UJME 8 (1) 2019: 58-64

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ISSN: 2252-6927 (print); 2460-5840 (online)

The ability of mathematical creative thinking viewed from

student learning interest of class VIII in learning CPS
contextual approach
Masrukan a,*, Andar Jaya Parotua a, Iwan Junaedi a
a
Universitas Negeri Semarang, D7 Buildinng First Floor, Sekaran Campus Gunung pati, Semarang 50229; Indonesia

* E-mail address: [email protected]

ARTICLE INFO Abstract

Article history: The purpose of this study was to determine the effectiveness of Creative Problem
Received 4 Jannuary 2019 Solving learning model with a contextual approach to students' mathematical and
creative thinking ability. The population in this study were all students of class VIII
Received in revised form 27
SMP Mataram Semarang academic year 2017/2018 spreading in four classes.
February 2019
Sampling was done with selected random sampling technique and resulted class
Accepted 9 March 2019 VIII-A as control group and VIII-C as experimental group. Data collection methods
used were the test of creative thinking ability, the scale of interest in learning,
Keywords: observation and interview. Proportion test results obtained z_calculation = 2.77 then
Creative Problem Solving h_i was accepted, so it can be concluded the percentage of classical completeness.
Model; The t test results showed that the difference of two average obtained t_hitung = 8.63
mathematical creative and z_table = 1.68. Since t_calculation > t_table, it can be concluded that the mean
thinking abilities; of mathematical creative thinking abilities test of experimental class students who
Learning Interest.
got CPS learning with contextual approach was more than the average of the data of
mathematical creative thinking abilities tested in control group which achieved
Discovery Learning. The proportion difference test resulted z_hitung = 5.67 and
z_tabel = 1.64. Since z_count> z_tabel, the proportion of thorough students in the
class using the CPS model with contextual cognition was greater than the proportion
of students who completed the study in the classroom using the Discovery Learning
model. From the result of difference test of average and proportion, it can be
concluded that result of the test of the ability of mathematical creative thinking on
students in experimental group which applied Creative Problem Solving learning
with contextual approach was better than the control group which applied Discovery
Learning. Based on the analysis, it can be known the implementation result of
Creative Problem Solving learning model with an effective contextual approach in
the delivery of material probability class VIII SMP Mataram Seamrang academic
year 2017/2018. Students with a high learning interest had a high level of creative
thinking ability. Students with fair interest in learning gained enough criterion.
Meanwhile, students who had a low interest in learning had low level of creative
thinking ability.
© 2019 Published by Mathematics Department, Universitas Negeri Semarang

students learn about the values in learning

1. Introduction mathematics, have a curiosity in solving problems,
can communicate mathematically, and can make
Mathematics learning is closely related to efforts
the reasoning mathematically. Today the ability of
to improve students' mathematical abilities. NCTM
mathematical creative thinking has become one of
(2000) defines mathematical ability as: 1) problem
the important mathematical learning focuses to
solving ability, 2) reasoning ability, 3)
develop. Students often face various problems in
communication ability, 4) connection and 5)
solving problems that are not routine or
ability of representation. Based on the description,
complicated problems in learning mathematics.
the purpose of learning mathematics is that
Therefore, the ability of creative bracket in
To cite this article:
Masrukan, Parotua, A. J., Junaedi, I. (2019). The ability of mathematical creative thinking viewed from student
learning interest of class VIII in learning CPS contextual approach. Unnes Journal of Mathematics Education, 8(1),
58-64. doi: 10.15294/ujme.v8i1.24745
Masrukan, A. J. Parotua, I. Junaedi 59

learning mathematics need to be improved to solve problems creatively by maintaining the

the problem. With the ability to think creatively, authenticity of their ideals in developing real
students will be able to solve math problems in solutions. In this model, teachers do not present
various ways. According to Yaftian (2015), the the concept of mathematics in the complete form,
ability of mathematical creative thinking is a but through problem-solving activities, students
sustainable nature of the human mindset that can are guided to discover the concept itself.
be improved and should be rewarded for Based on observations and interviews with two
strengthening. Educators aim to understand the mathematics teachers grade VIII and IX on 12
development of students' creative thinking skills February to 3 March 2108 and the results of first
by providing many opportunities for students to semester final exams 2017/2018 showed the
express opinions in mathematics learning. learning was still in form of memorizing concepts
Based on the data of the results of National given by teachers and it tended to be boring for
Exam for Junior High School 2015, the absorptive students. Students found it difficult to apply
power mathematics in the city of Semarang on the abstract mathematical concepts so that they could
ability to understand the concept of probability of not solve mathematical problems related to
occurrence and apply it in problem solving reached everyday life. This can be observed visually where
48.64%. Meanwhile, the Central Java provincial there were some students went out during the
level only reached 42.72% and at the national level class, slept in the classroom, and were not present
of 56.25%. These facts assert that most students during the test. This resulted students to have
more often memorize the formulas without difficulty in solving mathematical problems
understanding the actual concept. Also, students because the learning model was considered boring.
are only able to work on problems that are similar The results of this observation indicated that
to examples so that when the level of difficulty and interest in learning in SMP Mataram Semarang
variation of the given problem is higher than was still in low-level, so there is a need to develop
before, students have difficulty in working on a non-boring learning model that is close to the
these questions. If this continues to be left, the daily life of the students, and able to improve their
student will have difficulty in studying the concept creative thinking ability.
and solve the problem of materials. Based on the description, it is necessary to
As an effort to improve student learning conduct a study with the aims to (1) know the
outcomes, it is necessary to develop an appropriate effectiveness of mathematics learning in CPS
learning so as to provide opportunities for students model with contextual approach on students'
to develop students' mathematical creative thinking creative thinking ability; (2) acquire students'
abilities. It is because through creative thinking, mathematical creative thinking ability in terms of
students can find the concept of a material more student learning interest based on learning model
easily with their own style and provide alternatives stage of CPS learning. Hence, the researcher
,and more varied way to understand the concept of conducted research with title of Ability of
mathematics material, especially the probability Mathematical Creative Thinking Viewed from
material. Thus, students are able to confidently Students’ Learning Interest in Class VIII On
solve problems related to the probability of an Learning CPS With Contextual Approach.
event by exploring the mathematical ideas that are
present in each of them. In relation to the above 2. Methods
problems, it can be emphasized that efforts to
improve the learning process through the effort of The method used in this research was mixed
selecting the appropriate and innovative model of method. Data collection techniques done were test
learning in learning mathematics in school is a method, scale, observation and interview.
very important to be done. One of the intended Furthermore, this research employed True
learning models that can be used to improve the Experimental design in form of posttest-only
quality of the learning process and outcomes is the control design. In the design of this study, there
Creative Problem Solving (CPS) learning model. were 2 randomly selected groups to be the
According to Hajiyakhchali (2012), CPS aims to experimental group and the control group. Both
enable students to solve the questions given in a groups were given different treatments during the
way as creative as possible and successfully solve learning, which at the end of the learning they
everyday problems well. With the application of were given a test to determine the ability of
CPS, students are given the opportunity to solve mathematical creativity in both groups.

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Masrukan, A. J. Parotua, I. Junaedi 60

The research design used in this study can be refers to the ability to answer the problem well and
seen in table 1. correctly without doubt, flexibility in problem
solving refers to the ability of students generate a
Table 1. Research Desain variety of ideas with different approaches to solve
Group Independent Post Test problems, authenticity refers to the ability of
Variables students to provide unique answers, different from
other students and true value, and elaboration
R Experimental X O1
refers to the ability of students to provide answers
R Control O2
that can be developed, added and enrich an idea.
The population in this study were students of Interviews were conducted on six subjects
class VIII SMP Mataram Semarang in the individually outside of school hours so as not to
academic year of 2017/2018 as many as 228 interfere with teaching and learning activities.
students. Next, the researchers took two samples Interviews were done using semi-structured
from the existing population with random interview guidelines with reference to test results
sampling. In this study, two classes, class VIII-A of creative mathematical thinking skills that have
as the control class was given usual learning in the been subjected to work and the results of the scale
school, namely Discovery Learning model and of student interest in learning
VIII-C as the experimental class received CPS
learning model with contextual approach with 3. Results & Discussion
probability material.
After the learning was completed, both groups The study was conducted with special treatment to
were given the same mathematical creativity the experimental class in the form of application of
thinking ability test to measure students' learning using Creative Problem Solving learning
mathematical creative ability level. A day before model with contextual approach on the opportunity
the tests were given to the experimental class, a material. Whereas, the control class adopted
scaled-up interest in the experimental students' common learning used by the teachers, namely
study was conducted to determine the subjects to Discovery Learning. Prior to conducting the
be interviewed regarding the creative thinking research, the initial data required were the scores
ability mathematically viewed from the student's of the final test of Semester (UAS) of class VIII
interest in learning. Six subjects were selected students, namely class VIII-A, VIII-B, VIII-C, and
based on the student's interest in learning. Two class VIII-D. Once the preliminary data obtained,
subjects were selected from students with a high they were tested the normality and homogeneity.
learning interest, two subjects selected from Once the final data were collected, the researchers
students with moderate learning interests, and two did normality test. This test was aimed to find out
subjects selected from students with low learning whether the CPS learning model with contextual
interests. The following are criteria for interpreting approach more effectively to students'
the score. mathematical creative thinking ability than the
learning model of Discovery Learning. The result
Table 2. Scale Interpretation criteria of Interest of KBKM test of experimental group required
in Learning students to complete better average, and more
proportion from the control group. The final test
Interval Value Interpretation
used the right-side proportion test. Proportional
High test was done with Ms. Excel program. The results
Moderate of this test can be seen in Table 3.
Low
After selecting six subjects, two students based Table 3. The proportion of Test Results
on each level of high, medium and low student Hasil
interest were interviewed. The interview aimed to 2.77 1.64
describe the ability of students' mathematical
creative thinking in terms of student's interest in Based on Table 4, the value of z_calc = 2.77
learning. There were four indicators of students' and z_table = 1.64. Because z_count> z_table.
creative mathematical thinking ability contained in Because z_calc ≥ z_ (0,5-α), h_0 was rejected and
the interview, namely smooth in problem solving, h_i was accepted. It can be concluded that the
percentage of classical completeness in

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Masrukan, A. J. Parotua, I. Junaedi 61

mathematical creativity thinking ability test on proportion of students who completed the learning
CPS learning with contextual approach gained in the classroom using the discovery learning
minimum criterion with value ≥ 70, and reached model. Then, the CPS learning with contextual
classical completeness. Furthermore, the average approaches in the experimental class on the
difference test was done by t test. The results of opportunity material was declared effective.
this test can be seen in Table 4. Learning in experimental class using CPS
learning with contextual approach can be effective
Table 4. Two Differential Test Results Mean because in this class students were more interested
Hasil in learning. In the class, students felt new things
with the stages of the CPS that went through from
8.64 1.68
the clarification of the problem, disclose opinions,
Based on Table 3, the value of t_hitung = 8.63 choose, and implement ideas and strategies that
and z_tabel = 1.68 were obtained. Because t_calc> arise from student thought. Students were
t_table, it can be concluded that the mean of the interested in this lesson because of the problem
mathematical creativity thinking ability test of given at the CPS stage aimed to articulate students
experimental group students who obtained CPS how the Creative Problem Solving (CPS) learning
lesson with contextual approaches was more than model can be used in various fields and situations.
the mean data of the mathematical creativity (Cahyono, 2007: 3). With the above explanation
thinking ability test scores of the control class the researcher gave problems close to the daily life
students who received the Discovery Learning. situation of the students. This is in accordance with
Furthermore, there were two different test the definition of a contextual approach of teacher-
proportions of the experimental and control group assisted teaching and learning receptiveness and
to test mathematical creativity thinking ability test instruction to relate material taught to real
results. Different test results of these two situations in everyday life (Bern, 2001). Students
proportions can be seen in Table. 5. were given problems raised from daily life so that
students were interested in the problem to be
Table 5. Different Test Results Two Proportions solved because of finding concrete problems about
Result the material opportunities of learning mathematics.
To describe the level of creative thinking ability
5.76 1.64
mathematically based on students' interest in
Based on Table 3, the value of z_calc = 5.67 learning, the researcher gave a scale of interest in
and z_tabel = 1.64. Since z_calc > z_table. It can learning and analyzed the results of the test scale
be concluded that the proportion of thorough to determine six selected subjects from each level
students in the class using the CPS model with of different students’ learning interests. Based on
contextual cognition was greater than the these results, it can be accumulated interest in the
proportion of students who completed the study in learning of class VIII C students. There were 6
the classroom using the Discovery Learning students who had high learning interest, there were
model. 9 students who had a moderate interest in learning,
From the test results, the researchers obtained and 8 students who had low learning interest.
(1) the average score of students' mathematical Based on the result of the study on interest scale
creative thinking ability in the CPS learning model analysis from the 23 students, two randomly
with a contextual approach on the material selected subjects were selected from each class of
occurrence of an opportunity reached the expected students' interest. The subjects of the study are
minimum completeness criteria that was 70 presented on. and Table 6.
individually and achieved completeness lesson in a
classical manner that was more than equal to 75 %
of the number of students, (2) the mean value of
the students 'CBC tests in the class using the CPS
model with the Contextual Approach was more
than the average of the students' CBC test scores in
the class which used Discovery Learning, and (3)
the complete proportion of students studying in a
classroom that received the CPS model with
contextual approaches was more than the

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Masrukan, A. J. Parotua, I. Junaedi 62

Table 6. Research Subjects still could not give an alternative idea / strategy in
Learning Interest Subjects doing the problem, but has done the given problem
correctly and could not solve the problem in detail
High C-09 and clear. The subject acknowledged that the
C-12 problem could still be further developed and could
Moderate C-06 be solved in a way that shorter and easier, so this
C-17
subject not met the flexibility and elaboration
indicators. The subject of C-17 has met the
sLow C-21
indicators of mathematical creative ability
C-22 although the subject in flexibility indicator
Interviews were conducted to describe the provided an answer that has not varied from other
ability of mathematical creative thinking in terms answers, and the indicators of the authenticity of
of student's interest in learning. Students were claimed that the subjects have occasionally mimic
given 20 individual questions in the form of semi- the work of his friend.
structured interviews. The results of interview Subjects in this group still had some
were analyzed based on indicators of creative shortcomings in solving the problems given. For
thinking ability, (1) fluency; (2) flexibility; (3) example in the withdrawal of conclusions from a
authenticity; and (4) elaboration. The analysis was problem, the subject often forgot to give
done based on the results of KBKM test, the scale conclusions on the problems they have solved.
of interest in learning and interview on the subject. However, when the learning took place students in
In this study, the subjects of interview with high this group often asked the researchers about a
learning interest were C-09 and C-12. It is particular concept, but when the next meeting the
concluded that C-09 and C-12 have met all researchers found that the subject in this group
indicators of mathematical creative ability. In the forgot the concept. Researchers assumed that the
results of the analysis of KBKM tests and subjects in this group did not repeat the materials
interviews that have been done, the answers given taught at home so they often forgot or less
both subjects already meet almost all indicators of understood the material given. This can be
the ability of mathematical creative thinking that overcome by providing more intensive guidance
existed, although there were still answers and and counseling for the subject to increase interest
responses, especially from the subject of C-12 who in learning.
was still in doubt, but has approached one In this study, the subjects with low learning
indicator of the indicator of flexibility. This was interest was C-21 and C-22. It is concluded that C-
because C-12 subject was more oriented to the 21 and C-22 have not met the indicators of
standard formula to solve the given problem. This mathematical creative ability. In the results of the
was not to blame because the subject had the analysis of mathematical creativity thinking ability
freedom in determining the strategy that the tests and interviews that have been done, the
subject has during thinking process (authenticity). answers given both subjects have not been able to
It can be said that students with high learning meet most of the indicators of the ability of
interest had excellent mathematical creative mathematical creative thinking that exist. Even
ability. Students in this group were on average, though the subject of C-22 was able to solve the
and able to understand the material being taught problem in detail and clear, he admitted that the he
and solved creatively for the given problem. In did not master the problem, so his answer was
addition, in the learning, students were actively doubted. The subject explained the problem given
involved in the learning process both at the time in with substandard and made many mistakes.
their respective groups as well as individual tasks. Subjects have not been able to explain the process
In this study, the subjects with a moderate of working fluency with coherent and correct. The
learning interest were C-06 and C-17. It is subject of C-22 fulfilled the elaboration indicator
concluded that C-06 and C-17 have met several despite admitting that it still lacked the mastery of
indicators of mathematical creative ability. In the the material so that he was unsure of the answers.
results of the mathematical creativity thinking Based on the results of interviews and
ability test analysis and interviews that have been mathematical creativity thinking ability test ,
conducted, the answers provided by both subjects subject C-21 could not meet one of the indicators
met most of the existing mathematical creative of students' mathematical creative ability. The
thinking indicators. However, the subject of C-06 answers and responses given by the subjects were

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Masrukan, A. J. Parotua, I. Junaedi 63

still less close to the indicators of students' creative thinking ability, students with learning
mathematical creative ability. Subjects in this interest are having sufficient levels of creative
group still had many shortcomings in solving the thinking ability, and students with low learning
problems given. Subjects still less mastered interests have low levels of creative thinking
material, so they were not maximized in answering ability. Based on the conclusions (1) and (2), the
the given problem. This was seen during an CPS learning with the contextual approach is
interview conducted where the subject in this effective on the achievement of the ability of
group was less able to explain the results of his mathematical creative thinking which is viewed
own work. This was also reinforced by the claim from the students' learning interest.
of a subject who claimed to cheat most of his
friend's work. At the time of study, even students Reference
in this group often did not pay attention to learning
carefully and often joking with friends. This made Berns, R.G. and Erickson, P.M., 2001. Contextual
the subject difficult to solve problems because they Teaching and Learning: Preparing Students for
have not mastered the material provided. the New Economy. The Highlight Zone:
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the learning of mathematics in school. Subjects
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