Di Indonesia saat ini adalah berken

Di Indonesia saat ini adalah berkenaan dengan penyelenggaraan kegiatan pembelajaran yang dipandang masih belum efektif. Indikasi ke arah sana tampak dengan adanya guru yang masih banyak terjebak dalam pembelajaran yang cenderung membosankan. Dalam berinteraksi dengan siswa, posisi guru terasa masih sangat dominan. Pendekatan dan metode yang digunakan tampak kurang bervariasi. Konsep pembelajaran seperti itu tampaknya tidak relevan lagi dengan tuntutan dan tantangan pendidikan saat ini (Amri, 2010:139). Hal ini berdampak pada rendahnya nilai matematika Indonesia dalam studi komparatif internasional PISA (Programme for International Student Assesment) pada tahun 2012, pada literasi matematika menempatkan Indonesia di peringkat ke- 64 dengan skor 375 dari 65 negara peserta PISA. Indonesia hanya sedikit lebih baik dari Peru yang berada di peringkat terbawah. Anak-anak Indonesia yang mengikuti PISA memiliki rata-rata skor literasi matematika 375. Mayoritas siswa Indonesia belum mencapai level 2 untuk literasi matematika (OECD, 212). Sementara PISA mematok skor 494 untuk kemampuan rata-rata internasional. Hal ini menunjukkan kemampuan siswa Indonesia dalam menyelesaikan soal-soal yang menuntut kemampuan menelaah, memberikan alasan, dan mengkomunikasikan secara efektif, serta memecahkan dan menginterpretasikan permasalah dalam berbagai situasi masih sangat kurang (Stacey, 2010). Hal tersebut dikarenakan, siswa belum terbiasa mengerjakan soal berbasis masalah kehidupan sehari-hari yang lebih kompleks.
Berdasarkan kondisi tersebut, maka perlu adanya inovasi pembelajaran matematika yang berpusat pada siswa dan yang memberikan kesempatan kepada siswa untuk meningkatkan aktivitas belajar agar siswa dapat menemukan sendiri konsep matematika. Alternatif model pembelajaran yang dapat digunakan untuk mengajarkan konsep-konsep matematika adalah Creative Problem Solving (CPS). Menurut Asikin (2008), model pembelajaran Creative Problem Solving (CPS) merupakan suatu model pembelajaran yang melakukan pemusatan pada pengajaran dan keterampilan pemecahan masalah, yang diikuti dengan penguatan keterampilan. Dalam pembelajaran CPS ini siswa dituntut aktif sehingga dalam pembelajaran siswa mampu mengeluarkan kemampuan-kemampuan yang dimiliki untuk memecahkan masalah yang belum pernah ditemui. Model pembelajaran CPS terdiri dari tahap klarifikasi masalah, pengungkapan pendapat, evaluasi, dan seleksi, serta implementasi (Pepkin, 2004). Dengan membiasakan siswa menggunakan langkah-langkah yang mandiri dalam memecahkan masalah diharapkan dapat membantu siswa untuk meningkatkan kemampuan literasi matematika dan mengatasi kesulitan dalam mempelajari matematika.

Hasil (Inggris) 1:

In Indonesia currently is deals with the Organization of the activities of learning that is still not effective. An indication of the way it looks with the teacher who many still stuck in learning that tend to be boring. In interacting with students, the position of the teacher feels are still very dominant. The approach and methods used to seem less varied. The concept of learning as it doesn't seem relevant again with the demands and challenges of current education (Amri, 2010:139). This has an impact on the low value of mathematics in the study of comparative international Indonesia PISA (Programme for International Student just my Assesment) in 2012, on mathematical literacy puts Indonesia ranked 64th with a score of 375 from 65 countries participants of PISA. Indonesia only slightly better from Peru who ranked at the bottom. Indonesia kids who follow PISA has an average score of mathematical literacy 375. The majority of Indonesia's students have not reached level 2 for mathematical literacy (OECD, 212). While PISA pegged the score 471 for the ability of the international average. This indicates the ability of the students of Indonesia in resolving problems that demands the ability of studying, giving reasons, and communicate effectively, as well as solve and interpret the problems in various situations is still very less (Stacey, 2010). That is because the students, unfamiliar working on problem-based problems of everyday life is more complex.Based on those conditions, then the need for mathematical learning innovations centered on students and provide an opportunity to the students to enhance learning activities so that students can find their own mathematical concepts. Alternative learning models that can be used to teach math concepts is a Creative Problem Solving (CPS). According to Asikin (2008), learning a Creative Problem Solving (CPS) is a learning model that do focus on teaching and problem solving skills, followed by reinforcement of skills. In this CPS student learning required on so that students are able to study in removing capability-capability to solve problems that have never been found. CPS consists of learning models phase clarification issues, disclosure opinion, evaluation, and selection, as well as implementations (Pepkin, 2004). Familiarize students with the use of independent steps in solving problems are expected to help students to improve the ability of mathematical literacy and overcoming difficulties in learning mathematics.

Hasil (Inggris) 2:

In Indonesia today is with regard to the implementation of learning activities that are considered still not effective. Indications that way appear in the presence of teachers who are still a lot of learning that tend to get stuck in a boring. In interacting with the student, the teacher's position was still very dominant. Approaches and methods used seem less varied. The concept of learning as it seems irrelevant to the demands and challenges of education today (Amri, 2010: 139). This adversely affects the value of mathematics Indonesia in international comparative studies PISA (Programme for International Student Assessment) in 2012, on mathematical literacy puts Indonesia in ke- ranked 64 with a score of 375 from 65 countries participating PISA. Indonesia is only slightly better than Peru that are in the lowest rank. Indonesian children who follow PISA has an average score of 375. The majority of students' mathematical literacy Indonesia has not reached level 2 for mathematical literacy (OECD, 212). While the peg PISA score of 494 for the ability of the international average. This demonstrates the ability of Indonesian students in solving problems that require the ability to examine, provide a reason, and communicate effectively, and solve and interpret problems in a variety of situations is still lacking (Stacey, 2010). That is because, the students have not been accustomed to working on problem-based daily lives more complex.
Under these conditions, the need for innovation mathematics student-centered and that gives an opportunity to students to improve learning activities for students to find their own concepts of mathematics , Alternative learning model that can be used to teach math concepts is Creative Problem Solving (CPS). According Asikin (2008), learning model Creative Problem Solving (CPS) is a learning model that does centering on teaching and problem solving skills, followed by strengthening skills. In this CPS student learning are actively so that the student is able to remove the ability of learning-skills to solve a problem that has never been met. CPS learning model comprises the step of clarification of the problem, brainstorming, evaluation, and selection and implementation (Pepkin, 2004). Familiarize students with using independent steps in solving the problem is expected to help students to improve the literacy skills of mathematics and overcome difficulties in learning mathematics.