OPEN-ENDED-APPROACH-BASED GEOMETRY TEACHING KIT ORIENTED TO DIVERGENT THINKING SKILLS

The aim of this research is to develop an open-ended-approach-based high school geometry teaching kit oriented to student divergent thinking skills consisting of lesson plans and student worksheet. This study was research and development that used ADDIE’s model (Analysis, Design, Development, Implementation, Evaluation). The result of this research is in the form of developing an open-ended-approach-based high school geometry teaching kit oriented to student divergent thinking skills. The result of the validation shows that the developed teaching kit is valid in a very good score assessment category based on the lesson plans and student worksheets. The results of the tryout indicate that the lessson plans and student worksheets are practical in a very good score assessment category based on the result of observation for teaching process, its practicality is in a very good score assessment category based on teacher’s assessment questionnaire and in a good score assessment category based on student’s assessment questionnaire. The teaching kit is also in the effective category based on student learning mastery. Classically, learning mastery in mathematics achievement test is 83.78% and learning mastery in student’s divergent thinking skill test is 78.38%