PENGARUH PROJECT-BASED LEARNING BERBASIS TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS MAHASISWA PADA MATERI ELIPS
DOI:
https://doi.org/10.51878/science.v6i4.16405Keywords:
kemampuan berpikir kreatif matematis, Project-Based Learning, TPACK, elips, geometri analitik.Abstract
Mathematical creative thinking skills are among the higher-order thinking skills that are essential to be developed in mathematics learning at the higher education level. However, these skills still require improvement, particularly in learning abstract topics such as ellipses in Analytic Geometry courses. This study aimed to analyze the effect of Technological Pedagogical Content Knowledge (TPACK)-based Project-Based Learning (PjBL) on students’ mathematical creative thinking skills. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 25 students from the Mathematics Study Program, Faculty of Military Mathematics and Natural Sciences, Universitas Pertahanan Republik Indonesia, who were enrolled in the Analytic Geometry course. Data were collected through a mathematical creative thinking skills test based on four indicators: fluency, flexibility, originality, and elaboration. The data were analyzed using the Shapiro–Wilk normality test, paired samples t-test, Wilcoxon signed-rank test, and Normalized Gain (N-Gain) analysis. The results showed that the mean score of students’ mathematical creative thinking skills increased from 59.24 on the pretest to 85.32 on the posttest. The paired samples t-test revealed a statistically significant difference between the pretest and posttest scores (p < 0.05), which was further confirmed by the Wilcoxon signed-rank test with a significance value of 0.000. Furthermore, the mean N-Gain score of 0.747 was categorized as high. These findings indicate that TPACK-based Project-Based Learning is effective in improving students’ mathematical creative thinking skills in learning the topic of ellipses.
ABSTRAK
Kemampuan berpikir kreatif matematis merupakan salah satu keterampilan berpikir tingkat tinggi yang penting untuk dikembangkan dalam pembelajaran matematika di perguruan tinggi. Namun, kemampuan tersebut masih perlu ditingkatkan, khususnya pada materi yang bersifat abstrak seperti elips dalam mata kuliah Geometri Analitik. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan Project-Based Learning (PjBL) berbasis Technological Pedagogical Content Knowledge (TPACK) terhadap kemampuan berpikir kreatif matematis mahasiswa. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest-posttest. Subjek penelitian terdiri atas 25 mahasiswa Program Studi Matematika Fakultas Matematika dan Ilmu Pengetahuan Alam Militer Universitas Pertahanan Republik Indonesia yang mengikuti mata kuliah Geometri Analitik. Data dikumpulkan melalui tes kemampuan berpikir kreatif matematis yang mencakup indikator fluency, flexibility, originality, dan elaboration. Data dianalisis menggunakan uji normalitas Shapiro–Wilk, paired samples t-test, uji Wilcoxon, dan analisis Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa rata-rata skor kemampuan berpikir kreatif matematis meningkat dari 59,24 pada pretest menjadi 85,32 pada posttest. Hasil uji paired samples t-test menunjukkan adanya perbedaan yang signifikan antara skor pretest dan posttest (p < 0,05), yang diperkuat oleh hasil uji Wilcoxon dengan nilai signifikansi 0,000. Selain itu, nilai rata-rata N-Gain sebesar 0,747 berada pada kategori tinggi. Dengan demikian, penerapan PjBL berbasis TPACK terbukti efektif dalam meningkatkan kemampuan berpikir kreatif matematis mahasiswa pada materi elips.
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