PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK DENGAN PENDEKATAN GREEN EDUCATION TERHADAP CREATIVE THINKING ABILITY PESERTA DIDIK DITINJAU DARI SELF-EFFICACY

DINDA, HANA ALIFAH (2025) PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK DENGAN PENDEKATAN GREEN EDUCATION TERHADAP CREATIVE THINKING ABILITY PESERTA DIDIK DITINJAU DARI SELF-EFFICACY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya kemampuan berpikir kreatif peserta didik dalam pembelajaran matematika menjadi salah satu permasalahan utama yang menghambat tercapainya kompetensi abad 21. Penelitian ini bertujuan untuk mengkaji pengaruh Pembelajaran Matematika Realistik (PMR) yang dipadukan dengan pendekatan Green Education terhadap kemampuan berpikir kreatif peserta didik ditinjau dari self-efficacy. Penelitian ini menggunakan metode quasi eksperimen dengan desain faktorial 2 × 3. Populasi penelitian adalah seluruh peserta didik kelas VII SMP Beringin Ratu, dengan jumlah sampel sebanyak 69 peserta didik yang dipilih melalui teknik cluster random sampling. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif dan angket self efficacy. Analisis data dilakukan menggunakan ANOVA dua arah. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh signifikan dari model PMR dengan pendekatan Green Education terhadap kemampuan berpikir kreatif peserta didik; (2) tidak terdapat pengaruh signifikan dari self-efficacy terhadap kemampuan berpikir kreatif; dan (3) terdapat interaksi signifikan antara model pembelajaran dan self-efficacy terhadap kemampuan berpikir kreatif. Analisis lanjutan menunjukkan bahwa model PMR lebih efektif dalam meningkatkan kemampuan berpikir kreatif peserta didik dengan self-efficacy rendah dibandingkan dengan pembelajaran konvensional. Temuan ini menunjukkan bahwa model pembelajaran yang kontekstual, kolaboratif, dan terintegrasi dengan nilai-nilai lingkungan dapat mendukung pengembangan kemampuan berpikir kreatif peserta didik, tanpa bergantung pada tingkat self-efficacy. Kata Kunci: Pembelajaran Matematika Realistik, Green Education, Creative Thi nking Ability, Self-Efficacy ii ABSTRACT The low level of students' creative thinking ability in mathematics learning has become one of the main issues hindering the achievement of 21st-century competencies. This study aims to examine the effect of Realistic Mathematics Education (RME) combined with a Green Education approach on students’ creative thinking ability in terms of self-efficacy. The study employed a quasi-experimental method using a 2×3 factorial design. The population consisted of all seventh grade students at SMP Beringin Ratu, with a sample of 69 students selected through cluster random sampling. Data were collected using a creative thinking ability test and a self-efficacy questionnaire. Two-way ANOVA was used to analyze the data. The results revealed: (1) a significant effect of the RME model with a Green Education approach on students’ creative thinking ability, (2) no significant effect of self efficacy on creative thinking ability, and (3) a significant interaction between learning model and self-efficacy on creative thinking ability. Further analysis showed that the RME model was more effective in improving creative thinking ability among students with low self efficacy compared to conventional learning. These findings indicate that learning models that are contextual, collaborative, and environmentally integrated can enhance students’ creative thinking skills regardless of their level of self-efficacy. Keywords: Realistic Mathematics Education, Green Education, Creative Thinking Ability, Self-Efficacy

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