Application of Peer Assessments Learning Model to Build Student's Creative Thinking Skills in Calculus Materials with the Open-Ended Approach

摘要

Learning plays a role in building the ability to creatively think which abilities in the 21~(st) century is the most important. This research aims to describe the application of peer assessment learning models with an open-ended approach to build students' creative thinking skills. The method used was a mixed method of quantitative (paired t-test) and descriptive qualitative (analyzing student's worksheets, interview's transcript, and video during the learning process). The research participants were six students, consisting of 27 B offering students, who took a Calculus course in the short semester of 2019/2020 academic year. In the learning, ten groups were formed consisting of 3 students. The groups were formed based on 95% confidence intervals pretest values interval values (42.73-56.38) to form groups of students with high, medium and low ability categories. From the groups in each offering, four groups of students were taken to record using a voice recorder and camera video wholly during the learning process. Based on the results of the discussion in the learning model, peer assessment of students' creative thinking skills is done by analyzing sheets, interview transcripts, and video. The results of students discussions are: a) a having curiosity, b) likely asking meaningful question based on the topic, c) expressing their ideas as a response to the problem, d) giving opinions spontaneously and confidently, e) could work independent, and f) happy to try new things (students tried to solve the problems in another way they never used). Creative thinking is an ability which involves: (a) the fluency in making various ideas; (b) the flexibility in giving opinion; (c) be able to produce something new; and making the detail of an idea. Based on the response questionnaire students 85% of respondents felt the difference in learning activities with what they used to do, 98% respondents stated meaningfulness in learning, 85% of respondents had the opportunity to share i