The Improvement of Students Mathematical Creative Thinking Through Resources-Based Learning RBL With Scientific Approach

PEOPLE: International Journal of Social Sciences
ISSN 2454-5899
Deti Ahmatika et al.
Special Issue Vol.1 Issue 1, pp. 558-570
THE IMPROVEMENT OF STUDENTS MATHEMATICAL

CREATIVE THINKING THROUGH RESOURCES-BASED
LEARNING (RBL) WITH SCIENTIFIC APPROACH
Deti Ahmatika,
Fakultas Keguruan dan Ilmu Kependidikan, Universitas Islam Nusantara,
Bandung, Indonesia, dhetiah@yahoo.com
Yayu Laila Sulastri,
Bandung, Indonesia, yayu.ls1809@gmail.com
Zubaedah Wiji Lestari
Bandung, Indonesia, zzzwijilestari76@yahoo.com
Abstract
The background of this research is the low ability of junior high school students in mathematical
creative thinking. The objective of this research is to investigate the improvement of students
mathematical creative thinking by comparing the student who received Resources-Based
Learning (RBL) with those who received Discovery Learning Model. The researchers analyze
the improvement based on class result and mathematical initial ability categories (high achiever,
middle achiever, and low achiever). The research applied quasi experimental research with a
pretest-posttest control group design. The population of this research is junior high school
students in Bandung Indonesia, while the samples are two eighth grader classes in one public
junior high school in Bandung.
In this research, both classes use scientific approach as
characteristics of curriculum that implemented in the Indonesian context. The experimental class
was taught using Resources-Based Learning (RBL) whereas the control class was taught using
Discovery Learning Model. The instruments used in this research are designed to test students
2015 The author and GRDS Publishing. All rights reserved.
Available Online at: http://grdspublishing.org/PEOPLE/people.html
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mathematical creative thinking. The data were analyzed quantitatively using non parametric ttest. The results of the research were divided into two categories. First category was the
students improvement based on overall result of control and experimental class. Second
category was students improvement based on mathematical initial ability. The results show that
based on the first category the improvement of class taught using Resources-Based Learning
(experiment class)was better than the class taught using Discovery Learning Model (control
class). Whereas based on second category, mathematical initial ability, the result of high and
middle achiever in experimental class were better compared to the control class, but for the low
achiever the result in experimental and control class is similar.
Keywords
Resources-Based Learning, mathematical creative thinking, scientific approach
1. Introduction
Thinking is a mental activity that one experiences when they were faced with a situation
or problem to be solved. Ruggiero (1998) defines thinking as a mental activity to help to
formulate solution to solve a problem, to make a decision, or to fulfill a desire to understand.
Ruggieros opinion shows that when someone formulate and solve problems, or want to
understand something, then s/he dothinking activity. Thinking, as person's mental ability can be
divided into several types: logical, analytical, systematic, critical, and creative thinking.
An effective creative thinking ability need to be given to students in order students are
able to face a rapid science and technology development, mainly in the field of
telecommunications and information, which flow quickly and abundantly. To look ah ead and
survive in the ever-changing state of the uncertain and competitive era, students need to have the
ability to obtain, select and manage the information. This ability requires one to have creative
thinking.In line with that, in current Indonesian curriculum, known as curriculum 2013
one
skillthat should be posessed by junior high school students is the ability to think and act
effectively and creatively in
abstract and concrete domainbased on material obtained. In
mathematics, students are often facing complex and unusual problems. Therefore, in
mathematics, creative thinking is urgently needed.
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The initial test result show that the students mathematical creative thinking abilityare
still low. Students are only able to solve the exact same problem exemplified by the teacher.
Students face difficulty when they have to solve different problemsand they endnote do the task.
It shows that thestudents mathematical creative thin king ability is still low. To foster junior
high school students creative thinking abilityy, learning strategy that can improve students
mathematical creative thinking is required. An alternative learning strategy that can be used to
develop students skills is Resources-Based Learning (RBL).
Learning based on sources does not mean negate the role of the teacher. Nor does it
mean that teachers do not get involve when the students studying in the library or in the
laboratory. The teacher was involved in every learning process, start from planning,
determinateng, and gathering information, giving motivation, and provide assistance if needed.
Furthermore, teacher will correct the error if necessary. In other words, RBL is relevant to the
current Indonesian curriculum which is emphasizes on t modern pedagogic dimension in learning
by using scientific approach.
In this study, the writers not only highlight learning aspect but also pay attention to the
studentsinitial capabilities aspect.Information about students initial mathematical knowledge
was used to determine students level of Mathematical Initial Ability whether high, medium or
low. Students Mathematical Initial Abilitylevels were obtained through set of test as material
prerequisites of research materials. Mathematical Initial Ability was used to see the difference in
each level between class that receive instructional Resources-Based Learning (RBL) and class
that received Discovery Learning.
The objective of this research is to investigate the improvement of students mathematical
creative thinking by comparing the student who received Resources-Based Learning (RBL) with
those who received Discovery Learning Model. The researcher analyzes the improvement based
on class result and mathematical initial ability categories (high achiever, middle achiever, and
low achiever).

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2.
Literature Review
2.1 Learning Mathematics

According to Suyitno in Muslich (2007: 233), "Learning is an effort to create a climate
and services towardsdiverse learners ability, potential, interests, talents and needs to enable the
optimal interaction between teachers and students and between students and students". While,
according to Suhito in Muslich (2007: 233), "in order the purpose of teaching can be achieved,
the teacher should be able to organize all the components so that all components can interact in
harmony". In line with the definitions above, the Ministry of Education in Muslich (2007: 233)
states that, "One component in learning is the use of various learning strategies and methods
dynamically and flexibly in accordance with the material, students and learning context".
2.2 Resource-Based Learning (RBL)

Nasution (2013: 18) elaborates that, Resource-Based Learning is a learning process that
directly exposes students to some or a number of learning resources individually or in groups
with all activities related to learning resources. It is in contrary to the conventional mathematics
learning where teachers deliver learning materials to students. Thus, in Resource-Based Learning
teacher is not the only learning resource. Students can learn inside the classroom, in the
laboratory, in the library, in the special hall of learning or even outside of school, when they
study environment related subjects
Furthermore, Nasution (2013: 26-28) describes the characteristics of Resource-Based
Learning (RBL):
RBL optimize all resources as a source for lessons including equipment audiovisual
devices, and gives opportunity to plan learning activities by considering available
resources.
In RBL, students are learn to comprehend that there are many resources can be used for
learning. The sourcescould be from community and environment, texts, libraryy, audio,
visual, and the likes.
In RBL students learning activities were driven by self-interest and involvement in

education.

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In RB Various possibilities of learning materials, working methods, and communication

medium were introduced to increase studentss learning motivation.
In RBL each students are learn according to their own speed.
In RBL the use learning time and space is flexiblye
In RBL studentsconfidence were stire to develop
2.3 Discovery Learning (DL)

Discovery learning is series of learning activities that maximally involve learners ability
to locate and investigate systematically, critically and logically so that they can find their own
knowledge, attitudes and skills as the manifestation of behavioral change.
Shah (2004:
244) elaborates that
in applying Discovery Learning method in the
classroom, some teaching and learning activities should be implemented:
2.3.1 Stimulation
At this stage students are faced with something that causes confusion but do not provide
generalization to increase self investigation. Teacher can start teaching learning activity by
asking questions, giving suggestion to read book, and other learning activities that lead to the
preparation of problem solving.
2.3.2 Problem statement

In the next step teacher provide opportunities for students to identify many issues that
relevant to learning materials. Then one of them is selected and formulated in the form of
hypothesis.
2.3.3 Data collection

When exploration was ongoing, teacher provides opportunityies for students to gather
relevant information to prove the hypothesis.

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2.3.4 Data processing (data processing)

According to Shah (2004: 244) data processing is activities in processing data and
information that has been obtained by the students through interviews, observation, and the
likes.then interpreted. All information from reading source, interviews, observation, and so on
are processed, randomized, classified, tabulated, calculated and interpreted in a certain way at a
certain confidence level (Djamarah, 2002:22).
2.3.5 Verification
At this stage, the students perform a careful examination to prove whether the hypothesis
is accepted or not. The verification is based onalternatives finding associated with the results of
data processing (Shah 2004: 244).
2.3.6 Generalization
Ggeneralizationis process of drawing conclusion that can be used as a general principle
and appley to all events or the same problem, by taking into account the results of the
verification (Shah 2004: 244).
2.3 Scientific Approach

Indonesia Ministry of Education (2013), state that scientific approach is believed to be
the golden bridge to develop learners attitudes, skills, and knowledge. In the approach or
processes that meet the criteria of scientific work, the scientists put forward inductive reasoning
rather than deductive reasoning. In learning all subjects scientific approach covers digging
through observation, questioning, trying, processing,then presenting data or information, and
followed by analyzing, reasoning, concluding, and creating.

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Figure 1: The Step of Scientific Approach

2.4 Mathematics Creative Thinking
Semiawan in Sumarmo (2013: 201) proposes that creativity is the ability to draw up new
ideas and apply it in problem solving and to identify the association between two unobvious
ideas. Rhodes, et.al. in Sumarmo (2013: 201) defines creativity by analyzing four dimensions
known as "the Four P's of Creativity: Person, Product, Process, and the Press. Firstly, it
illustrates the creativity of the individual person with unique mind or expression. Secondly,
creativity as a product is an original, new, and meaningful creation. Thirdly, creativity as a
process reflects proficiency in thinking that include: fluency, flexibility, originality, and
elaboration. The last, creativity as the Press is an internal or external conditions that encourage
the emergence of creative thinking.
Munandar (1999: 167) states that creative thinking (also called divergent thinking) is to
provide a variety of possible answers based on information supplied by an emphasis on number
of diversity and appropriateness. Furthermore, Coleman and Hammen in Sumarmo (2013: 202)
argues that creative thinking is mental activity to improve the purity (originality), and the
sharpness of uderstanding (insight) in developing something (generating).
Moreover, Puccio and Murdock in Sumarmo (2013: 202) states that creative thinking
consists of cognitive and metacognitive skills among others identify problems, develop
questions, identify relevant and irrelevant data, productive, result many ideas, different ideas
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and products or new idea. Creative thinking also consistsof disposition that is open, willing to
take a position, act quickly, act or view that something is part of the whole complex, utilize other
people's critical way of thinking, and the show sensitive attitude towards others feelings.
From the opinions above, it can be concluded that mathematics creative thinking ability is
the ability to think something newthat obtained by trial and error characterized by the use of
smooth, original, and elaboration ways of thinking.
Mathematics Creative Thinking Distinctive Capabilities
Tall (1991: 46) states that mathematics creative thinking is the ability to solve problems
and/or developmental thinking on structures by considering deductive rules thinking, and
relationship of generated concept to mengintgrasikan important subject in mathematics. Important
factorsof creative thinking abilitiesare:
Fluency of thinking, is number of ideas that come out of one's thinking, flexbility isthe
ability to use a variety approaches in addressing the issues. Creative people are those who flexible
in thinking, they can easily abandon the old ways of thinking and replace with new ways of
thinking, elaboration or specifications, is the ability to develop ideas and outline in details, and
originalitythat is the ability to spark original thought.
3. Research Methodology
This study is a quasi-experimental research because the subject is not grouped randomly,
(Ruseffendi, 2005). The research design used in this research is pretest-posttest control group
design, since it involves two groups of students those experimental class and control class.
Aaccording to Ruseffendi (2005: 50) pretest-posttest control group design is as follows.
Experiment Class
A: O X O
Control Class
A: O
Description
A: The selection of a random sample class
O: Observation pretest / posttest
X: Treatment with RBL with a scientific approach
The populations in this study were all students of state junior high school in Bandung
while the sample were students of class VII in particular state junior high school. This study use
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some instruments, namely initial mathematical ability test, mathematics creative thinking test,
and the observation sheet.
4. Findings and Discussion

The data on mathematics creative thinking abilities were obtained through the pretest,
posttest, and N-gain. The following table are the description of the pretest, posttest, and N-gain
in experimental class with Resource Based Learning with a scientific approach and control class
with Discovery Learning with a scientific approach according to 2013 curriculum.
Tabel 4.1: Statistics Descriptive of Mathematics Creative Thinking
Table 4.1 shows that the average score of students' ability in experimental group before
the treatment is smaller than the control group, the difference was about 1.18. This small
differences, indicates that both pretest relatively similar. Meanwhile, after the treatment there
was difference
average between the experimental and control groups around 11.11. This
suggests thatthe students score of mathematics creative thinking in experimental class based on
RBL are better compare to control class based on Discovery Learning.
Tabel 4.2: Mann-Whitney Mathematics Creative Thinking Data
From the results of Mann-Whitney test above p-value or Sig.is 0.588> = 0.05. It
indicates that the H0 is accepted, meaning that there is no difference pretest rank between
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students in experiment and control class. From this analysis it can be concluded that the initial
ability of studentsmathematics creative thinking in experimental and control class are similar.
Tabel 4.3: Mean and Standar Deviation Mathematics Creative Thinking Ability
Table 4.3 describe information about the average difference of N-gain of students
mathematics creative thinking abilities in each category of Mathematics Initial Ability.As
previously stated, Mathematics Initial Ability categories were devided into high, medium and
low. From the table, it could be seen that differenceswere about 0.1792 in high category, 0.121
in medium category, and 0.104 inlow category. This indicates thatin high category the Gain N
ratio is higher than medium and low. Moreover, from the total average N-gain between
mathematics initial ability, there are also average differences in creative thinking abilities
between students who got RBL with a scientific approach with those who got Discovery
Learning with scientific approach. The total average N-gain of the experimental class is greater
compare to the average N-gain control class that is 0.362 to 0.2047 for the experimental class
and control class.
Tabel 4.4: t test N-Gain Mean
Table 4.4 shows that the significance value (sig. 1-tailed) of 0.000. less than the
significance level = 0.05 so that H0 is rejected. Thus it can be concluded that average increase
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in creative thinking ability of students who got RBLwith a scientific approach are significantly
better than the average increase those who got Discovery Learning with scientific approach.
Tabel 4.5: t test N-Gain Mean on Mathematics Creative Thinking Based on Mathematical Initial
Ability
The results of independent sample t-test and non-parametric test above shows that for
thehigh, medium, and low category are respectively in p-value or Sig. (One-tailed) is 0.043 < =
0.05; 0.001 < = 0.05; 0,034 < = 0.05. This indicates that the H0 is rejected, meaning that the
average increase in sudents mathematicscreative thinking ability in experimental class are
significantly better than the control class in high, medium, and low categories. It can be
concluded that the increase of students mathematical creative thinking ability who got RBL with
a scientific approach are better better than students who got Discovery Learning with scientific
approach in high, medium, and low categories.
RBL enables students to improve theirmathematics creative thinking ability. This is in
accordance to Nasution (2005: 18) opinion that RBL is learning process that directly exposes
students to numbers of learning resources, individually or in groups, with all activities related to
learning resources. This is in contrary with conventional mathematics learning where teachers
deliver learning materials to students. The possibilities to maximize learning resource
is
estimated lead to the increasing of studentss creative thinking skills. As in this study the
students who got RBL with a scientific approach get better score compare with the students who
got Discovery Learning with a scientific approach. But of course this mathematics learning
method should be conducted in longer session.
Meanwhile, according Kemendik bud (2013), the 2013 curriculum emphasize on the
modern pedagogic dimension in learning, by using scientific approach. Scientific approach in
learning all subjects covers digging information through observation, questioning, trying, then
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process andpresenting data or information, followed by analyzing, reasoning, concludeing, and

creating.
5. Conclusion
Based on the findings, it can be conclude that in this research the data were analyzed
quantitatively using non parametric t-test. The results of the research were divided into two
categories. First category was the students improvement based on overall result of control and
experimental class. Second category was students improvement based on mathematical initial
ability. The results show that based on the first category the improvement of class taught using
Resources-Based Learning (experiment class)was better than the class taught using Discovery
Learning Model (control class). Whereas based on second category, mathematical initial ability,
the result of high and middle achiever in experimental class were better compared to the control
class, but for the low achiever the result in experimental and control class is similar.
REFERENSI
Djaramah, S. B. (2002). Psikologi Belajar. Jakarta: Rineka Cipta.
Kemendikbud (2013) Modul Pelatihan Implementasi Kurikulum 2013.Jakarta.
Munandar, U. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineca
Muslich, M. (2007) KTSP Pembelajaran Berbasis Kompetensi Dan Contextual. Malang: Bumi
Aksara.
Nasution, S. (2013) Berbagai Pendekatan dalam Proses Belajar dan Mengajar. Bumi Aksara:
Jakarta
Peraturan Menteri Pendelikon Dan Kebudayaan Nomor 54 Tahun 2013.(2013). Standar
Kompetensi Lulusan Pendidikan Dasar Dan Menengah. Jakarta.
Ruggiero, V. R. (1998). The Art of Thinking A Guide to Critical and Creative Thought New
York: Longman, An Imprint of Addison Wesley Longman, Inc.
Ruseffendi, E.T. (2005). Dasar-Dasar Penelitian Pendidikan dan Bidang Non Eksakta Lainnya.
Semarang: KIP Semarang Press.
Syah, Muhibbin. (2004). Psikologi Pendidikan, Bandung: PT Remaja Rosda karya
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Sumarmo, U. (2013). Kumpulan Makalah Bepikir Dan Disposisi Matematik Serta

Pembelajarannya. FMIPA: UPI
Tall, D. (Ed) 1991 Advanced Mathematical Thinking. Dordrecht: Kluwer Academic Publishers.

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PEOPLE: International Journal of Social Sciences

Deti Ahmatika et al.

Special Issue Vol.1 Issue 1, pp. 558-570