THE SELF REGULATED LEARNING, HABIT OF MIND, AND CREATIVITY AS HIGH ORDER THINKING SKILLS PREDICTORS

Hodiyanto Hodiyanto(1*), Muhamad Firdaus(2),

(1) IKIP PGRI Pontianak
(2) IKIP PGRI Pontianak
(*) Corresponding Author


Abstract


Tujuan penelitian ini adalah untuk menunjukkan bahwa kemandirian belajar, kebiasaan berpikir, dan kreativitas dapat dijadikan sebagai prediktor terhadap kemampuan berpikir tingkat tinggi. Metode penelitian ini menggunakan metode kuantitatif dengan bentuk penelitiannya berupa penelitian ex post facto. Teknik pengumpulan data yang digunakan adalah teknik pengukuran dan komunikasi tidak langsung sehingga alat pengumpul data yang digunakan adalah tes HOTS dan angket. Populasi dalam penelitian ini adalah seluruh mahasiswa semester I program studi pendidikan matematika IKIP PGRI Pontianak. Teknik pengambilan sampel menggunakan teknik cluster random sampling dan diperoleh satu kelas sebagai sampel penelitian dengan jumlah mahasiswa sebanyak 30 orang. Teknik analisis data dalam penelitian ini menggunakan statistik inferensial, regresi berganda. Hasil penelitian menunjukkan bahwa: kemandirian belajar dapat dijadikan prediktor terhadap HOTS, kebiasaan berpikir dapat dijadikan prediktor terhadap HOTS, kreativitas dapat dijadikan prediktor terhadap HOTS, dan kemandirian belajar, kebiasaan berpikir, dan kreativitas secara simultan dapat dijadikan sebagai prediktor terhadap HOTS. Selain itu, hasil penelitian ini juga menunjukkan bahwa yang dapat mempengaruhi HOTS tidak hanya model atau strategi pembelajaran saja, tetapi ada variabel lain yang bisa berpengaruh terhadap HOTS seperti kemandirian belajar, kebiasaan berpikir, dan kreativitas. 

 

 Abstract

The purpose of this research was to show that self regulated learning, habit of mind, and creativity could be used as predictors of high order thinking skills (HOTS). This research used quantitative method, ex post facto research. Data collection techniques used measurement and indirect communication techniques and data collection tool that used was HOTS test and questionnaire. The population were all undergraduate students of the first semester of mathematics education study program IKIP PGRI Pontianak. The sample of this research was taken by using the random cluster sampling technique and one class was obtained as a research sample with 30 students. Data analysis techniques in this study used inferential statistics, multiple regression. Based on the result of research, it was found that: self regulated learning could be a predictor of HOTS, habits of mind could be predictor of HOTS, creativity could be predictor of HOTS, and self regulated learning, habit of mind, and creativity simultaneously could be used as predictors of HOTS. The results of this study also indicated that the influence of HOTS was not only the model or learning strategy used but there were other variables like self regulated learning, habit of mind, and creativity.


Keywords


Creativity; Habit of Mind HOTS; Self Regulated Learning; Soft Skill.

Full Text:

PDF

References


Abdullah, A. H., Abidin, N. L., & Ali, M. (2015). Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction. Asian Social Science, 11(21), 133-142.

Elyousif, Y. A. K., & Abdelhamied, N. E. (2013). Assessing secondary school teachers' performance in developing habits of mind for the students. International Interdisciplinary Journal of Education, 1(1032), 1-13.

Fadlelmula, F. K. (2010). Mathematical Problem Solving and Self-Regulated Learning. International Journal of Learning, 17(3), 363-372.

Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International journal of science and mathematics education, 13(6), 1355-1375.

Hendrian, Rohaeti, & Sumarmo (2017). Hard Skills and Soft Skills of Student Mathematics. Bandung: PT Refika Aditama.

Hodiyanto, H., Budiyono, B., & Slamet, I. (2016). Eksperimentasi model pembelajaran problem posing dan problem solving dengan pendekatan pmr terhadap prestasi belajar dan kemampuan komunikasi matematis ditinjau dari kreativitas siswa kelas VII SMP Negeri di Kabupaten Sukoharjo. Jurnal Pembelajaran Matematika, 4(2), 199-214.

Hodiyanto, H. (2017a). Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika. AdMath Edu: Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan, 7(1), 9-18.

Hodiyanto, H. (2017b). Pengaruh model pembelajaran problem solving terhadap kemampuan komunikasi matematis ditinjau dari gender. Jurnal Riset Pendidikan Matematika, 4(2), 219-228.

Lambertus, Bey, Anggo, Fahinu, Sudia, & Kadir. (2014). Developing Skills Resolution mathematical Primary School Students. International Journal of Education and Research, 2(10), 601-614.

Lomibao, L. S., Luna, C. A. & Namoco, R. A. (2016). The influence of mathematical communication on students’ mathematics performance and anxiety. American Journal of Educational Research, 4 (5), 378-382.

Marchis, I. (2011). How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills. Acta Didactica Napocensia, 4, 9-14.

Muqodas, I. (2015). Mengembangkan Kreativitas Siswa Sekolah Dasar. Metodik Didaktik: Jurnal Pendidikan Ke-SD-an, 9(2).

Naderi, H. & Abdullah, R. (2010). Creativity as a predictor of intelligence among undergraduate students. The Journal of American Science, 6(2), 189-194.

Novilita, H., & Suharnan, S. (2013). Konsep diri adversity quotient dan kemandirian belajar siswa. Jurnal Psikologi Tabularasa, 8(1).

Polya, G. (1973). How To Solve It, A New Aspect of Mathematical Method. Princeton University Press: United States of Amerca.

Pawiro, Y. P., Budiyono, B., & Slamet, I. (2015). Eksperimentasi Model Pembelajaran Problem Based Learning Dan Model Discovery Learning Serta Model Think Pair Share Materi Kubus Dan Balok Ditinjau Dari Kategori Kecerdasan Emosional Pada Kemampuan Berpikir Matematis Tingkat Tinggi Peserta Didik SMP. Journal of Mathematics and Mathematics Education, 5(1), 51-60.

Pearce, D. L., Bruun, F., Skinner, K., & Lopez-Mohler, C. (2013). What teachers say about student difficulties solving mathematical word problems in grades 2-5. International Electronic Journal of Mathematics Education, 8(1), 3-19.

Prayitno, S., Suwarsono, S., & Siswono, T. (2013). Identifikasi indikator kemampuan komunikasi matematis siswa dalam menyelesaikan soal matematika berjenjang pada tiap-tiap jenjangnya. Prosiding Konferensi Nasional Pendidikan Matematika V, 384-389.

Salemeh, Z., & Etchells, M. J. (2016). A Case Study: Sources of Difficulties in Solving Word Problems in an International Private School. Electronic International Journal of Education, Arts, and Science (EIJEAS), 2, 149-163.

Venty, M., Budiyono, B., & Slamet, I. (2016). Eksperimentasi Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (Tai), Group Investigation (Gi), Dan Pembelajaran Langsung Pada Materi Persamaan Garis Lurus Ditinjau Dari Kemandirian Belajar Siswa Kelas Viii Smp Negeri Se-Kota Surakarta Tahun Pelajaran 2015/2016. Journal of Mathematics and Mathematics Education, 6(1), 47-56.

Vrieling, E. M., Bastiaens, T. J., & Stijnen, S. (2012). Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development. Interna-tional journal of educational research, 53, 251-263.

Yu, K. C., Fan, S. C., & Lin, K. Y. (2015). Enhancing Students’ problem-Solving Skills Through Context-Based Learning. International Journal of Science and Education, 13(6), 1377-1401.




DOI: http://dx.doi.org/10.24127/ajpm.v9i1.2589

Refbacks

  • There are currently no refbacks.