### EKSPERIMENTASI MODEL LEARNING CYCLE 7E DENGAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI KABUPATEN MESUJI LAMPUNG

#### Abstract

**Abstract:** The objective of this research was investigate the effect of learning models on mathematics achievement viewed from the mathematics learning Creativities. This research used the quasi experimental research with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Mesuji regency. The samples were State Junior Secondary School 1 of East Mesuji, State Junior Secondary School 1 of Way Serdang and State Junior Secondary School 1 of Simpang Pematang The instruments used to gather the data of the research were test of learning achievement in Mathematics and questionnaire of Mathematics learning creativity of the students The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows: 1) The students instructed with the Learning Cycle 7E model with the problem posing have a better learning achievement in Mathematics than those instructed with the Learning Cycle 7E model and the direct learning model. In addition, the students instructed with the Learning Cycle 7E model have a better learning achievement in Mathematics than those instructed with the direct learning model. 2) The students with the high Mathematics learning creativity have a better learning achievement in Mathematics than those with the moderate and low Mathematics learning creativities, and the students with the moderate Mathematics learning creativity have a better learning achievement in Mathematics than those with the low Mathematics learning creativity. 3) In the Learning Cycle 7E model with problem-posing, the Learning Cycle 7E model, and the direct learning model, the learning achievement in Mathematics of the students with the high Mathematics learning creativity is better than those of the students with the moderate and low Mathematics learning creativities. And the learning achievement of the students with the moderate Mathematics learning creativity is better than that of the students with the low Mathematics learning creativity. 4) In the high, moderate, and low Mathematics learning creativities, the students instructed with the Learning Cycle 7E model with problem-posing have a better learning achievement in Mathematics than those instructed with the Learning Cycle 7E model and the direct learning model, and the students instructed with the Learning Cycle 7E model have a better learning achievement in Mathematics than those instructed with the direct learning model.

**Keywords:** Learning Cycle 7E, problem posing, and Mathematics learning creativity

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