THE EFFECT OF MATHEMATICAL HABITS OF MIND LEARNING STRATEGY BASED ON PROBLEM TOWARD STUDENTS’ MATHEMATICAL CREATIVE THINKING DISPOSITION
Öz
One of the evaluation standards given by the National
Council of Teachers of Mathematics (NCTM) is mathematical disposition. Disposition
refers not simply to attitudes but to a tendency to think and to act in
positive ways. Creative thinking disposition is the tendency to thinking and
acting creatively in mathematics. The aims of this research is to determine the effect of mathematical habits of mind
learning based on problems toward the students’ mathematical
creative thinking disposition. This research was
conducted at one of SMPN (Junior High School) Padang
Ratu, Indonesia. The method used in this research is
quasi experiment with posttest only control group research design. The population
of this research is 214 students. The sample of this study is 70 students at grade VII which consists of 36
students in experimental group and 34 students in control group. The experimental
group was taught by mathematical habists of mind learning strategy based on
problem and the control group was taught by conventional learning strategy (teacher centered ). The sampling technique used is cluster random sampling. The instrument used to collect data in
this research is questionaire checklist to determine students’ mathematical
creative thinking disposition. Data
analysis used in this research is t-test. The
results showed that students’ mathematical creative thinking disposition
which is taught by mathematical habits of mind learning strategy based on problem are better than the students which
taught by conventional learning strategy. In future research,
we recommend to use the mathematical habits of mind learning strategy based on problem in learning process to increase student’s creative thinking disposition.
Anahtar Kelimeler
Mathematical habits of mind learning strategy base on problem mathematical creative thinking disposition
Kaynakça
- Costa, A. & Kallick, B. (2000). Habits of Mind: A Developmental Series. Alexandria, VA: Association for Supervision and Curriculum Development Costa, A. & Kallick, B. (2008). Describing 16 Habits of Mind. [Online]. Available at: http://www.habits-of-mind.net/pdf/16HOM2.pdf. Cuoco, A.L.J., et al. (2010). Habits of Mind. An Organizing Principle For Mathematcs Curricula. Journal of Mathematical Behavior 15, 375-402. Cuoco, A. (2008). Mathematical habits of mind: An organizing principle for curriculum design. Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. Cuoco, A., Goldenberg, E. P., & Mark, J. (1997). Habits of mind: An organizing principle for mathematics curriculum. Journal of Mathematical Behavior, 15(4), 375–402. Da Ros, D., & Voseles. (2007). Why Children’s Disposition Should Matter to All Teachers [On-line]. In https://www.naeyc.org/files/yc/file/200709/DaRos-Voseles.pdf Depdiknas. (2002). Pendekatan Kontekstual. Jakarta :Dirjen Dikdasmen. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron and R. S. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York: W. H. Freeman. Fatonah, S. (2015). “Pengaruh Strategi Pembelajaran Mathematical Habits Of Mind (MHM) Berbasis Masalah Terhadap Kemampuan Berpikir Kreatif Matematis Dan Disposisi Berpikir Kreatif”. Disertation at Post Graduate Studies at UIN Raden Intan, Lampung, Indonesia, unpublished. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill Huda, M. (2013). Model-Model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar. Mahmudi, A., & Sumarmo, U. (2009). “Pengaruh Strategi Pembelajaran Mathematical Habits of Mind (MHM) Berbasis Masalah terhadap Kreativitas Peserta didik”. Jurnal Cakrawala Pendidikan, 1(3), 58-75 NCTM. (1989). Curiculum and Evaluation Standards for School Mathematics. USA: NCTM Perkins, D., Jay, E., & Tishman, S. (1992). Beyond abilities: A dispositional theory of thinking. The Merrill-Plamer Quarterly. Permendikbud (Regulation of Minister). (2006). Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21 Tahun 2006 tentang Standar Isi Pendidikan Dasar dan Pendidikan Menengah. Jakarta: BSNP Siegel, H. (1999). What (Good) Are Thinking Dispositions?. International Journal Of Mathematical Education, 49 (2), 207-221 Soemarmo, U. (2014). Penilaian Pembelajaran Matematika. Bandung: Refika Aditama Tim, J & Millman, R. (2009). Mathematical Habits of The Mind for Presevice Teachers. School Science and Mathematics, 109 (5), 298-302 Torrance, E. P. (1989). Test di pensiero creativo, manuale tecnico e norme. Firenze: Organizzazioni Speciali.
Öz
Kaynakça
- Costa, A. & Kallick, B. (2000). Habits of Mind: A Developmental Series. Alexandria, VA: Association for Supervision and Curriculum Development Costa, A. & Kallick, B. (2008). Describing 16 Habits of Mind. [Online]. Available at: http://www.habits-of-mind.net/pdf/16HOM2.pdf. Cuoco, A.L.J., et al. (2010). Habits of Mind. An Organizing Principle For Mathematcs Curricula. Journal of Mathematical Behavior 15, 375-402. Cuoco, A. (2008). Mathematical habits of mind: An organizing principle for curriculum design. Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. Cuoco, A., Goldenberg, E. P., & Mark, J. (1997). Habits of mind: An organizing principle for mathematics curriculum. Journal of Mathematical Behavior, 15(4), 375–402. Da Ros, D., & Voseles. (2007). Why Children’s Disposition Should Matter to All Teachers [On-line]. In https://www.naeyc.org/files/yc/file/200709/DaRos-Voseles.pdf Depdiknas. (2002). Pendekatan Kontekstual. Jakarta :Dirjen Dikdasmen. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron and R. S. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York: W. H. Freeman. Fatonah, S. (2015). “Pengaruh Strategi Pembelajaran Mathematical Habits Of Mind (MHM) Berbasis Masalah Terhadap Kemampuan Berpikir Kreatif Matematis Dan Disposisi Berpikir Kreatif”. Disertation at Post Graduate Studies at UIN Raden Intan, Lampung, Indonesia, unpublished. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill Huda, M. (2013). Model-Model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar. Mahmudi, A., & Sumarmo, U. (2009). “Pengaruh Strategi Pembelajaran Mathematical Habits of Mind (MHM) Berbasis Masalah terhadap Kreativitas Peserta didik”. Jurnal Cakrawala Pendidikan, 1(3), 58-75 NCTM. (1989). Curiculum and Evaluation Standards for School Mathematics. USA: NCTM Perkins, D., Jay, E., & Tishman, S. (1992). Beyond abilities: A dispositional theory of thinking. The Merrill-Plamer Quarterly. Permendikbud (Regulation of Minister). (2006). Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21 Tahun 2006 tentang Standar Isi Pendidikan Dasar dan Pendidikan Menengah. Jakarta: BSNP Siegel, H. (1999). What (Good) Are Thinking Dispositions?. International Journal Of Mathematical Education, 49 (2), 207-221 Soemarmo, U. (2014). Penilaian Pembelajaran Matematika. Bandung: Refika Aditama Tim, J & Millman, R. (2009). Mathematical Habits of The Mind for Presevice Teachers. School Science and Mathematics, 109 (5), 298-302 Torrance, E. P. (1989). Test di pensiero creativo, manuale tecnico e norme. Firenze: Organizzazioni Speciali.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 27 Aralık 2017 |
| Gönderilme Tarihi | 4 Eylül 2017 |
| Yayımlandığı Sayı | Yıl 2017 |
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https://doi.org/10.1088/1742-6596/1521/3/032091
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