PENGARUH PBL DENGAN PENDEKATAN STEM TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI SELF REGULATED LEARNING

The low level of students' mathematical creative thinking skills in the 21st-century era calls for instructional innovation capable of stimulating autonomy and contextual problem-solving. However, the implementation of integrated learning models often overlooks the variations in self-regulated learning among students. This study aims to determine the effect of the Problem-Based Learning (PBL) model integrated with the Science, Technology, Engineering, and Mathematics (STEM) approach on mathematical creative thinking ability viewed from students' self-regulated learning. The research method used was a quasi-experiment with a post-test only control group design and a 2×2 treatment-by-level factorial design. Data collection was carried out using a mathematical creative thinking test and a self-regulated learning questionnaire. Hypothesis testing was performed using two-way analysis of variance (ANOVA) at a 5% significance level, followed by simple effect tests. The results indicate that: 1) the mathematical creative thinking ability of students taught using the PBL model with a STEM approach is significantly higher than that of students taught using conventional learning; 2) there is a significant interaction effect between the learning model and self-regulated learning on mathematical creative thinking ability; 3) for students with high self-regulated learning, the PBL-STEM model yields higher creative thinking ability compared to conventional learning; and 4) for students with low self-regulated learning, the PBL-STEM model results in lower creative thinking ability compared to conventional learning. Thus, the PBL model with a STEM approach is proven effective in fostering mathematical creative thinking, particularly for students with high self-regulation. ABSTRAK Rendahnya kemampuan berpikir kreatif matematis siswa di era abad ke-21 menuntut adanya inovasi model pembelajaran yang mampu merangsang kemandirian serta pemecahan masalah kontekstual. Namun, implementasi model pembelajaran terpadu di sekolah sering kali belum mempertimbangkan variasi kemandirian belajar yang dimiliki oleh masing-masing siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem-Based Learning (PBL) dengan pendekatan Science, Technology, Engineering, and Mathematics (STEM) terhadap kemampuan berpikir kreatif matematis ditinjau dari self-regulated learning siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan post-test only control design dan rancangan faktorial treatment by level 2×2. Pengumpulan data dilakukan menggunakan instrumen tes kemampuan berpikir kreatif matematis dan angket self-regulated learning. Pengujian hipotesis dianalisis menggunakan teknik analisis varians (Anava) dua jalur pada taraf signifikansi 5% yang dilanjutkan dengan uji beda rata-rata. Hasil penelitian menunjukkan bahwa: 1) kemampuan berpikir kreatif matematis siswa yang memperoleh model PBL dengan pendekatan STEM lebih tinggi daripada siswa yang memperoleh pembelajaran konvensional; 2) terdapat pengaruh interaksi yang signifikan antara model pembelajaran dan self-regulated learning terhadap kemampuan berpikir kreatif matematis siswa; 3) pada kelompok self-regulated learning tinggi, kemampuan berpikir kreatif matematis siswa yang dibelajarkan dengan model PBL berpendekatan STEM lebih tinggi dibandingkan siswa dengan pembelajaran konvensional; dan 4) pada kelompok self-regulated learning rendah, kemampuan berpikir kreatif matematis siswa yang memperoleh model PBL berpendekatan STEM lebih rendah dibandingkan siswa dengan pembelajaran konvensional. Dengan demikian, model PBL dengan pendekatan STEM efektif meningkatkan kemampuan berpikir kreatif matematis terutama bagi siswa yang memiliki kemandirian belajar tinggi.