Calculus Learning with Problem-solving Learning Based on

Blended Learning Approach

Markus Palobo† Anis Munfarikhatin Sadrack Luden Pagiling
Department of Mathematics Department of Mathematics Department of Mathematics
Education Education Education
Universitas Musamus, Merauke, Universitas Musamus, Merauke, Universitas Musamus, Merauke,
Indonesia Indonesia Indonesia
markuspalobo@unmus.ac.id munfarikhatin_fkip@unmus.ac.id pagiling_fkip@unmus.ac.id

Dian Mayasari Maria Fransiana V. Ruslau

Department of Mathematics Department of Mathematics
Education Education
Universitas Musamus, Merauke, Universitas Musamus, Merauke,
Indonesia Indonesia
mayasari_fkip@unmus.ac.id maria_fkip@unmus.ac.id

ABSTRACT
This study aims to develop calculus learning tools for problem-
solving models based on blended learning approaches that meet
valid, practical and effective criteria. Learning tools in the form of
semester learning plans, learning program units, modules, and
student worksheets that aim to improve students' creative thinking
skills and learning independence. The development method uses
the Borg & Gall development model which consists of Research
and information collecting; Planning; Develop a preliminary form
of product; Preliminary field testing; Main product revision; Main
field testing; Operational product revision. The product of
development was tested on students of the Mathematics Education
Study Program at the Musamus University 2019/2020 academic
year. The results were obtained that the-learning tools with the
blended learning-based problem-Solving model met the highly
valid criteria for RPS and SAP, valid criteria for student modules,
and worksheets based on validator ratings. While the assessment
instruments in the form of questions about the ability to think
creatively and independence questionnaires meet very valid
criteria. The device was tested on 8 Mathematics Education study
program students. The results of the the practicality assessment by
students and based on observations of the implementation of
learning obtained the conclusion that the-learning device meets
practical criteria.
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ICLIQE 2020, September 5, 2020, Surakarta, Indonesia
© 2020 Association for Computing Machinery.
ACM ISBN 978-1-4503-7572-6/20/09…$15.00
https://doi.org/10.1145/3452144.3452219
Based on the test results obtained that the mathematics learning
device with the Problem-solving model based on blended learning
in effective calculus lectures increases the creative thinking ability
that is 75% Students have the ability to think creatively in the
minimal category sufficiently, while in the aspect of learning
independence it is obtained that the-learning device is not effective
in increasing learning independence only 69.4% of students in the
high minimum category.
CCS CONCEPTS
• General and reference~Document types~General conference
proceedings
KEYWORDS
Calculus, Problem-solving, blended learning, creative,
independence
1. Introduction
Calculus is one of the courses in student lectures in the Mathematics
Education study program which tends to be difficult for most new
students in higher education. This can be caused by the fact that
there are still many lecturers who teach calculus in the conventional
way that is teaching mathematics in the abstract, not yet developing
an innovative mathematics learning tool by linking the problems of
daily life and Student culture. 21st-century learning in tertiary
institutions with the very rapid development of information and
communication technology (ICT) encourages learning that utilizes
information and communication technology facilities as support in
learning. Science and technology continue to develop at a rapid
pace[1]
Students in Merauke and Papua in general have a level of ability to
absorb mathematics learning material tends to be slow when
 The 4th ICLIQE (2020), September 5, 2020, Surakarta, Indonesia
compared with students in Indonesian parts the other. This is why
lecturers tend to teach using the lecture method to overcome the
weakness of students' ability to catch, but this causes the creativity
of students to be less developed. Besides, this way of teaching also
contributes to the lack of student learning independence. Therefore,
it is necessary to introduce an innovative mathematical learning
model, the-learning tools used need to touch the Student by
including the Student cultural elements in the material being taught.
As student teacher candidates it is expected that students have high
creativity so that when they become teachers they have a high
ability to train the creativity of students from school-age [2].
One suiTable-learning model applied to mathematics learning is
the-learning model Problem-solving. According to NCTM
Problem-solving based on blended learning can be defined as
"Problem-solving means engaging in a task for which the solution
method is not known in advance. To find a solution, students must
draw on their knowledge, and through this process, they will often
develop new mathematical understandings [3]. Problem-solving
based on blended learning is one of the problem-based learning
strategies where the lecturer helps students to learn to solve
problems. Haylock and Thangata stated that " Problem-solving
based on blended learning is when the individual uses think
mathematical knowledge and reasoning to close the gap between
the givens and the goal [4].``This shows that the Problem-solving
approach based on blended learning is appropriate to solve the
problem of low student creativity. Following previous research
shows that the application of the approach Problem-solving in
calculus II learning effectively improves the creative thinking
ability of the second-semester students majoring in mathematics
education at Musamus University [5].
Currently, almost every campus has provided e-learning facilities.
However, with the presence of e-learning on campus, it is better not
to immediately abandon the face-to-face approach that is already
running, but e-learning is more considered as a complement to the
existing approaches so that a blended learning strategy is formed.
The combination of these two methods in educators has been able
to accelerate the improvement of progress in applying learning
theory, especially for adolescents and adults, where educators only
need a short time to teach, and even more function as facilitators in
the-learning process [6]. Department of Mathematics Education at
Musamus University needs to apply the blended learning model.
Thus calculus 1 lectures by applying the Problem-Solving approach
based on blended learning are appropriate to be applied to students
majoring in mathematics education at Musamus universities to
improve students' creative thinking abilities and student learning
independence. Therefore, the researcher will research the
development of calculus 1 learning tools by using a Problem-
Solving model based on blended learning to improve students'
creative thinking abilities and learning independence
Markus Palobo et al.
2. Method
This research is a type of research and development. The-learning
tools developed include the Lesson Plan (RPS), the-learning Event
Unit (SAP), the Student Module, and Worksheet (LKM). There are
ten steps in research and development, including: (1) gathering
information and preliminary research, (2) conducting a plan, (3)
developing an initial product form, (4) conducting a limited trial of
an initial product to produce the main product, (5) ) revising the
main product, (6) testing the main product, (7) revising the main
product to produce the product final, (8) conducting trial a final
product field, (9) revising the final product, and ( 10) disseminating
and implementing products [7]. The development model used in
this study was adapted from Borg & Gall by making modifications.
In this study only steps 1 to 7.
The development procedure used in this study modified the
procedures of Borg & Gall. The intended procedure includes 3
stages: (1) preliminary study stage, (2) product design stage, and
(3) development and evaluation phase Product trials in this study
consist of three stages, namely: validation of experts and
practitioners, limited trials, and field trials. Validation of experts
and practitioners is conducted by experts in mathematics and
language education as well as education practitioners in the field,
namely lecturers in the field of mathematics studies that aim to
assess and provide advice on the initial draft of the product. This
expert assessment was analyzed to determine the level of validity
of the-learning device products developed before being tested in the
field. Limited trials in the study were not carried out because of
time constraints and subjects’ trials that did not exist considering
the mathematics semester study program students only consisted of
1 study group.
Products resulting from development that has been declared valid
are then trailed in the field. This field trial aims to determine the
quality of product development from the aspect of the practicality
and effectiveness. At this stage, the-learning activities are carried
out using learning tools that have been developed. Then during this
pilot activity, observations were made on the implementation of
the-learning model and observations on collaboration skills that
were reflected by the students during the-learning process.
The type of data collected in this study is quantitative data as the
main data obtained from tests of creative thinking abilities and
results of student interest questionnaires and qualitative data
obtained from (1) assessment of learning devices by experts, (2)
assessment of learning devices (Plans Semester learning, SAP and
modules) by lecturers, (3) assessment of LKM by students, and (4)
observations of the implementation of learning. following the
research procedure [8].
 Calculus Learning with Problem-solving Model Based On … The 4th ICLIQE (2020), September 5, 2020, Surakarta, Indonesia

determining product categories according to the validity criteria.

Because many items on the validation sheet for the RPS, SAP,
Module, and LKM Learning Plans differ, the criteria validity also
varies. Data analysis techniques for the the practicality of learning
tools based on the results of the-learning tool assessment sheet
(RPS, SAP and Modules) by lecturers, LKM assessment sheets by
students, and observation sheets for the implementation of learning.
For learning appraisal data by lecturers and students obtained from
the-learning appraisal sheet, then the scores obtained are described
to obtain practical criteria for lecturer and student evaluations of
the-learning tools developed. Meanwhile, the the practicality of
the-learning device is also based on observations of the
implementation of the-learning model. Data from observations
were analyzed using the percentage formula, namely:

= × 100% (1)

Determination of the effectiveness of the developed mathematics

learning tool seen from the analysis of creative thinking abilities
tests and student learning independence questionnaire. Classical
effectiveness is achieved for creative thinking ability if 70% of
students achieve sufficient criteria. As for the interest in learning,
classically effectiveness is achieved if 70% of students obtain
student learning independence in the category of at least "high". To
determine the reliability coefficient of the test of creative thinking
skills and student learning independence questionnaire using the
Spearman-Brown formula [5].

3. Result and Discussion

4. Research Results
After the revision of the-learning device product then the researcher
conducted a trial of the-learning device in a broad field, namely in
Figure 1. Diagram of Research Procedure
students of the mathematics education study program.
The research stages started from the preliminary study stage, the
researchers had carried out the even semester of the 2019/2020
academic year during the calculus 1 lecture. The product
4.1. Validity Analysis
development and validation stages were carried out for one months. The results of the validator assessment on the Semester Learning
Finally, product trials for students majoring in mathematics Plan developed in the first and second validation stages are
education were carried out in calculus course 1 even semester presented in Table 1 below.
2019/2020 from april to august 2020.
Table 1. Results of Validation Lesson Plan
Data collection instruments consisting of validation sheets used in No Validator Total Value
this study were used to measure the validity of learning tools. The Stage-1 Category Stage-2 Category
validation sheet consists of the Semester Learning Plan validation 1 Materials 41 valid 45 very valid
sheet, SAP validation sheet, and the LKM validation sheet. 2 Language 44 very valid 45 very valid
Instruments to measure the the practicality of this learning tool 3 Practitioners 45 very valid 45 very valid
include-learning tool assessment sheets (RPS, SAP, LKM) by Conclusion LD LD
lecturers, LKM assessment sheets by students and observation Validation results for Lesson Plan for teaching calculus
sheets for the implementation of learning models. While the mathematics 1 mathematics education courses musamus university
instruments to measure the effectiveness of this learning tool are obtained that all three validators provide an assessment that the
the Student's creative thinking test sheet and the Student's learning developed Lesson Plan is appropriate (LD). However, taking into
independence questionnaire. account the evaluation of the first validator that has not given a very
good value on the aspect of time following the number of basic
Data analysis techniques for the validity of learning tools are done
competencies, the researcher made a slight revision in the time
by determining the final average of the data obtained and
allocation section by better arranging the division of time in each
 The 4th ICLIQE (2020), September 5, 2020, Surakarta, Indonesia Markus Palobo et al.

of the basic competency details to match the number of basic for using the LKM on the front so that in learning the lecturer does
competencies with the allocation time. In the assessment the second not have to explain again in detail the procedures for learning
phase of the lesson plan aspects of the developed lesson Plan activities with the LKM. The three validators concluded that the
received very good scores from all validators, it shows that the LKM was feasible to use revision (LDR). Generally, in the section,
developed lesson Plan sets are suiTable for use in learning and can the construction LKM scores are still in the sufficient category, so
be categorized as very valid. the writer needs to improve the LKM to get good or excellent
grades.
The results of the validation of learning units in the first and second
stages are obtained in the following Table 2. The results of the LKM revision show that the assessment in the
category is very valid and valid values by the three validators. The
Table 2. SAP Results
conclusion of the validator recommends that the LKM is
N Validator Total Value
o Stage-1 Category Stage-2 Category appropriate, so that researchers can conduct trials in the field. The
1 Materials 38 valid 44 very valid LKM still has a chance for revision if in the trial field found
2 Language 37 valid 44 very valid deficiencies or input from lecturers in schools and students who are
3 Practitioners 41 valid 45 very valid the object of trials the-learning device.
Conclusion LD LDR LD LD
Based on the results of the evaluation by the validator of the- The results of the validation of calculus 1 modules in the first and
learning program units that have been developed, obtained several second stages are obtained in the following Table 4.
important inputs including the need to arrange SAP following the Table 4. Module Results
format that has been determined at the school where the study. N Validator Total Value
Besides, there are corrections to the basic competencies formulated o Stage-1 Category Stage-2 Category
in SAP not following the standard format because each basic 1 Materials 34 valid 40 very valid
competency of knowledge should be followed by basic competency 2 Language 36 valid 41 very valid
skills. In general, the validator gives a good enough value and good 3 Practitioners 35 valid 40 very valid
value for the components of the indicator formulation from SAP, Conclusion LDR LD
while for the use of language and time the validator gives very good Based on the results of the evaluation by the validator of the
value and good value. The conclusion of the validator is that the modules that have been developed, several important inputs are
SAP developed is suitable for use with revision (LDR). Upon input obtained including the need for revision the module is very good
from the validator, the researchers then made improvements to and good value. The validator concludes is that the SAP developed
SAP, especially in the indicator formulation section. After the is suiTable for use with revision (LDR). Upon input from the
improvements are made, the validator assesses in the very valid validator, the researcher then made improvements to the module,
category and there are still a few points that get categories valid especially in the contents section. After the improvements are
from validator one and validator two. The Assessment validation made, the validator assesses in a very valid category and there are
can be concluded that the-learning program unit that has been still a few points that get categories valid from validator one and
developed is feasible and belongs to the category very valid. validator two. The Assessment validation can be concluded that the
modules that have been developed are feasible and fall into the very
Calculus Student learning worksheets are 1 validated twice. The
valid category.
results of LKM validation are presented in Table 3 below.
The test of creative thinking ability is made based on the material
Table 3. LKM Validation Results
contained in the Student worksheet which is about equations and
N Validator Total Value
o
linear inequalities of one variable. The test was also prepared by
Stage-1 Category Stage-2 Category
1 Materials 51 Quite valid 62 valid paying attention to aspects of the creative thinking abilities used in
2 Language 46 Quite valid 64 valid this study namely fluency, originality, and flexibility. In the initial
3 Practitioners 61 valid 68 very valid stage, the researcher compiled 10 creative test questions in the form
Conclusion LDR LD of a test item. The results of validation questions about creative
Validator gives a dominant value valid enough and valid at the first thinking skills are presented in the following Table 5.
assessment for the LKM model of Problem-solving Based on Table 5. Results of Validation of Creative Thinking Ability Test
blended learning that has been developed. The validator suggested N Validator Total Value
that the LKM be made even more interesting, the pictures and o Stage-1 Category Stage-2 Category
writing clarified. Other validators suggested the need to use 1 Materials 42 Quite valid 58 very valid
standard Indonesian. While the first validator suggested that LKM 2 Language 45 Quite valid 58 very valid
be made a cover that could attract students' interests, besides that it 3 Practitioners 55 valid 60 very valid
needed to be taken into account the adequacy of the place for Conclusion LDR LD
student answers. Researchers are also advised to add instructions
 Calculus Learning with Problem-solving Model Based On … The 4th ICLIQE (2020), September 5, 2020, Surakarta, Indonesia

Based on the results of validation by three experts it was found that No Component Value Explanation
the validity value of the creative thinking ability test developed was 1 SAP 43 SP
still the category is quite valid so it needs to be revised before it is 2 LKM 54 SP
used. Input from the first validator that the number of questions is 3 Module 50 SP
too much so that the number of questions needs to be reduced so 4 Test Question 25 SP
that the student can maximally demonstrate his creative thinking 5 Interest 24 SP
ability on some of the questions presented. The second validator Questionnaire
provides input on the language of the question to be made brief but The results of the the practicality assessment of learning tools and
clear so that the time of the student is not wasted in understanding mathematics learning instruments by mathematics lecturers in
the problem. The third validator also criticized the number of mathematics education study programs show that the dominant
questions that were too many. value "Very good" as well as a little rating of the "good" category.
The second stage assessment of the creative thinking ability test The total value of the practicality of learning obtained 197 from a
instrument was obtained that all validators gave a conclusion that maximum value of 215. The value is included in the category of
the creative thinking ability test that was developed was feasible to "very practical" so that it can be concluded that the-learning tools
be used (LD) with an average value for each test component in the and assessment instruments are categorized as very practical.
very valid category. The assessment by the researcher becomes the Besides to lecturers, the assessment of the the practicality of
validity guideline of the developed instrument so that the validity learning tools especially LKM is also carried out by students of
of the test questions is only done at the expert validity stage without mathematics education study programs. The results of the practical
the need for a trial instrument for seeing construct validity. assessment of LKM by 23 students of mathematics education study
The questionnaire compiled consisted of 20 statements of 10 program students are presented in Table 8 below.
positive statements and 10 negative statements. Validation is done Table 8. Practical Assessment by Students
once; the results are presented in Table 6 below. No Component Total "Yes" Percentage
Table 6. Results of Validation Questionnaire Interests 1 LKM 238 94.07%
No Validator Total Value Category Results of assessment Students of mathematics education study
1 Material 47 Very valid programs that 94.07% answers Students gave an assessment agreed
2 Language 48 Very valid that the MFI model of Problem-solving Based on blended learning
was effectively used in mathematics learning. The results of the
3 Practitioners 50 Very valid
LKM the practicality assessment by students are included in the
Conclusions LD
"very practical" category.
Based on the results of the validation of the questionnaire of
interest, it is concluded that the three validators provide Observation of the implementation of learning is done by observing
recommendations that the developed student learning the implementation of each step of learning with the approach
independence questionnaire be used (LD) with an average of each Problem-solving based on blended learning that is carried out
component The questionnaire obtained very valid values from the during 5 meetings. Observations were made by students who
three validators so that the questionnaire that was put there by the helped with this research. The results of the observations of the-
researcher was made as to final questionnaire that did not need to learning outcomes during the 5 meetings are presented in Table 9
be validated anymore and was ready to be used to measure the below.
independence of students learning mathematics students.
Table 9. Observations Activities Learning
Meeting Activities looked percentage (%)
4.2. Analysis of The practicality First 18 90
Mathematics learning tools using the approach Problem-solving Second 19 95
Based on blended learning is measured based on the results of the Third 20 100
assessment of the the practicality of learning tools by lecturers, Fourth 20 100
assessment of the the practicality of MFIs by students, as well as Fifth 20 100
observations of learning outcomes.
The results of the appraisal of the instructional apparatus in the observations activities learning approach Problem-solving based
form of SAP and LKM as well as the creative thinking skills test blended learning for 5 meetings showed that first meeting the
instrument and the independence of student learning questionnaire implementation of learning by 90% appears that the activities of
mathematics students developed using the-learning approach checking student understanding, accuracy in the use of time
Problem-solving Based on blended learning are presented in Table allocation, and assignment of homework to students have not been
7 below. carried out by lecturers. It happened because of time constraints so
Table 7. Practical Assessment by Lecturer that some activities planned in SAP were not carried out. At the
second meeting, there was an increase, where the implementation
 The 4th ICLIQE (2020), September 5, 2020, Surakarta, Indonesia Markus Palobo et al.

of learning increased to 95% and the step learning that had not been category of "High" as much as 69.44% so it can be concluded that
implemented was the activity of giving homework to students in the development of mathematical learning tools with approach
the closing activity of learning. Whereas from the 3rd meeting until Problem-solving based on blended learning does not effectively
the 5th meeting the-learning had gone 100%. The results of increase the independence of learning mathematics students
observations of the feasibility of learning Problem-solving based Mathematics education study programs.
on blended learning obtained that learning runs very well and it can
be concluded that the-learning device is "very practical" in terms of 5. Discussion
observations of the feasibility of learning.
The results of the study found that the-learning tools produced met
valid, practical, and effective criteria. The validator's assessment of
4.3. Analysis of Effectiveness the Semester Learning Plan, SAP, modules, MFIs, test questions,
Analysis of the effectiveness of learning tools with the approach and interest questionnaire assesses in the category of "very valid"
Problem-solving based on blended learning in this study was on all devices and instruments that have been prepared. The
measured from the results of the Student's creative thinking ability assessment of the validator indicates that the-learning device
test and the student's self-study questionnaire of mathematics developed has met the valid criteria.
students.
The-learning tools developed meet practical criteria based on the
Based on the results of the study obtained data on the creative assessment of lecturers and students as well as observations of
thinking ability of students in the mathematics education study learning outcomes. The student worksheet developed is very
program in calculus 1 learning as follows. helpful in the-learning process, guiding students to be actively
involved in learning through discussion activities. By solving
Table 10. Results of Creative Thinking Ability Test
problems at LKM, it encourages students to further enhance their
No Category Number Percentage (%)
creative thinking abilities. The problems given in LKM are related
1 Very Creative 0 0 to problems of daily life, so that the interest of students to learn is
2 Creative 8 22.22 higher. These results are following research by Nugroho, Afandi &
3 Pretty Creative 19 52.78 Abdullah that after students are treated with learning the problem-
4 Less Creative 9 25 solving learning independence of students increases to be high.
5 Not Creative 0 0 This is according to Nugroho et al, due to problem-solving learning,
students are trained to be able to solve problems by applying several
In this study, the tools learning Problem-solving based blended steps [9]. The steps of problem-solving activities train students to
categorized learning effectively if at least 70% of students have the be able to produce solutions to various problems that are given.
ability to think creatively in a minimum category "creative This has an impact on increasing student learning independence of
enough". Based on the calculation results obtained that the students.
percentage of students who have the ability to think creatively in The most positive outcome of a successful experience solving
the category of at least "creative enough" by 75% which is more problems for students of all ages is the sense of satisfaction that
than 70% so that it can be concluded that the-learning tools with occurs when the problem is finally resolved, which encourages
approach Problem-solving based blended learning effectively increased student confidence and contributes to student learning
improve the creative thinking abilities of students of educational independence [4]. This is what happens to students in mathematics
study programs mathematics. education study programs, through activities that solve problems
The results of completing the-learning independence questionnaire contained in Student worksheets that use approach problem-
for mathematics education study program students to measure the solving, the impact of the success of these students increases their
effectiveness of learning tools using the approach Problem-solving confidence that they have the ability to solve mathematical
based on blended learning are presented in Table 11 below. problems. It appears in the-learning process that students in groups
are so enthusiastic when successfully solving problems in LKM and
Table 11. Questionnaire Results Independence of student learning scrambling to display the results of their work in front of the class.
No Category Number Percentage (%) The incident shows that the independence of student learning
1 Very High 12 33.33 Students especially in mathematics subjects grows to be high after
2 High 13 36.11 going through learning with the approach of problem-solving.
3 Sufficient 11 30.56,
In the aspect of the ability to think creatively obtained that the-
4 Less 0 0
learning tools developed are effective. This result is following
5 Very Less 0 0 Hidayati's research that the application of the method Problem-
Based on the calculation, it is obtained that the percentage of solving has succeeded in increasing student creativity in statistics
students with minimum student learning independence there is a courses [10]. Fadilah's research also concluded that the application
 Calculus Learning with Problem-solving Model Based On …
of learning strategies Problem-solving influences students'
mathematical creative thinking abilities [11]. The differentiator of
this research with the two studies mentioned above is the quality of
the research subject where the subjects of this study are students
with relatively low basic math skills.
According to Killen, one of the weaknesses of Problem-solving is
the emergence of domination by students who have a high ability
[12]. This can be seen in the discussion of mathematics education
study program students so that not all students can improve their
creative thinking abilities. Nevertheless, with the initial conditions
of students in the Mathematics Education Study Program, it was a
satisfying achievement that more than half the number of students
gained the ability to think creatively in the minimal category quite
creatively. This shows that the-learning tools developed have a
considerable impact. Even so, it is necessary to get used to
presenting problem-solving problems, so that students are familiar
with the-learning process, and have a positive attitude, namely
appreciating the use of mathematics in everyday life, not just
formulas that must be memorized [13].
Research by applying the blended learning model to this subject has
many implications, it is necessary to develop policies at the
university level regarding various rules that allow this model to be
applied, such as changes to the redefinition of the presence of
lecturers and students in the class. So far, what is meant by the
presence of lecturers in class is the physical presence or presence
of students and lecturers in class at the scheduled time. However,
with this blended learning activity, physical presence is not a
measure but rather a student visit to an online class [14].
6. Conclusion
Based on the results of the study, the following conclusions are
obtained: (1) Mathematical learning tools with approach Problem-
solving based blended learning in calculus 1 learning fulfill valid
categories, namely by validators 1, 2, and 3 giving ratings in the
very valid category. (2) Mathematics learning tools with approach
Problem-solving based blended learning in calculus 1 learning
meets the practical category based on the assessment by the
mathematics lecturer in the mathematics education study
programassessing the very practical category, the assessment of 36
students of the mathematics education study program assesses in
the very practical category, and the results of observing the
implementation of learning for 7 meetings obtained the
implementation of learning in the very practical category. (3)
Mathematics learning tools with approach Problem-solving based
blended learning in calculus 1 learning effectively improve
students' creative thinking skills in mathematics education study
programs, namely 75% in the minimal category enough, while in
the aspect of learning independence it is obtained that the-learning
devices are not effective in increasing student learning
independence that is only 69 , 4% who have the independence of
learning in the high minimum category.
Based on the results of research and conclusions, there areseveral
suggestions that can be conveyed from the results of this study,
The 4th ICLIQE (2020), September 5, 2020, Surakarta, Indonesia
among others: (1) Educators or lecturers should develop their own
learning tools for use in classroom learning while still considering
the characteristics of students and pay attention to local cultural
wisdom as part of the material learning. (2) The ability to think
creatively and students 'learning independence Students are very
important to be developed, so an educator needs to pay attention to
the-learning tools and learning methods used in learning to
accommodate the increase in students' creative thinking skills and
student learning independence. (3) For researchers, especially in
the field of education, they can develop learning tools using
approaches or learning models that are adapted to the conditions of
students and aspects that would be improved in
ACKNOWLEDGMENTS
Thank you to the rector of Musamus University and the Head of
LPPM of Musamus University who facilitated the implementation
of this research.
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