Creative Thinking Ability of Vocational School Students in Contextual Trigonometry Learning Using Futsal

Adinda Sahira; Kiki Nia Sania Effendi; Rika Mulyati Mustika Sari

doi:10.58421/gehu.v5i2.1264

DOI:

https://doi.org/10.58421/gehu.v5i2.1264

Authors

Adinda Sahira Universitas Singaperbangsa Karawang https://orcid.org/0009-0001-0611-6130
Kiki Nia Sania Effendi Universitas Singaperbangsa Karawang https://orcid.org/0000-0003-3206-8272
Rika Mulyati Mustika Sari Universitas Singaperbangsa Karawang

Keywords:

Creative Thinking Ability, Trigonometry, Futsal Context

Abstract

This study explores the limited use of contextual approaches in fostering creative thinking in trigonometry learning. This study aims to determine the difference in creative thinking test scores of vocational high school students before and after learning trigonometry in the context of futsal. This study used a quantitative method with a pre-experimental design and a one-group pretest-posttest form, with 27 tenth-grade students as the sample. The instrument used was a mathematical creative thinking ability test with futsal-contexted trigonometry material. Data analysis included descriptive statistics, the Shapiro-Wilk normality test, the Wilcoxon test, and N-Gain. Descriptive results showed that creative thinking ability was in the moderate range (63%) and increased from 41.81 to 77.26 between the pretest and posttest. The Wilcoxon test showed that Ho was rejected and Ha accepted, indicating a difference in creative thinking skills before and after the treatment (0.000 < 0.05), with an N-Gain score of 0.77. Therefore, it was concluded that the futsal sports context in trigonometry material yielded good results, with a noticeable difference before and after classroom learning.

Downloads

Download data is not yet available.

References

A. D. Safitri and R. M. M. Sari, “Penerapan Pembelajaran Inkuiri Dalam Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa SMK,” JP2M (Jurnal Pendidik. dan Pembelajaran Mat., vol. 10, no. 1, pp. 8–16, 2024, doi: 10.29100/jp2m.v10i1.5226.

R. J. Mhb and M. Mukhlis, “Keterampilan Abad 21 Buku Teks Bahasa Indonesia pada Kelas X Terbitan Kemdikbud,” J. Onoma Pendidikan, Bahasa, dan Sastra, vol. 9, no. 1, pp. 197–208, 2023, doi: 10.30605/onoma.v9i1.2292.

R. Purwasih, “Kemampuan Berpikir Kreatif Matematis Siswa SMP dalam Menyelesaikan Soal Pemecahan Masalah di Tinjau dari Adversity Quotient Tipe Climber,” AKSIOMA J. Progr. Stud. Pendidik. Mat., vol. 8, no. 2, pp. 323–332, 2019.

A. Amran, M. Perkasa, I. Jasin, M. Satriawan, and M. Irwansyah, “Model Pembelajaran Berbasis Nilai Pendidikan Karakter Untuk Generasi Indonesia Abad 21,” Lentera Pendidik. J. Ilmu Tarb. dan Kegur., vol. 22, no. 2, p. 233, 2019, doi: 10.24252/lp.2019v22n2i5.

D. N. Afirado, I. Y. Sari, H. Muamalah, A. Hanrigita, N. Fatimah, and R. S. Putra, “Kompetensi Kerja Gen Z Di Era Digitalisasi: Systematic Literature Review,” Musytari J. Manajemen, Akuntansi, dan Ekon., vol. 21, no. 9, pp. 1–10, 2025.

L. Laka et al., Pendidikan karakter Gen Z di era digital. PT. Sonpedia Publishing Indonesia, 2024.

W. A. B. Sutomo, “Systematic literature review untuk identifikasi kecemasan matematis peserta didik dalam pembelajaran matematika,” J. Math. Educ. Res., vol. 4, no. 1, pp. 54–71, 2023.

F. Febrianingsih, “Kemampuan berpikir kreatif siswa dalam memecahkan masalah matematis,” Mosharafa J. Pendidik. Mat., vol. 11, no. 1, pp. 119–130, 2022.

R. Astria and A. B. Kusuma, “Analisis pembelajaran berdiferensiasi untuk meningkatkan kemampuan berpikir kreatif matematis,” Prox. J. Penelit. Mat. dan Pendidik. Mat., vol. 6, no. 2, pp. 112–119, 2023.

I. A. Kadir, T. Machmud, K. Usman, and N. Katili, “Analisis kemampuan berpikir kreatif matematis siswa pada materi segitiga,” Jambura J. Math. Educ., vol. 3, no. 2, pp. 128–138, 2022.

T. Yuli and E. Siswono, Pembelajaran Matematika Berbasis Pengajuan dan Pemecahan Masalah Fokus Pada Berpikir Kritis dan Berpikir Kreatif. Bandung: PT Remaja Rosdakarya, 2018.

M. Tabach and A. Friedlander, “Algebraic procedures and creative thinking,” ZDM, vol. 49, no. 1, pp. 53–63, 2017, doi: 10.1007/s11858-016-0803-y.

D. C. Webb and et al., “Design research in the Netherlands: Introducing logarithms using realistic mathematics education,” J. Math. Educ. Teach. Coll., vol. 2, p. 47, 2011.

U. Hasanah and E. Yayuk, “Kolaborasi siswa dalam pembelajaran matematika dengan pendekatan realistic mathematics education (RME): Membangun pemahaman konsep melalui konteks nyata,” Pendas J. Ilm. Pendidik. Dasar, vol. 10, pp. 471–485, 2025.

S. H. Agisah, Y. Hidayat, F. Fajriyatussaadah, and R. Wulandari, “Peran Olahraga Dalam Perkembangan Anak Usia Dini,” Literasi J. Innov. Lit. Stud., vol. 2, no. 1, pp. 315–322, 2025.

A. M. Veronica and M. Zainil, “Pengembangan bahan ajar berbasis PMRI menggunakan konteks olahraga karate untuk peserta didik SD,” J. Pendidik., vol. 8, no. 7, pp. 76–84, 2020.

Y. Nanda, P. Lisvana, and N. Mariana, “Ekplorasi Konsep Matematika Pada,” vol. 13, no. 6, pp. 1589–1604, 2025.

D. Yansen, “Pengembangan soal matematika tipe PISA dengan konteks cabang olahraga bulu tangkis,” Teach. J. Inov. Kegur. dan Ilmu Pendidik., vol. 2, no. 2, pp. 210–220, 2022.

J. G. Mongkau and R. D. H. Pangkey, “Kurikulum Merdeka: Memperkuat keterampilan abad 21 untuk generasi emas,” J. Educ., vol. 6, no. 4, pp. 22018–22030, 2024.

A. Rahayu and A. Putra, “Alur belajar perbandingan trigonometri dengan konteks bianglala,” JPMI (Jurnal Pembelajaran Mat. Inov., vol. 7, pp. 11–22, 2024.

L. Amedume, H. Bukari, and R. Mifetu, “Effect of problem-based learning approach on students’ achievement in trigonometry,” Int. J. Trends Math. Educ. Res., 2022, doi: 10.33122/ijtmer.v5i4.201.

N. Aryashanti and Y. Witanto, “Analisis Kesulitan Peserta Didik dalam Menyelesaikan Soal Cerita Matematika Ditinjau dari Kemampuan Pemahaman Konsep dan Keterampilan Matematika,” J. Papeda J. Publ. Pendidik. Dasar, 2025.

Hardani, H. Andriani, J. Ustiawaty, R. Istiqomah, and R. Fardani, Metode Penelitian Kualitatif & Kuantitatif. Yogyakarta: CV. Pustaka Ilmu Group, 2020.

K. E. Lestari and M. R. Yudhanegara, Penelitian Pendidikan Matematika. PT Refika Aditama, 2017.

G. Ratnasari, “Keefektifan pembelajaran kontekstual dan pembelajaran berbasis masalah ditinjau dari literasi matematika, penalaran matematika, dan self-esteem peserta didik SMA,” Universitas Negeri Yogyakarta, Yogyakarta, 2019.

M. I. Sukarelawan, T. K. Indratno, and S. M. Ayu, N-Gain vs Stacking. Yogyakarta: Suryacahya, 2024.

L. Nurlaeli, A. Sahira, and K. N. S. Effendi, “Desain Pembelajaran Pola Bilangan Menggunakan Inquiry Based Learning dengan Konteks Renang,” Indiktika J. Inov. Pendidik. Mat., vol. 8, no. 1, pp. 12–26, 2025.

A. T. Utami, B. Robandi, and R. Mufliva, “Efektivitas Pendekatan Realistic Mathematics Education terhadap Kemampuan Pemahaman Konsep Matematis Siswa Sekolah Dasar,” J. Ilm. Profesi Pendidik., 2025.

U. Dwidarti, H. Mampouw, and D. Setyadi, “Analisis Kesulitan Siswa dalam Menyelesaikan Soal Cerita pada Materi Statistika,” J. Ilm. Pendidik. Mat. Al Qalasadi, vol. 3, no. 2, pp. 315–322, 2019, doi: 10.31004/cendekia.v3i2.110.

N. Barr, G. Pennycook, J. A. Stolz, and J. A. Fugelsang, “Reasoned connections: A dual-process perspective on creative thought,” Think. Reason., vol. 21, no. 1, pp. 61–75, 2015, doi: 10.1080/13546783.2014.895915.

K. N. S. Effendi, Zulkardi, R. I. I. Putri, and P. Yaniawati, “Practicality: Mathematics student worksheet for school literacy movement development stage,” in Journal of Physics: Conference Series, IOP Publishing, 2019, p. 12021.

K. Gravemeijer, Developing Realistic Mathematics Education. Utrecht: Freudenthal Institute, 1994.

K. N. S. Effendi, Zulkardi, R. I. I. Putri, and P. Yaniawati, “Developing mathematics worksheet using futsal context for school literacy movement,” J. Math. Educ., vol. 10, no. 2, pp. 203–214, 2019, doi: 10.22342/jme.10.2.7307.203-214.

N. Huda and K. Nur, “Model pembelajaran Problem Based Learning (PBL) untuk meningkatkan literasi matematika siswa,” MATHEMA J. Pendidik. Mat., vol. 5, no. 2, pp. 299–311, 2023.

K. N. S. Effendi, I. N. Aini, and M. Maryati, “Pengabdian Kepada Masyarakat: Belajar Matematika Menggunakan Media Pembelajaran Dengan Konteks Futsal,” J. Abdimas PHB, vol. 5, no. 2, 2022.

M. F. Kirom and N. Ridho, “Systematic Literature Review: Analisis peningkatan hasil belajar melalui pengembangan LKPD dengan pendekatan Realistic Mathematic Education,” in SANTIKA: Seminar Nasional Tadris Matematika, 2024, pp. 293–307.

L. S. J. Manulang, A. Syahbana, N. Nasriah, and A. Ariadi, “Penggunaan Model Pembelajaran Berpusat pada Siswa dan Media Inovatif dalam Pembelajaran Matematika,” Indiktika J. Inov. Pendidik. Mat., vol. 6, no. 1, pp. 21–33, 2023.

S. Rahayu, W. Warsinih, and R. Rasilah, “Increasing Student Learning Motivation in Mathematics Learning: Literature Review,” J. Math. Instr. Soc. Res. Opin., vol. 3, no. 3, pp. 311–318, 2024.

D. Chen et al., “Exploration of the external and internal factors that affected learning effectiveness for the students: A questionnaire survey,” BMC Med. Educ., vol. 23, 2023, doi: 10.1186/s12909-023-04035-4.

Netriwati, H. S. Negara, and K. S. Tirani, “The Impact of the Realistic Mathematics Education (RME) Learning Model on Students’ Understanding of Mathematical Concepts,” J. Pendidik. Dasar Nusant., vol. 10, no. 2, pp. 383–395, 2025, doi: 10.29407/jpdn.v10i2.24244.