Pengaruh Model Pembelajaran Creative Problem Solving terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Matematika Kellas V SD Negeri 108422 Pasiran
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Abstract
This research was motivated by the low critical thinking ability of students in mathematics learning, especially on the topic of addition and subtraction of fractions. The problems identified are: (1) students are sometimes less enthusiastic in learning mathematics, which makes them quickly feel bored, (2) students are less active during the learning process, (3) teachers face difficulties in teaching because students often do not understand unless the material is explained repeatedly, and (4) the teaching method mostly used is lecturing, which makes students less interested in learning mathematics. Therefore, the researcher conducted a study using the Creative Problem-Solving (CPS) model in mathematics learning. This study employed a quantitative approach with a quasi-experimental design, which is a development of the true experimental design. The analysis methods used in this research include validity and reliability tests, normality test, and homogeneity test. The sample consisted of all fifth-grade students at SD Negeri 108422 Pasiran, totaling 40 students, selected using a non-probability sampling technique with total sampling/saturated sampling. Based on the analysis, the students’ average pretest score was 85.95. This indicates that there is an influence of the Creative Problem-Solving (CPS) learning model on students’ critical thinking ability in mathematics learning of fifth grade at SD Negeri 108422 Pasiran.
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