students' divergent thinking ability. Students who have climber type AQ meet all indicators of divergent thinking aspects, including fluency, flexibility and originality. Students with camper type AQ only meet the fluency aspect, while flexibility and originality are not met. Then students with quitter type AQ do not meet all the indicators in the divergent thinking aspect, be it fluency, flexibility or originality.
References
Asih, D. A., Suastika, I. K., & Sesanti, N. R. (2019). Analisis Tingkat Berfikir Kreatif Peserta Didik Dalam Menyelesaikan Soal Matematika Ditinjau Dari Adversity Quotient (AQ). RAINSTEK : Jurnal Terapan Sains & Teknologi, 1(1), 34–39. https://doi.org/10.21067/jtst.v1i1.3225
Christensen, T. (2015). The creativity challenge: Design, experiment, test, innovate, build, create, inspire, and unleash your.
Dina, N. A., Amin, S. M., & Masriyah. (2018). Flexibility in Mathematics Problem Solving Based on Adversity Quotient. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012025
Fadli, A. (2022). Proses Berpikir Kreatif Siswa Smp Dalam Menyelesaikan Soal Open-Ended Berdasarkan Tahapan Wallace Ditinjau Dari Keterampilan Berpikir Divergen [Universitas Muhammadiyah Malang]. https://eprints.umm.ac.id/83710/%0Ahttps://eprints.umm.ac.id/83710/1/TESIS.pdf
Faizah, U. (2018). Profil Kemampuan Berpikir Divergen Siswa dalam Menyelesaikan Masalah Open Ended [Doctoral dissertation, UIN Sunan Ampel Surabaya]. http://digilib.uinsby.ac.id/id/eprint/22693
Faridah, N. S., & Ratnaningsih, N. (2019). Analisis Kemampuan Berpikir Divergen Siswa dalam Menyelesaikan Masalah Open Ended. Prosiding Seminar Nasional & Call For Papers.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267–293. https://doi.org/10.1037/h0040755
Guilford, J. P. (1967). The Nature of Human Intelligence. McGraw-Hill.
Izzati, G. N., & Cahyono, A. N. (2022). Analisis kemampuan berpikir divergen berdasarkan math anxiety siswa: Tinjauan pada penggunaan model problem based learning berbantuan permainan ular tangga. 11(2), 270–282.
Kusmawan, W., Juandi, D., Bandung, K., Matematika, P., Indonesia, U. P., Matematika, P., Sunan, U. I. N., & Djati, G. (2018). Meningkatkan Kemampuan Berpikir Kreatif Dan Pemecahan Masalah Matematis Siswa Madrasah Aliyah. Jurnal Analisa, 4(1), 33–42.
Nahrowi, N., Susanto, & Hobri. (2020). The profile of student’s creative thinking skills in mathematics problem solving in terms of adversity quotient. Journal of Physics: Conference Series, 1465(1). https://doi.org/10.1088/1742-6596/1465/1/012064
Nasrulloh, M. A. (2021). Proses Berpikir Divergen Matematis Peserta Didik dalam Menyelesaikan Soal Open Ended Ditinjau Dari Habits of Mind [Universitas Siliwangi.]. http://repositori.unsil.ac.id/id/eprint/6593
Nurjanah, R., & Hidayati, N. N. (2021). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Barisan dan Deret Analysis of Student Errors in Completing Row and Series Problems Reviewed from The Learning Outcomes of Class XI High School Students. MATH Locus : Jurnal Riset Dan Inovasi Pendidikan Matematika, 2(2), 44–51. https://doi.org/10.31002/mathlocus.v2i2.1908
Nurjannah, N. (2020). Proses Berpikir Kreatif Siswa Smp Berdasarkan Tahapan Wallas Dalam Memecahkan Masalah Matematika Ditinjau Dari Adversity Quotient (Aq). JTMT : Journal Tadris Matematika, 1(1), 7–13. https://doi.org/10.47435/jtm.v1i1.391
Purwasih, R. (2019). Kemampuan Berpikir Kreatif Matematis Siswa Smp Dalam Menyelesaikan Soal Pemecahan Masalah Di Tinjau Dari Adversity Quotient Tipe Climber. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 8(2), 323. https://doi.org/10.24127/ajpm.v8i2.2118
Rafiqa, S., Rochaminah, S., & Rizal, M. (2020). Creative Thinking Profile of Senior High School Class X Students in Mathematics Problem-Solving in Reviewed of Adversity Quotient. Jurnal Riset Pendidikan MIPA, 3(1), 45–53. https://doi.org/10.22487/j25490192.2019.v3.i1.pp45-53
Richardo, R., Retno, D., & Saputro, S. (2014). Matematika Divergen Ditinjau Dari Gaya Belajar Siswa ( Studi Pada Siswa Kelas IX MTS Negeri Plupuh Kabupaten Sragen Semester Gasal Tahun Pelajaran 2013 / 2014 ). Jurnal Elektronik Pembelajaran Matematika, 2(2), 141–151.
Sak, U., & Maker, C. J. (2005). Divergence and convergence of mental forces of children in open and closed mathematical problems. International Education Journal, 6(2), 252–260.
Stoltz, P. G. (2000). Mengubah Hambatan Menjadi Peluang. PT Grasindo.
Sudiarta, P., & Putu, G. (2005). Pengembangan Kompetensi Berpikir Divergen dan Kritis Melalui Pemecahan Masalah Matematika Open-Ended. Jurnal Pendidikan Dan Pengajaran IKIP Negeri Singaraja.
Suhandoyo, G., & Wijayanti, P. (2016). Profil Kemampuan Berpikir Kreatif Siswa Dalam Menyelesaikan Soal Higher Order Thinking Ditinjau dari Adversity Quotient (AQ). MATHEdunesa, 3(5), 156–165.
Takahashi, A. (2008). Communication As a Process for Students To Learn Mathematical. Depaul University, 1(2), 1–7.
Ummah, R., & Amin, S. M. (2018). Profil Kemampuan Berpikir Kreatif Siswa dalam Memecahkan Masalah Tipe “What’s Another Way†Ditinjau dari Adversity Quotient (AQ). MATHEdunesa Jurnal Ilmiah Pendidikan Matematika, 7(3), 508–517.
Wahyuningtyas, F., Suyitno, H., & Asikin, M. (2020). Student’s Creative Thinking Skills Viewed by Adversity Quotient and Mathematics Anxiety in Grade VIII. Ujmer, 9(2), 190–198. http://journal.unnes.ac.id/sju/index.php/ujmer
Wardani, N. R., Juariah, J., Nuraida, I., & Widiastuti A, T. T. (2021). Meningkatkan kemampuan berpikir kreatif melalui penerapan model pembelajaran JUCAMA. Jurnal Analisa, 7(1), 87–98. https://doi.org/10.15575/ja.v7i1.9904
Widowati, A. (2008). Impoving the Divergent Thinking Skill Using the Modified free Inquiry Approach To Teaching Science. Jurnal Penelitian Dan Evaluasi Pendidikan, 1, 118–127.
Wilson, O., & Leslie, C. (2016). The Second Principle Understanding the New Version of Bloom’s Taxonomy. http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
Wronska, M. K., Bujacz, A., Gocłowska, M. A., Rietzschel, E. F., & Nijstad, B. A. (2019). Person-task fit: Emotional consequences of performing divergen versus convergent Thinking tasks depend on need for cognitive closure. Personality and Individual Differences, 142, 172-178. https://doi.org/doi:10.1016/j.paid.2018.09.018
Wulandari, F. S., Subali, B., & Suyanto, S. (2016). Kemampuan Berpikir Divergen Dalam Keterampilan Proses Sains Siswa SD Kota Yogyakarta Berdasarkan Jenjang Kelas. Jurnal Edukasi Biologi, 5(1), 60–66.
Zakyah, N., Tiro, M. A., & Side, S. (2018). Pengaruh Kemampuan Berpikir Divergen, Kemampuan Metakognisi, Dan Efikasi Diri Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas Xi Sma Negeri Di Kabupaten Bone. Seminar Nasional Variansi 2018, 2018, 85–96
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish in Jurnal Analisa agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
