PENINGKATAN KEMAMPUAN BERPIKIR KRITIS, BERPIKIR KREATIF MATEMATIS, DAN SELF-CONCEPT SISWA SMP MELALUI METODE RECIPROCAL TEACHING

perbedaan peningkatan kemampuan berpikir kritis dan kreatif antara siswa yang memperoleh pembelajaran model reciprocal teaching dengan siswa yang memperoleh pembelajaran ekspositori. Selain itu diungkap pula self-concept siswa terhadap pembelajaran matematika melalui pembelajaran reciprocal teaching. Desain penelitiannya menggunakan kelompok kontrol pretes-postes dengan populasi seluruh siswa SMPN 1 Saketi dan sampel siswa kelas VIIl yang dipilih secara purposive sampling satu kelas sebagai kelas eksperimen dan satu kelas yang lain sebagai kelas kontrol. Kelas eksperimen memperoleh pembelajaran reciprocal teaching sedangkan kelas kontrol memperoleh pembelajaran ekspositori. Pengumpulan data hasil penelitian menggunakan instrument soal-soal tes kemampuan berpikir kritis dan kreatif matematis yang dianalisis secara kuantitatif. Data skala sikap, observasi aktivitas siswa, dan angket guru dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa dengan metode reciprocal teaching dapat meningkatan kemampuan berpikir kritis dan kreatif matematis siswa yang lebih baik dari pembelajaran ekspositori. Analisis data angket skala sikap siswa. Observasi aktivitas siswa memperlihatkan bahwa sikap siswa positif terhadap pembelajaran matematika, baik terhadap pembelajaran matematika, pembelajaran reciprocal teaching, maupun terhadap soal-soal berfikir kritis dan kreatif matematis siswa. Kata Kunci: metode pembelajaran reciprocal teaching, kemampaun berpikir kritis matematis, kemampuan berpikir kreatif matematis dan self-concept. ABSTRACT This quasi experimental study aims to investigate differences in the improvement of critical and creative mathematical thinking skills, and self-concept among students taught using reciprocal teaching metods compared to those taught expository learning. Additionally, this research also reveals students’ attitudes toward learning mathematics through reciprocal teaching metods. With the entire student population in SMPN 1 Saketi, this study employes pretest-postest control group experimental research design using the sample of eight grade student. Incorporating the purposive sampling techniques, two classes were selected; one as the experimental class and the order as the control class. In this study , the experimental class participated in reciprocal teaching metods ,while the control class were taught using the expository learning. Data were collected using the instruments in the form of the test items for measuring critical and creative mathematical thinking skills, a questionnaire for student’s attitude, obsrvations on student activities a teacher-questinnaire. Quantitative analyses were carried out for the best results and qualitative analyses were applied for the questinnaires, obsevations. The result show that using reciprocal teaching metods can improve students’ ability to think critical and creatively in mathematics better than using expository learning. The analyses the student attitude-scale questionnaire, observation on student activities, teacher-questionnaire, and teacher-iinterview indicate that in general the students reflect positive attitudes toward learning mathematics. In Particular, they showed positive attitudes toward the reciprocal teaching metods as well as towards the mathematical test-items for students’ critical and creative thinking. Keyword: reciprocal teaching metods, mathematical critical thinking skill, mathematical creative thinking abilities, and self-concept