Overview of the Relationship between Creative Teaching and Learning Method and Self-Esteem in Students Learning Mathematics
Abstract
Thinking differently refers to a person’s ability to come up with ideas to solve problems and logical thinking is a person’s ability to verify these ideas into creative solutions. The ability to logically solve problems can be developed by learning mathematics, because mathematics has a strong linkage structural between its concepts that enables students to think logically, critically, and systematically. Creative thinking is very important in this competitive millennial era, where the quality of education is closely related to creativity so efforts to improve creative thinking should start from school. Senior high school students are the main millennials, so high school and equivalent teachers are required to be able to provide education that provides an initial description of creative thinking. Learning innovation through lessons with the Creative Teaching and Learning (CTL) method for high school mathematics teachers and the equivalent can encourage teachers to improve cognitive and didactic pedagogic abilities as well as increase the self-esteem of students in learning mathematics.
Keywords: Creative Teaching, Learning Mathematics, Learning Methods
References
[1] Negara Republik Indonesia. Undang-undang Sistem Pendidikan Nasional no 20 tahun 2003. Indonesia: Negara Republik Indonesia; 2003.
[2] Sanjaya W. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana; 2011.
[3] Ningsih YS, Patampang SS, Hamid A. Jurnal Elektronik GeoTadulako Online. 2018;6:31–41.
[4] Republika. Guru berprestasi dan berdedikasi akan dapat Penghargaan Republika. co.id Jakarta.
[5] KEMENDIKBUD. Mutu guru harus terus ditingkatkan.
[Online]. https://itjen.kemdikbud.go.id/ 2018.
[6] UNISBA. Renstra Unisba 2016-2020.
[Online]. http://lppm.unisba.ac.id. 2018.
[7] Yeap BH, Foo P, Soh SH. Enhancing Mathematics teachers professional development through lesson study a case study. Singapore Lesson study: challenges in Mathematics education. 2015.
[8] Murata A. Introduction: conceptual overview of lesson study, Lesson study research and practice in Mathematics education: learning together. London: Springer; 2011.
[9] Anggara R, Chotimah U. Jurnal Forum Sosial. 2012;5:188–97.
[10] Astuti S, Sutama MP. Dukungan kepemimpinan guru, kondisi lingkungan dan minat belajar terhadap kemandirian dalam pembelajaran. Universitas Muhammadiyah Surakarta; 2018.
[11] Inprasitha M, Isoda M, Yeap BH, Wang-iverson P. Lesson study: Challenges in mathematics education. Volume 3. World Scientific; 2015. https://doi.org/10.1142/7045.
[12] Suhaedi D, Fajar MY, Sukarsih I, Permanasari Y. Effect of lesson study with problembased learning on students mathematical disposition. ICMSCE. 2019;1521.
[13] Sitomorang A. Pengaruh model pembelajaran contextual teaching and learning (CTL) berbasis lesson study dengan Macromedia flash terhadap peningkatan hasil belajar Kimia siswa pada materi pokok larutan penyangga,
[Online]. http://digilib.unimed.ac. id/25526/8/3.{%}20NIM.{%}204131131005{%}20ABSTRAK.pdf~2017.
[14] Adila MD. Institutional repository UIN Syarif Hidayatullah Jakarta Fakultas Psikologi.
[Online]. http://repository.uinjkt.ac.id/dspace/handle/123456789/3435. 2012.
[15] Adiputra S. Jurnal Fokus Konseling. 2015;1:151–61.