KOMPARASI ANTARA STRATEGI PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DENGAN PEMBELAJARAN

Abstract

This study aimed to: 1) describe differences in mathematical communication skills among students who have learning with Creative problem Solving (CPS) with students who have learning Invitation Into Inquiry (iii). 2) determine the differences in teaching methods which (CPS or Inv. Int.Inq) is better used in teaching mathematics. Experimentally determined as a Grade 5 class SDN Tuban 1, amounting to 37 students, were selected Grade 5 class controls SDN Tuban 2, amounting to 36 students. Prior studies have been conducted testing maching made. between experimental class and control class. Data collection methods used test techniques, documentation and observation. Liliefors prerequisite test analysis was used, was a test of normality and homogeneity of the used method of Bartlet. Test analysis used independent sample t-test. The results showed that t-hit> t-tab. (4.480> 1.667), so it can be concluded that: 1) There is a difference in students' mathematical communication skills among students who have learning with Creative Problem Solving (CPS) with students who have learning Inquiry Into the Invitation. 2) Learning by Inquiry Into Invitation strategy better than the strategy of Creative Problem Solving (CPS). This is indicated by the mean value obtained by Invitation Core Inquiry larger than the average value obtained with the strategy of Creative Problem Solving (83.229> 70.303).