<![CDATA[This study aims to examine and describe the effect of contextual learning assisted by Geogebra on creative thinking skills, increased creative thinking skills, students' self-concept towards mathematics and the relationship between creative thinking and self-concept. The research design was an experimental group with a pretest and posttest control group. The experimental group received geogebra-assisted contextual learning and the control group received conventional learning. To obtain research data, instruments used in the form of tests of creative thinking skills and students' self-concept attitude scale. The output in this research is in the form of learning tools (lesson plans and worksheets) that use geogebra-assisted contextual learning, instruments for tests of creative thinking abilities and students' self-concept scales. Quantitative analysis was carried out on normalized post-test and gain data on creative thinking skills and self-concept data between the two sample groups using the mean difference test of the two populations. The instrument used was 12 questions about creative thinking skills and 31 statements about self-concept. To find the difference in the average used t-test and use the Pearson test to find the correlation coefficient. The results showed that the creative thinking skills of students who received geogebra-assisted contextual learning were better than students who received conventional learning. The results of the self-concept scale indicate that the self-concept of students who receive geogebra-assisted contextual learning is better than the self-concept of students who receive conventional learning. The results of the self-concept scale also show that self-concept affects students' creative thinking abilities either totally or based on student groups, namely the experimental group and the control group. Abstrak Penelitian ini bertujuan untuk menelaah dan mendeskripsikan pengaruh pembelajaran kontekstual berbantuan Geogebra terhadap kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, self-concept siswa terhadap matematik dan hubungan berpikir kreatif dengan self-concept. Desain penelitian ini adalah kelompok eksperimen dengan kelompok kontrol pretes dan postes. Kelompok eksperimen memperoleh pembelajaran kontekstual berbantuan geogebra dan kelompok kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif dan skala sikap self-concept siswa. Luaran dalam penelitian ini berupa perangkat pembelajaran (RPP dan LKS) yang menggunakan pembelajaran kontekstual berbantuan geogebra, Instrumen tes kemampuan berpikir kreatif dan skala self-concept siswa. Analisis kuantitatif dilakukan terhadap data postes dan gain ternormalisasi kemampuan berpikir kreatif dan data self-concept antara kedua kelompok sampel dengan menggunakan uji perbedaan rerata dua populasi. Instrumen yang digunakan sebanyak 12 soal tes kemampuan berpikir kreatif dan 31 pernyataan mengenai self-concept. Untuk mencari perbedaan rata-rata digunakan uji-t dan menggunakan uji pearson untuk mencari koefisien korelasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Hasil skala self-concept menunjukkan bahwa self- concept siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada self-concept siswa yang memperoleh pembelajaran konvensional. Hasil skala self- concept juga menunjukkan bahwa self-concept mempengaruhi kemampuan berpikir kreatif siswa baik secara total, ataupun berdasarkan kelompok siswa yaitu kelompok eksperimen dan kelompok kontrol. Kata Kunci: Kemampuan Berpikir Kreatif, Self-Concept, Kontekstual, Geogebra]]>
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