Efektivitas Teknik SCAMPER dalam Mengembangkan Kemampuan Berpikir Kreatif Matematis Siswa

  • Hani Cahyati Program Studi Pendidikan Matematika, UIN Syarif Hidayatullah Jakarta
  • Abdul Muin Program Studi Pendidikan Matematika, UIN Syarif Hidayatullah Jakarta
  • Eva Musyrifah Program Studi Pendidikan Matematika, UIN Syarif Hidayatullah Jakarta

Abstract

Teknik SCAMPER awalnya banyak digunakan di ruang lingkup perusahaan untuk menciptakan produk-produk baru. Seiring dengan perkembangan zaman, teknik SCAMPER kini digunakan sebagai teknik pelatihan berpikir kreatif di berbagai bidang. Penelitian ini bertujuan untuk menganalisis efektivitas teknik SCAMPER dalam mengembangkan kemampuan berpikir kreatif dalam matematika. Penelitian ini dilakukan di salah satu SMP di Tangerang Selatan pada siswa kelas IX tahun ajaran 2017/2018. Metode penelitian yang digunakan adalah kuasi eksperimen dengan randomized post-test only control group design. Sampel penelitian yang digunakan terdiri dari 30 siswa kelas eksperimen dan 30 siswa kelas kontrol yang dipilih secara acak dengan teknik cluster random sampling. Instrumen penelitian yang digunakan adalah tes berupa soal uraian untuk mengukur kemampuan berpikir kreatif matematis yang meliputi indikator: 1) fluency, 2) flexibility, dan 3) originality. Analisis data didasarkan pada perbedaan dua proporsi yaitu proporsi ketuntasan belajar siswa yang diuji dengan Chi-Square Test pada taraf signifikansi 5%. Hasil penelitian ini menunjukkan bahwa teknik SCAMPER efektif dalam mengembangkan kemampuan berpikir kreatif matematis siswa. Selain itu, teknik SCAMPER juga lebih efektif dibandingkan dengan pembelajaran konvensional. Penelitian ini dapat dijadikan rujukan bagi guru tentang penggunaan teknik SCAMPER sebagai teknik pembelajaran yang efektif dalam mengembangkan kemampuan berpikir kreatif matematis.


Kata kunci: Teknik SCAMPER, fluency, flexibility, originality.


ABSTRACT


The SCAMPER technique was originally widely used in the company's scope to create new products. But now SCAMPER technique is used as a creative thinking training in various fields. This study aims to analyze the effectiveness of SCAMPER techniques in developing mathematics creative thinking skills. This research was conducted to IX grade junior high school students in South Tangerang in 2017/2018 academic year. The research uses quasi experiment with randomized post-test only control group design. The samples were 30 students of experimental class and 30 students of control class which were selected randomly by cluster random sampling technique. The research instrument used was a test of a description to measure the ability of mathematical creative thinking which assesses 3 indicators. They are 1) fluency, 2) flexibility, and 3) originality. The research wants to know about two mastery learning proportions difference tested with Chi-Square Test at 5% significance level. The results are SCAMPER technique is effective in developing students' mathematical creative thinking ability. In addition, SCAMPER technique is more effective than conventional learning. This research can be used by teachers as an effective learning techniques in developing the ability of mathematical creative thinking.


Key words: SCAMPER technique, fluency, flexibility, originality.

Downloads

Download data is not yet available.

References

Arikan, E. E., & Ünal, H. (2015). Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students. Educational Sciences: Theory and Practice, 15(5), 1403-1416.

Arvyati, I. M., & Irawan, A.(2015). Effectivity Of Peer Tutoring Learning To Increase Mathematical Creative Thinking Ability Of Class XI IPA SMAN 3 KENDARI 2014. International Journal of Education and Research, 3 (1): 613, 628.

DePorter, B., & Hernacki, M. (1992). Quantum learning. PT Mizan Publika.

Djamarah, S. B. Aswan Zain. (2010). Strategi Belajar Mengajar.

Harjanto. (2010). Perencanaan Peng-ajaran. Jakarta: Rineka Cipta.

Idek, M. (2016). Measuring the Application of SCAMPER Technique in Facilitating Creative and Critical Thinking in Composing Short Stories and Poems, Malaysian Journal of Higher Order Thinking Skills in Education, (2), 30-53.

Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment (Vol. 53). John Wiley & Sons.

Khawaldeh, H. M. (2016). The Different Impact of SCAMPER and CoRT Programs on Creative Thinking among Gifted and Talented Students. Asian Journal of Multidisciplinary Studies, 4(12).

Puteh, M., & Khalin, S. Z. (2016). Mathematics anxiety and its relationship with the achievement of secondary students in Malaysia. International Journal of Social Science and Humanity, 6(2), 119.

Mann, E. L. (2006). Creativity: The Essence of Mathematics. Journal for the Education of the Gifted, 30(2), 236-260.

Moreno, D. P., & Yang, M. C. (2014). Creativity in Transactional Design Problems: Non-Intuitive Findings of an Expert Study Using Scamper. In DS 77: Proceedings of the DESIGN 2014 13th International Design Conference (pp. 569-578).

Nadjafikhah, Mehdi, dkk. 2011. Mathematical Creativity: Some Definitions and Characteristics, Procedia: Social and Behavioral Science, 31(2012), 285-291.

Nadjafikhah, M., Yaftian, N., & Bakhshalizadeh, S. (2012). Mathematical Creativity: Some Definitions and Characteristics. Procedia-Social and Behavioral Sciences, 31, 285-291.

Nemiro, J. (2004). Creativity in Virtual Teams: Key Components for Success (Vol. 6). John Wiley & Sons.

Ozyaprak, M. (2016). The effectiveness of SCAMPER technique on creative thinking skills. Journal for the Education of Gifted Young Scientists, 4(1), 31-40.

Apriliani, L. R., & Suyitno, H. (2016). Kemampuan Berpikir Kreatif Matematis Berdasarkan Kecemasan Matematika Pada Pembelajaran Creative Problem Solving Berteknik Scamper. Unnes Journal of Mathematics Education Research, 5(2), 131-138.

Schwille, John, dkk. (2008). TEDS-M 2008 Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in the Seventeen Countries. Australia : Michigan University.

Siswono, T. Y. E. (2011). Level of Students Creative Thinking in Classroom Mathematics. Educational Research and Reviews, 6(7), 548-553.

Starko, A. J. (2013). Creativity in the classroom: Schools of curious delight. Routledge.

Tan, A. G. (2007). Creativity: A handbook for teachers. World Scientific.

Toraman, S., & Altun, S. (2013). Application of the six thinking hats and scamper techniques on the 7th grade course unit “Human and environment”: an exemplary case study. Mevlana International Journal of Education, 3(4), 166-185.
Published
2018-07-03
How to Cite
CAHYATI, Hani; MUIN, Abdul; MUSYRIFAH, Eva. Efektivitas Teknik SCAMPER dalam Mengembangkan Kemampuan Berpikir Kreatif Matematis Siswa. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, [S.l.], v. 2, n. 2, p. 173-182, july 2018. ISSN 2549-5070. Available at: <http://e-journal.ikip-veteran.ac.id/index.php/matematika/article/view/641>. Date accessed: 15 oct. 2018. doi: https://doi.org/10.31331/medives.v2i2.641.