Penalaran Spasial Dan Kreatif Matematis Peserta Didik Melalui Implimentasi Model Pembelajaran Problem Based Learning
DOI:
https://doi.org/10.36294/jmp.v9i2.4879Abstract
This research aims to achieve three main objectives, (1) Analyzing differences in students' mathematical spatial reasoning when learning geometric transformations through problem-based learning models versus direct learning models. (2) Knowing the differences in students' mathematical creativity using problem-based learning models compared to direct learning models. (3) Knowing the relationship between spatial reasoning and mathematical creativity. This research uses a quantitative research design with a control group and a pretest-posttest approach. The experimental class was taught using a problem-based learning model, while the control group received learning through a direct learning model. Spatial reasoning is measured using a multiple choice test, while mathematical creativity is measured via an essay-based test. The population of this study were all class XI students of public and private high schools in Tanjungbalai. The sample was Class XI-1 as the experimental class and Class XI-2 as the control class, with each class totaling 36 students. The collected data was analyzed using the Mann-Whitney test and Pearson correlation test. The findings show the following, (1) There is a significant difference in students' spatial reasoning abilities using the problem-based learning model compared to the direct learning model. (2) Students show striking differences in mathematical creativity when taught through a problem-based learning model compared to a direct learning model. (3) There is a positive correlation between spatial reasoning and mathematical creativity after implementing the problem-based learning model.
Keywords: Spatial reasoning, mathematical creativity, problem-based learning model, direct learning modelReferences
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