scholarly journals IMPLEMENTASI MODEL SIKLUS BELAJAR HIPOTETIKAL DEDUKTIF UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 795
Author(s):  
Wahdatun Nisa Khoirunah ◽  
Suyatno Suyatno ◽  
Muslimin Ibrahim
Keyword(s):  
Creative Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Student Response ◽  
Learning Cycle ◽  
Cycle Model ◽  
Thinking Skill ◽  
Teaching Materials ◽  
Concept Mastery ◽  
Creative Thinking Skill

This study aimed to describe the feasibility, student activities, student response, student mastery of concepts, creative thinking skills, and the relationship between creative thinking skills with concept mastery, and obstacles after implementation of the Hypothetical Deductive learning cycle model on buffer solution topic. This study was conducted in three stages, namely preparation of teaching materials, validation and revision stages of teaching materials, and  implementation the Hypothetical Deductive learning cycle model using the one group pretest-posttest design. Results of research showed that the feasibility of the lesson plan included in the excellent category, the dominant activity of students were to discuss with their group, students indicated a positive response to learning, the average gain score of concept mastery was 0.78 (high gain) and those of creative thinking skill was 0.62 (moderate gain), and there was a strong and significant correlation between creative thinking skill and student concept mastery with correlation value of 0.905, and the main obstacles found at the first meeting was students difficulties in designing experiments and still not familiar with the learning model that applied. Based on the data analysis, it had been concluded that the hypothetical Deductive learning cycle model could increased students’ creative thinking skills and student’s concept mastery. Penelitian ini ditujukan untuk mendeskripsikan keterlaksanaan, aktivitas siswa, respons siswa, penguasaan konsep siswa, keterampilan berpikir kreatif, hubungan antara keterampilan berpikir kreatif dengan penguasaan konsep siswa, dan hambatan-hambatan setelah implementasi model siklus belajar Hipotetikal Deduktif pada pokok bahasan larutan penyangga. Penelitian ini dilaksanakan dalam tiga tahap, yaitu tahap pembuatan perangkat pembelajaran, tahap validasi dan revisi perangkat pembelajaran, serta tahap implementasi model pembelajaran siklus belajar Hipotetikal Deduktif menggunakan rancangan One Group Pretest-Posttest Design. Hasil penelitian menunjukkan bahwa keterlaksanaan RPP termasuk dalam kategori sangat baik, aktivitas siswa yang dominan adalah berdiskusi dengan teman sekelompok, siswa menunjukkan respon positif terhadap pembelajaran, skor peningkatan penguasaan konsep siswa rata-rata sebesar 0,78 (gain tinggi) sedangkan skor peningkatan keterampilan berpikir kreatif rata-rata sebesar 0,62 (gain sedang), serta terdapat korelasi yang kuat dan signifikan antara keterampilan berpikir kreatif dan penguasaan konsep siswa, dengan harga koefisien korelasi sebesar 0,905, dan hambatan utama yang ditemukan pada pertemuan pertama yaitu siswa kesulitan dalam merancang eksperimen serta masih canggung dengan model pembelajaran yang diterapkan. Berdasarkan hasil analisis data dapat disimpulkan bahwa model siklus belajar Hipotetikal Deduktif dapat digunakan untuk meningkatkan keterampilan berpikir kreatif dan penguasaan konsep siswa.

scholarly journals Pengembangan Lembar Kerja Peserta Didik Berbasis Problem Based Learning Berbantuan Komik untuk Meningkatkan Creative Thinking Skill Peserta Didik pada Materi Gerak Lurus

2018 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Desrianti Sahida
Keyword(s):  
Learning Outcomes ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Linear Motion ◽  
Design Development ◽  
Thinking Skill ◽  
Learning Materials ◽  
D Model ◽  
Creative Thinking Skill

Based on the low value of learners' learning outcomes, one of the reasons is the teachers have not been able to compose learning materials in accordance with the demands of the curriculum. Learning model by teachers have not been able to guide the students in learning. Therefore, it is necessary to develop learning materials by PBL. This study was aimed to develop learning materials the from Student Worksheet by PBL assisted comics to linear motion subjects with valid, practical, and effective. Methodology of this study was research and development. The development model used was 4-D model consist of define, design, development, and disseminate. In the define phase, it was done curriculum, student, and material analysis.The result of the study in the define phase about curriculum analysis was obtained Core Competence and Basic Competence 3.3 and 4.3. The analysis of students was obtained that level of creative thinking skill of students of class X IPA 2 MAN Sebukar are in the low category. The analysis of material was obtained linear motion. In the design phase, it was obtained initial draft of Student Worksheet by PBL assisted comics that consist of Lesson Plan, Student Worksheet, and assessment. In the development phase, it was obtained Student Worksheet by PBL assisted comicswhich has valid criteria (0,86), practically criteria (94%), and effective for cognitive aspects (76%), effective in improving creative thinking skills (79%) are in the category of very creative, the category character becomes a habit (86%), and skill was (87%). In the disseminate phase, it was obtained effective for kognitive aspects (76,9%), effective in improving creative thinking skills (78,4%) are in the category of very creative, the category character becomes a habit (84%), and skill was (81,9%).

scholarly journals IMPLEMENTASI MODEL LEARNING CYCLE 7E PADA PEMBELAJARAN KIMIA DENGAN MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 788
Author(s):  
Weny Indrawati ◽  
Suyatno Suyatno ◽  
Yuni Sri Yuanita
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Cycle Model ◽  
Model Learning ◽  
Implementation Phase ◽  
Concept Mastery

This research aimed to describe efectivity of 7E learning cycle model on improvement students’concept mastery and critical thinking skills. This research was conducted by three phases, namely: (1) prepation phase to develop teaching materials, (2) validation and revision phase, and (3) learning implementation phase on class using one group pretest-posttest design. The results of research showed that: (1) Realization of lesson plan with mean score of 4.68 as very good category; (2) Frequency of the dominant students’activity namely teamwork was 28% with mean reliability of 80%; (3) Students’ positively respond to the learning model with main score of 3.2; (4) The concepts classical mastery was 94% and the indicator mastery was 79%; (5) The critical thinking skills classical mastery was 97%, the indicator mastery was 88%, and supported by high gain scores to students’ concept mastery and critical thinking skills. Based on the results, it was concluded that the implementation of 7E learning cycle model on the solubility and solubility product topic was effective to improve students’ the concepts mastery and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran learning cycle 7E terhadap peningkatan penguasaan konsep dan keterampilan berpikir kritis siswa. Penelitian ini dilaksanakan dalam tiga tahap, yaitu: (1) tahap penyusunan perangkat pembelajaran, (2) tahap validasi dan revisi, dan (3) tahap implementasi pembelajaran di kelas dengan menggunakan rancangan one group pretest-posttest design. Hasil penelitian menunjukkan bahwa: (1) Keterlaksanaan RPP dengan nilai rata-rata 4,68 dengan kategori sangat baik; (2) Frekuensi aktivitas siswa yang menonjol adalah bekerja sama dengan tim sekelompok sebesar 28% dengan reliabilitas rata-rata 80%; (3) Respon positif siswa terhadap model pembelajaran dengan nilai rata-rata 3,2; (4) Ketuntasan klasikal penguasaan konsep 94% dan ketuntasan indikator 79%; (5) Ketuntasan klasikal keterampilan berpikir kritis 97%, ketuntasan indikator 88%, dan didukung dengan skor peningkatan yang tinggi terhadap penguasaan konsep dan keterampilan berpikir kritis siswa. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa implementasi model pembelajaran learning cycle 7E pada materi pokok kelarutan dan hasil kali kelarutan efektif untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa.

scholarly journals IMPLEMENTASI MODEL 5E LEARNING CYCLE UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR KREATIF SISWA SMA

2017 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Herra Risdiana ◽  
Suyatno Suyatno ◽  
Sri Poedjiastuti
Keyword(s):  
Risk Taking ◽  
Creative Thinking ◽  
Learning Cycle ◽  
Test Design ◽  
Cycle Model ◽  
Teaching Materials ◽  
Concept Mastery ◽  
Thinking Ability ◽  
Post Test ◽  
Creative Thinking Ability

The purposes of this study were to describe students’ concept mastery, creative thinking ability, profile of creative attitudes, and the correlation between creative thinking ability and concept mastery after implementing 5E Learning Cycle model. This research was the mixing of the quasy experiment with one group pre test-post test design and correlational study, which initiated by teaching materials development using the Dick & Carey model. The research was conducted at SMAN 1 Mojosari involving students of IPA-2 grade XI as subject. Instruments used in the research were teaching materials’ validation sheets, leson plan activity observation sheet, mastery concept sheet, creative thinking ability sheet, creative attitude observation sheet, and students’response questionaire. The data analyses of students’ concept mastery, creative thinking ability, and profile of creative attitudes were descriptively done, while analysis of correlation between creative thinking ability and concept mastery were using Pearson’s product moment correlation technique. Based on the data analysis, it could be described that results of the reasearch were (1) the students’ concept mastery and creative thinking ability on the salt hydrolysis topic after implementing 5E Learning Cycle model had reached high gains, (2) the creative attitudes appeared during the implementation of 5E Learning Cycle model including curiosity in engagement phase, complexity in exploration phase, curiosity in explanation phase, risk-taking in elaboration phase, and risk-taking in evaluation phase were good, each had frequency more than 75%, and (3)  there was a very strong and significant correlation between creative thinking ability and concept mastery. The conclusion of the research was chemistry learning on the salt hydrolysis topic using 5E Learning Cycle model had improved the students’ concept mastery and creative thinking ability. Penelitian ini bertujuan untuk mendeskripsikan penguasaan konsep, kemampuan berpikir kreatif, profil sikap kreatif dan hubungan antara kemampuan berpikir kreatif dan penguasaan konsep siswa setelah implementasi model 5E Learning Cycle. Penelitian ini merupakan gabungan dari penelitian eksperimen semu jenis one group pre test-post test design dan penelitian korelasional, yang diawali pengembangan perangkat pembelajaran menggunakan model Dick & Carey. Penelitian ini dilaksanakan di SMAN 1 Mojosari dengan subyek siswa kelas XI IPA-2. Instrumen yang digunakan dalam penelitian adalah lembar validasi perangkat pembelajaran, lembar pengamatan keterlaksanaan RPP, lembar penilaian penguasaan konsep (LPPK), lembar penilaian kemampuan berpikir kreatif (LPKBK), lembar pengamatan sikap kreatif, dan angket respon siswa. Analisis data tentang penguasaan konsep, kemampuan berpikir kreatif, dan profil sikap kreatif siswa dilakukan secara deskriptif, sedangkan analisis hubungan antara kemampuan berpikir kreatif dan penguasaan konsep dilakukan menggunakan teknik korelasi product moment Pearson. Berdasarkan analisis data dan pembahasan, dapat dipaparkan hasil penelitian ini yaitu (1) penguasaan konsep dan kemampuan berpikir kreatif siswa pada topik hidrolisis garam setelah mengimplikasikan model 5E Learning Cycle telah mencapai gain tinggi, (2) sikap kreatif siswa pada implementasi model 5E Learning Cycle yaitu curiosity pada fase engagement, complexity pada fase exploration, curiosity pada fase explanation, risk-taking pada fase elaboration dan risk-taking pada fase evaluation adalah baik, masing-masing mempunyai frekuensi lebih dari 75%, (3) ada hubungan yang sangat kuat dan signifikan antara berpikir kreatif dan penguasaan konsep. Kesimpulan penelitian ini adalah pembelajaran kimia pada materi pokok hidrolisis garam dengan model 5E Learning Cycle telah meningkatkan penguasaan konsep dan berpikir kreatif siswa.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS 5E LEARNING CYCLE UNTUK MELATIH KEMAMPUAN BERPIKIR KREATIF SISWA SMP

2017 ◽  
Vol 5 (2) ◽  
pp. 1001
Author(s):  
Elga Hary Saputro ◽  
Yuni Sri Rahayu ◽  
Muhammad Thamrin Hidayat
Keyword(s):  
Science Teaching ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Cycle ◽  
Cycle Model ◽  
Thinking Skill ◽  
Learning Materials ◽  
Science Teaching And Learning ◽  
Post Test ◽  
Creative Thinking Skill

Science teaching and learning process in school only emphasize on the aspects accepting of knowledge, remembering, and logical thinking, while students creative thinking aspects get less attention. Teachers did not implement the teaching activity that emphasizes the creative thinking because of limited time to make teaching and learning amaterials wich can facilitate students creative thinking skill. This research aimed to produce science teaching and learning set that are feasible, practical, and effective to facilitate creative thinking skill of junior high school students. This research was conducted to implement the teaching and learning materials based on 5E Learning Cycle model. The subjects of this research was teaching and learning materials. This development research was develop using Dick-Carey’s model and try out research using one group pre-test post-test design. Try out was conducted in 7th grade students of  SMPN 6 Kediri. The data analysis technique used descriptive qualitative. The results  showed: (1) the teaching and learning set was developed feasible with good category; (2) learning implementation get good category; (3) the students more active in learning; (4) student creative thinking skill get high category gain score; (5) the students give positive response with very strong category toward teaching and learning process. Based on this results, it can be concluded that the science teaching and learning materials based on 5E Laerning Cycle model has been developed are feasible, practical, and effective to facilitate students creative thinking skill. Proses pembelajaran IPA di sekolah hanya menekankan pada aspek penerimaan pengetahuan, ingatan dan berpikir logis sedangkan aspek berpikir kreatif siswa kurang diperhatikan. Guru belum melaksanakan pembelajaran yang menekankan pada proses berpikir kreatif karena keterbatasan waktu dalam menyusun perangkat pembelajaran yang dapat melatihkan kemampuan berpikir kreatif. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran IPA yang valid, praktis, dan efektif untuk melatihkan kemampuan berpikir kreatif pada siswa SMP. Pembelajaran ini dilakukan dengan cara menerapkan perangkat pembelajaran berbasis 5E Learning Cycle. Sasaran penelitian adalah perangkat pembelajaran. Penelitian ini merupakan penelitian pengembangan dengan model Dick-Carey dan desain ujicoba penelitian menggunakan one group pre-test post-test. Uji Coba dilaksanakan pada siswa kelas VII SMP Negeri 6 Kediri. Teknik analisis data menggunakan deskriptif kualitatif. Hasil analisis data penelitian menunjukkan bahwa: (1) perangkat yang dikembangkan valid dengan kategori baik; (2) pembelajaran terlaksana dengan kategori baik; (3) siswa lebih aktif dalam pembelajaran; (4) kemampuan berpikir kreatif menunjukkan skor N-gain berkategori tinggi; (5) Siswa memberikan respon positif dengan kategori sangat kuat terhadap pembelajaran. Berdasarkan hasil penelitian di atas, dapat disimpulkan bahwa perangkat pembelajaran IPA 5E Learning Cycle yang telah dikembangkan valid, praktis, dan efektif untuk melatih kemampuan berpikir kreatif siswa.

scholarly journals Profile of conceptual photosynthesis and creative thinking: Study of 7th-grade students

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 250-265
Author(s):  
Elis Sumarni ◽  
Anandita Eka Setiandi ◽  
Ari Sunandar
Keyword(s):  
High School ◽  
Conceptual Understanding ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Concept Understanding ◽  
West Kalimantan ◽  
Creative Thinking Skill

Profile of students’ creative thinking and conceptual understanding is essential to create an initial description of students’ competencies in overcoming their learning difficulties. The research aims to describe profile of concept understanding and creative thinking skills of 7thgrade students of all SMP Negeri (public junior high school) in Rasau Jaya sub-district, Kubu Raya Regency, West Kalimantan, Indonesia in photosynthesis content. The research uses qualitative descriptive method. The sampling technique employs disproportionate stratified random sampling. Samples consist of 143 students of 7th grade from three SMP Negeri in Rasau Jaya Sub-district, Kuburaya Regency, West Kalimantan, Indonesia. The data collection technique utilizes creative thinking skill test in the form of an essay with fluency, flexibility, originality, and elaboration aspects. Students’ concept understanding test is in the form of four-tier diagnostic test. Data analysis employs descriptive statistics with percentage of creative thinking and conceptual understanding in categories of understanding, partial understanding, misconception, and not understanding. The creative thinking skill percentage of SMPN students in Rasau Jaya, Indonesia in the originality and flexibility aspect is in a fairly creative category, whereas in the elaboration and fluency aspect the category is still less creative. The highest percentage of students’ conceptual understanding is misconception of 45.25% and followed by an understanding of 30.64%, not understand of 13.2%, and partial understanding of 10.97%. The obtained data give evidence that natural sciences (IPA) learning knowledge among junior high school students, especially concept understanding and creative thinking, is still low. Therefore, teachers could develop students’ creative thinking skills so their concept understanding could be improved.

scholarly journals PENGEMBANGAN TES KETERAMPILAN BERPIKIR KREATIF

2015 ◽  
Vol 48 (1-3) ◽  
Author(s):  
I Wayan Redhana
Keyword(s):  
Research And Development ◽  
Field Study ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Preliminary Testing ◽  
Skill Test ◽  
R Value ◽  
Very High ◽  
Creative Thinking Skill

Abstract: The development of creative thinking skill test. The study was aimed to develop free-content-creative thinking skill test used to measure students’ creative thinking skills. To develop that test, research and development utilizing Borg and Gall model was conducted. Steps of the develop-ment in the study were conducted until preliminary testing. Findings of library study indicated that indicators or scales of creative thinking skills being used to design the creative thinking skills inclu-ded fluency, originality, and flexibility. Findings of field study found that some teachers did not know if there were tests to measure students’ creative thinking skills and they did not create the creative thinking skill test. The test being developed in the study consisted of 18 items. The prelimi-nary testing produced one item needed to be revised and the remainings could be used. Reliability of test was very high with r value of 0.880. Keywords: creative thinking, flexibility, fluency, originality, test Abstrak: Pengembangan Tes Keterampilan Berpikir Kreatif. Penelitian ini bertujuan mengem-bangkan tes keterampilan berpikir bebas konten yang dapat digunakan untuk mengukur keteram-pilan berpikir siswa. Untuk mengembangkan tes tersebut, penelitian dan pengembangan model Borg dan Gall dilakukan. Tahap pengembangan pada penelitian ini sampai pada tahap uji coba terbatas. Hasil-hasil studi pustaka menunjukkan bahwa  indikator atau skala keterampilan berpikir kreatif yang digunakan untuk menyusun tes keterampilan berpikir kreatif meliputi kelancaran, keaslian, dan keluwesan. Hasil-hasil studi lapangan menemukan bahwa beberapa guru tidak mengetahui jika terdapat tes yang dapat mengukur kemampuan berpikir kreatif seseorang dan guru belum pernah membuat tes keterampilan berpikir kreatif. Tes keterampilan berpikir kreatif yang dikembangkan pada penelitian ini terdiri atas 18 butir soal. Uji coba terbatas tes menghasilkan satu butir soal direvisi, butir soal sisanya dapat dipakai. Reliabilitas tes sangat tinggi, yaitu dengan nilai r sebesar 0,880. Kata-kata Kunci: berpikir kreatif, keaslian, kelancaran, keluwesan, tes

scholarly journals The Validity of Teaching Materials using POE Model to Increase the Student’sxCriticalxThinking Skills inxJuniorxHigh School on the Pressure Topic

2020 ◽  
Vol 5 (6) ◽  
pp. 1403-1409
Author(s):  
Maria Nur Ulfa ◽  
Suyatno Sutoyo ◽  
Tjipto Prastowo
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Materials Development ◽  
Concept Mastery ◽  
Alternative Solutions

This research aims to produce the valid teaching materials. The teaching materials are developed using POE model to increase students’ critical thinking skills in junior high school on pressure topic. The teaching materials developed consist of the lesson plan, student worksheet, student book, the critical thinking skills test, and concept mastery test. The five indicators of critical thinking skills measured in this study are providing simple explanations, the ability to give reasons, make conclusions, make and determine the results of considerations based on the application of facts, and choose alternative solutions. Model of teaching materials development usedthis research is 4D model. Validityxdataxwere obtainedxfrom thexvalidationxbyxexperts usingxthexvalidityxinstrument. Thevvdatavvobtainedvvwerevvanalyzed descriptively quantitatively basedxonxthe validity criteriaxof teaching materials. Basedxonxthe assessmentxofxthreexvalidators, the developedxteachingxmaterials had very valid category.

scholarly journals Developing Mathematical Problem-Based Learning Devices on Social Aritmetic Topic to Improve Creative Thinking Skills of Junior High Schools Students

2020 ◽  
Vol 3 ◽  
pp. 329-334
Author(s):  
Endar Chrisdiyanto ◽  
Zudhy Nur Alfian ◽  
Aji Pangestu
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Lesson Plan ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Student Response ◽  
Addie Model

The objective of this development research is to produce a mathematical problem-based learning tool on the topic of social arithmetic to improve the creative thinking skills of junior high school students. This research describes the quality of the learning tools developed in terms of three aspects, namely validity, practicality, and effectiveness. The development model employed in the development of this learning device is the ADDIE model. The ADDIE model consists of analysis, design, development, implementation, and evaluation. Learning devices meet the validity criteria indicated by the lesson plan score of 151 in the very good category. The assessment score of student's worksheet is 125 which is in a very good category. Teacher questionnaire responses obtain a score of 87 which is in the very practical category and the student response questionnaire obtains a score of 68.29 which is in the very practical category. The results of the analysis on the effectiveness show that the learning device meets the effectiveness criteria viewed from the percentage of completeness of 87%, the significance value of 0,000 <α (0.005), and the value of t count (6,604)> t table (1,645).

scholarly journals Keterampilan Berpikir Kreatif Peserta Didik yang Diajar Melalui Model Pembelajaran Pjbl dan Model Konvensional Materi Pencemaran Lingkungan

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Sitti Ashriah ◽  
Abd. Muis ◽  
A. Faridah Arsal
Keyword(s):  
Environmental Pollution ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Average Value ◽  
Creative Thinking Skill

Abstract. This research aims to find out the difference of students’ creative thinking skill using the PjBL learning model and conventional learning model for environmental pollution material. This research is a quasi-experiment with pretest-posttest control group design. The population were all the students of class VII and the sample were 34 students of class VII A and VII C. Data collection techniques used an essay. Data analysis in this study was conducted by t-test. The results showed that (1) creative thinking skill of students taught using PjBL learning model of environmental pollution material are in the moderate category with an average value of 58.23; (2) creative thinking skill of students taught using conventional learning model of environmental pollution are in the low category with an average value of 46.70; (3) there is difference of students’ creative thinking skill using PjBL learning model and conventional learning model of environmental pollution materials where students taught through PjBL learning model have higher creative thinking skills than taught by conventional learning model.Keywords: creative thinking skill, project-based learning, coventional learning.   

scholarly journals KEEFEKTIFAN PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL PROBLEM SOLVING UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA

2017 ◽  
Vol 5 (2) ◽  
pp. 1068
Author(s):  
Anik Indrayani ◽  
Endang Susantini ◽  
Wahono Widodo
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Creative Thinking ◽  
Model Problem ◽  
Thinking Skills ◽  
Thinking Skill ◽  
School Students ◽  
Learning Materials ◽  
Creative Thinking Skill

This research was aimed to describe the effectiveness of learning materials taht developed using problem solving model to facilitate junior high school students’ creative thinking skills on global warming. This research was done because the problem solving model’s learning materials to facilitate students’ creative thinking skill was less available. Learning in schools was tend to emphasize the aspects of knowledge only, whereas creative thinking skill was an important skill possessed in the 21st century. Applying creative thinking skill in problem solving would generate a lot of ideas that were useful in finding solution. The learning materials were developed using 3D model and one group pretest-posttest design was used as the trial design. The subject in this study was learning materials that was implemented on 7th grade students of SMP Negeri 1 Kediri. The results showed that the students' creative thinking skills both in general and each indicator increased. Based on the results and discussion of the study, it can be concluded that the learning materials using problem solving method were effective to facilitate junior high school students’ creative thinking skills on global warming. Penelitian ini bertujuan untuk mendeskripsikan keefektifan perangkat pembelajaran yang dikembangkan dengan model problem solving untuk melatihkan keterampilan berpikir kreatif siswa SMP pada materi pemanasan global. Hal ini dilakukan karena perangkat pembelajaran dengan model problem solving untuk melatihkan keterampilan berpikir kreatif kurang tersedia. Pembelajaran di sekolah cenderung menekankan pada aspek pengetahuan saja, padahal keterampilan berpikir kreatif merupakan skill yang penting dimiliki pada abad 21. Penerapan berpikir kreatif dalam problem solving akan menghasilkan banyak ide yang berguna dalam menemukan penyelesaian masalah. Perangkat pembelajaran dikembangkan menggunakan model 3D dengan rancangan ujicoba penelitian one group pretest-posttest design.  Subyek dalam penelitian ini adalah perangkat pembelajaran model problem solving yang diujicobakan pada 32 siswa SMP Negeri 1 Kediri kelas VII. Hasil penelitian menunjukkan bahwa keterampilan berpikir kreatif siswa baik secara umum maupun tiap indikator meningkat. Berdasarkan hasil penelitian dan diskusi hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model problem solving efektif untuk melatihkan keterampilan berpikir kreatif siswa SMP pada materi pemanasan global.

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