Electronic Theses and Dissertation

Berpikir kreatif matematis adalah kemampuan yang esensial secara matematis dan wajib dimiliki oleh setiap siswa untuk mengembangkan dan menguasai matematika dalam pembelajaran. tujuan penelitian ini adalah untuk mengetahui kemampuan berpikir kreatif matematis siswa pada materi barisan dan deret geometri siswa kelas xi ipa 3 sma negeri 1 banda aceh. desain penelitian yang digunakan yaitu kualitatif deskriptif. subjek penelitian yaitu 5 siswa yang mewakili kemampuan berpikir kreatif kategori kreatif, cukup kreatif dan kurang kreatif. instrumen yang digunakan adalah soal tes kemampuan berpikir kreatif dan pedoman wawancara. pengumpulan data dilakukan melalui soal tes kemampuan berpikir kreatif dan wawancara. data penelitian dianalisis melalui 3 tahapan yaitu reduksi data, penyajian data dan penarikan kesimpulan. hasil penelitian memperlihatkan bahwa hanya satu siswa mempunyai kemampuan berpikir kreatif, yaitu memenuhi indikator flexibility, fluency dan elaboration. selain itu dua siswa mempunyai kemampuan berpikir cukup kreatif yang mana satu siswa memenuhi indikator fluency dan flexibility, satu siswa lainnya memenuhi indikator fluency dan elaboration. kemudian dua siswa mempunyai kemampuan berpikir kurang kreatif dengan satu siswa memenuhi fluency dan satu siswa belum memenuhi satupun indikator. hasil ini menunjukkan bahwa dibutuhkan tindak lanjut dalam pembelajaran sehingga diharapkan mampu mengoptimalkan kemampuan berpikir kreatif matematis. kata kunci: kemampuan berpikir kreatif, barisan dan deret geometri.

Mathematical creative thinking is an essential mathematical ability and must be possessed by every student to develop and master mathematics in learning. The purpose of this study was to determine the mathematical creative thinking ability of students in the material of geometric sequences and series of students of class XI IPA 3 SMA Negeri 1 Banda Aceh. The research design used is descriptive qualitative. The research subjects were 5 students who represented creative thinking skills in the creative category, quite creative and less creative. The instruments used are creative thinking ability test questions and interview guidelines. Data was collected through creative thinking ability test questions and interviews. The research data were analyzed through 3 stages, namely data reduction, data presentation and conclusion drawing. The results showed that only one student had the ability to think creatively, which fulfilled the indicators of flexibility, fluency and elaboration. In addition, two students have the ability to think creatively enough where one student meets the indicators of fluency and flexibility, the other student meets the indicators of fluency and elaboration. Then two students have the ability to think less creatively with one student meeting fluency and one student not meeting any of the indicators. These results indicate that follow-up in learning is needed so that it is expected to be able to optimize mathematical creative thinking skills. Keywords: Creative Thinking Ability, Geometric Sequences and Series.