Penerapan Pendekatan Creative Problem Solving Dalam Peningkatan Kemampuan Berpikir Kritis Matematis Pada Mahasiswa Program Studi Pendidikan Matematika Fkip Unsika

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rika Mulyati Mustika Sari
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Class I ◽  
Creative Problem Solving ◽  
Analytical Geometry ◽  
Purposive Sampling ◽  
Creative Problem

Penelitian ini dilatarbelakangi rendahnya minat mahasiswa dalam melaksanakan tugas dari dosen, daya tangkap mahasiswa dalam menerima pelajaran, kemampuan mahasiswa dalam menghubungkan materi perkuliahan dengan dunia nyata, kemampuan mahasiswa dalam belajar mandiri, kemampuan mahasiswa dalam menuliskan ide, kemampuan mahasiswa dalam mengerjakan tugas mandiri, keberanian mahasiswa dalam menyajikan temuan, keterampilan mahasiswa menulis dipapan tulis, dirasa masih rendah belum sesuai dengan kompetensi yang diharapkan dan belum sesuai dengan apa yang dikehendaki oleh matematika. Tujuan diadakannya penelitian ini adalah untuk mengetahui ada tidaknya peningkatan kemampuan berpikir kritis mahasiswa yang memperoleh pembelajaran matematika dengan pendekatan Creative Problem Solving serta untuk mengetahui ada tidaknya perbedaan peningkatan kemampuan berpikir kritis mahasiswa dalam matakuliah geometri analitik antara kelompok atas, tengah dan bawah setelah mendapatkan pembelajaran dengan pendekatan Creative Problem Solving.Penelitian ini merupakan penelitian quasi experiment atau eksperimen semu yang terdiri dari dua kelompok penelitian yaitu kelas eksperimen (kelas perlakuan) merupakan kelompok siswa yang pembelajarannya menggunakan pembelajaran Creative Problem Solving dan kelompok kontrol (kelas pembanding) adalah kelompok siswa yang pembelajarannya menggunakan pembelajaran biasa (konvensional). Populasi dari penelitian ini adalah mahasiswa semester I prodi pendidikan matematika Universitas Singaperbangsa Karawang. Sampel penelitian ditentukan berdasarkan purposive sampling. diperoleh mahasiswa kelas I A semester 1 sebagai kelas eksperimen sebanyak 35 mahasiswa dan kelas I B sebagai kelas kontrol sebanyak 35 mahasiswa. variabel penelitian melibatkan tiga jenis variabel yakni variabel bebas yaitu model pembelajaran Creative Problem Solving dan pembelajaran konvensional, sedangkan variabel terikat yaitu kemampuan berpikir kritis matematis mahasiswa serta variabel kontrol yaitu kategori pengetahuan awal matematika mahasiswa (atas, tengah, bawah). Instrumen digunakan dua jenis instrumen, yaitu tes dan non tes digunakan dua jenis instrumen, yaitu tes dan non tes. Hasil penelitian menunjukan Secara keseluruhan penerapan model pembelajaran Creative Problem Solving dapat meningkatkan kemampuan berpikir kritis matematis mahasiswa.selain itu terdapat perbedaan peningkatan kemampuan berpikir kritis matematis antara mahasiswa yang mendapatkan pembelajaran Creative Problem Solving dan mahasiswa yang mendapatkan pembelajaran konvensional, bila ditinjau dari kategori pengetahuan awal matematika siswa.   This research is motivated by the low interest of students in carrying out the duties of the lecturers, the students' ability to accept lessons, the ability of students to connect lecture material with the real world, the ability of students in independent learning, the ability of students to write ideas, the ability of students to work independently, student courage in presenting the findings, the skills of students writing on the writing board, it is still considered low, not in accordance with the expected competencies and not in accordance with what is desired by mathematics. The purpose of this study was to determine whether there was an increase in critical thinking skills of students who obtained mathematics learning using the Creative Problem Solving approach and to determine whether there was a difference in the improvement of students' critical thinking skills in analytical geometry between the upper, middle and lower groups after learning with approaches Creative Problem Solving. This study is a quasi-experimental study consisting of two research groups, namely the experimental class (treatment class) is a group of students whose learning uses Creative Problem Solving learning and the control group (comparison class) is a group of students whose learning uses learning ordinary (conventional). The population of this study were first semester students of the mathematics education study program at the University of Singaperbangsa Karawang. The research sample was determined based on purposive sampling. obtained by class I A students in semester 1 as an experimental class as many as 35 students and class I B as a control class as many as 35 students. The research variable involved three types of variables, namely the independent variable namely the Creative Problem Solving learning model and conventional learning, while the dependent variable was the mathematical critical thinking ability of students and the control variable, namely the category of students' initial mathematical knowledge (top, middle, bottom). Instruments used two types of instruments, namely tests and non-tests used two types of instruments, namely tests and non-tests. The results showed that the overall application of the Creative Problem Solving learning model could improve students' mathematical critical thinking skills. In addition there were differences in the increase in mathematical critical thinking skills between students who received Creative Problem Solving learning and students who received conventional learning, when viewed from the category of early mathematics knowledge students.

scholarly journals Kemampuan Berpikir Kritis Matematis serta Habits Of Mind Menggunakan Model Inquiry Learning dan Model Creative Problem Solving

2021 ◽  
Vol 10 (1) ◽  
pp. 95-106
Author(s):  
Samsul Nurdiansyah ◽  
Rostina Sundayana ◽  
Teni Sritresna
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Creative Problem Solving ◽  
Quasi Experimental ◽  
Creative Problem

AbstrakKemampuan berpikir kritis matematis dan Habits of Mind merupakan salah satu kemampuan dasar yang harus dimiliki oleh siswa. Fakta menunjukkan bahwa kemampuan berpikir kritis matematis dan Habits of Mind siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind siswa salah satunya menggunakan model Inquiry Learning dan model pembelajaran Creative Problem Solving. Tujuan dari penelitian ini adalah menganalisis perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 11 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas X-MIPA 5 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model Inquiry Learning dan kelas  X-MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran Creative Problem Solving. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Likert. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind, model Inquiry Learning cocok digunakan. Mathematics Critical Thinking Ability And Habits Of Mind Using Inquiry Learning Model And Creative Problem Solving ModelAbstractMathematical Critical Thinking Skills and Habits of Mind are some of the basic abilities that students must have. The fact shows that the Mathematical Critical Thinking Skills and Habits of Mind are still low. Efforts are needed to improve the Mathematical Critical Thinking Skills and Habits of Mind, one of them using Inquiry Learning and Creative Problem Solving learning. The purpose of this research was to analyze the differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. The research method used a quasi-experimental with a population of all class X of SMAN 11 Garut. The sample consisted of two classes, class X Science 5 by 35 students as the first experimental class, which got Inquiry Learning model, and class X Science 6 by 35 students as the second experimental class which got Creative Problem-Solving learning model. The research instrument used a description test and a Likert scale questionnaire. Based on the results of statistical analysis, it is found that there are differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. To improve mathematical critical thinking skills and Habits of Mind, the Inquiry Learning model is suitable.

scholarly journals Pengaruh Model Creative Problem Solving (CPS) Terhadap Kemampuan Berpikir Kritis Matematis Pada Materi Relasi dan Fungsi

2018 ◽  
pp. 36-48
Author(s):  
Sonta Maria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Thinking Skills ◽  
Learning Model ◽  
Student Response ◽  
Coefficient Of Determination ◽  
Creative Problem Solving ◽  
Student Responses ◽  
Creative Problem

The purpose of this study was to determine the effect of the Creative Problem Solving (CPS) learning model on students' critical thinking skills in the material relations and functions and student responses to the CPS learning model. This research is a quasi-experiment. The results of the study obtained a regression equation Y = 62.1621 + 15.7094X with a coefficient of determination of 23% which indicates that there is a positive influence. The average value of mathematical critical thinking abilities of students who take part in the learning with the CPS model is 77.87, while expository learning is 62.16. Analysis of student responses to the CPS learning model was obtained: (1) 97.3% expressed interest in the CPS learning model and 2.7% expressed no interest; (2) A total of 98.2% stated that there were benefits obtained by students using the CPS learning model and 1.8% stated that there were no benefits obtained; (3) A total of 90.74% stated that there were no obstacles experienced during the learning process using the CPS learning model and 9.26% stated that they experienced problems; (4) 96.22% expect that the CPS learning model is used in the learning process and 3.78% do not expect to be used. So, it was concluded that the student response was very positive towards the CPS learning model because the percentage that stated the agreement was 95.62% greater than the one who expressed disagreement namely 4.38%.

scholarly journals The Effectiveness of The Learning Model Problem Solving and Problem Posing Based from Critical Thinking Skill Mathematics for 4th Grade

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Wahyu Wulandari ◽  
Wahyudi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Quantitative Description ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Thinking Skill ◽  
Mathematics Skills

The purpose of this research is to see the effectiveness of the learning model of Problem Solving and Problem Posing in terms of the critical thinking skills of 4th grade students.the subject of this research is 4th grade in Bringin Elementary School 01 as 28 students dan Bringin 02 elementary school as 24 students. Data collection techniques using observation and tests. The research instrument uses RPP Problem Solving and Problem Posing, than istrument of students critical thinking. Data analysis used was quantitative description analysis as a prerequisite test, T test, and N-Gain. The results of hypothesis testing, with the t-sig (2-tailed) test obtained 0,000 < 0,05 with tcount 4,812 > ttable 2,012 then H0 is rejected which means there are differences in the critical thinking mathematics skills. That’s can provable with increase critical thinking students grade 4th in Bringin 01 Elementary School use Problem Solving model with first condition is 70,43 increase 15%. The increase of critical thinking students grade 4 in Bringin 02 Elementary School used Probem Posing with first condition is 70,43 increase be 87,18 with increase 17%. This condition to indicate Problem Posing model more effective than Probem Solving model reviewed by increased critical thinking mathematics.

scholarly journals Pengaruh Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PKn Kelas VI di SDN Kota Sumenep

2019 ◽  
Vol 3 (2) ◽  
pp. 98
Author(s):  
Tri Sutrisno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Group

Abstrak: Penelitian ini bertujuan untuk menilai pengaruh penggunaan model problem based learning untuk keterampilan berpikir kritis dalam kewarganegaraan tentang sistem pemerintahan. Objek penelitian ini adalah kelas VI SDN Kolor II Sumenep. Termasuk 2 kelas yang digunakan dalam penelitian ini meliputi, kelas VIA SDN Pajagalan sebagai percobaan kelas I, VI A sebagai kelompok eksperimen dan kelompok kontrol VIB SDN Kolor II. Tes kelas yang dimaksudkan adalah kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data keterampilan berpikir kritis siswa. Pendekatan penelitian kuantitatif ini, syarat-syarat nilai perolehan kemampuan tes untuk skor keterampilan berpikir kritis atau nilai-nilai dijumlahkan dan dianalisis menggunakan t-test dua sampel independen. Pada validitas tes diperoleh hitungan ≥ r r - kritis (0,349), instrumen tersebut valid dan dapat digunakan. Dalam pengujian andal hitung r> r kritis (0,60), yaitu nilai Alpha 0,966 yang berarti lebih besar dari 0,60. Dengan demikian seluruh instrumen barang bisa diandalkan. Hasil pengujian hipotesis dapat dilihat dari data yang telah dianalisis dengan t 3,730> t-tabel 2,00 (α = 0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan harga tinggi 3,730 t-test memiliki tingkat signifikansi 0,000, yang ternyata posisinya masih jauh di bawah nilai α = 0,05. Oleh karena itu penelitian ini berhasil menolak H0 pada tingkat signifikansi 5%. Lebih lanjut, dapat disimpulkan bahwa H1 terbukti benar. Berarti dalam kelompok eksperimen pretest posttest kelompok eksperimen adalah 54,38 adalah 74,38. Sedangkan rata-rata kelompok kontrol pretest adalah 51,94. Grup postes adalah 66,94. Ini adalah bukti bahwa terjadi peningkatan pada kelas eksperimen yang telah diberi perlakuan dengan model problem based learning. Dengan demikian kita dapat menyimpulkan kemampuan keterampilan berpikir kritis siswa dalam kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model problem based learning berpengaruh positif terhadap kemampuan siswa untuk keterampilan berpikir kritis.Kata kunci: Model Problem Based Learning, Kemampuan Berpikir KritisAbstract: This study aims to assess the effect of the use of problem solving based learning model for critical thinking skills  in civics about the system of goverment. Object of this research is a class VI  SDN Kolor II Sumenep. Includes 2 classes used in this study include , VIA SDN Pajagalan class as a class I trial, VI A as an experimental group and a control group VIB SDN Kolor II . Class tests are intended class is used to test the instruments to be used to retrieve data critical thinking skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to critical thinking skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem solving-based learning model. Thus we can conclude critical thinking skills  abilities of students in the experimental group was higher than the control group. Problem solving-based learning model a positive effect on students' ability tocritical  thinking skills.Keywords: Problem Based Learning Model, Critical Thinking Skills

scholarly journals TRAINING THE CRITICAL THINKING SKILLS OF STUDENTS USING THE PROBLEM SOLVING LEARNING MODEL IN CHEMICAL EQUILIBRIUM

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Melysa Pramitha Rosa ◽  
Utiya Azizah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Chemical Equilibrium ◽  
Design Method ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
The One

 The purpose of its research for  train students' critical thinking with problem solving learning models of equilibrium theory. The research was conducted in XI MIPA 1 class at SMA Negeri 14 Surabaya using the One Group Pretest Posttest Design method. The results obtained in this study were the teacher's implementation of the syntax in accordance with the problem solving learning model obtained by a percentage of ≥61% at each meeting. The student's relevant activity reaches a percentage of 82.78% for meeting 1; 84.44% for meeting 2, and 85% for meeting 3. At the time of the critical assessment of the 4 indicators drilled namely, interpretation, analysis, inference, and increasing understanding of 93.49% respectively; 82.87%; 88.90%; 85.42%. On the learning outcomes of students in the realm of knowledge by 92%. This shows the application of effective problem solving learning models in learning chemical equilibrium in training critical thinking skills. 

scholarly journals Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis Matematis Siswa pada Materi Sistem Persamaan Linear Dua Variabel

2021 ◽  
Vol 7 (1) ◽  
pp. 12-19
Author(s):  
Hayatun Nufus ◽  
Herizal Herizal ◽  
Linda Dewi Sahputri
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Fear Learning ◽  
Control Group ◽  
Control Group Design ◽  
Purposive Sampling

Matematika merupakan pelajaran wajib yang sudah diajarkan semenjak dasar hingga menengah, matematika dapat melatih dan mengembangkan kemampuan berpikir siswa. Namun, banyak siswa yang menganggap matematika adalah mata pelajaran yang sulit dipahami. Siswa cenderung menghindari bahkan takut untuk belajar matematika, sehingga menyebabkan rendahnya kemampuan berpikir kritis matematis siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) terhadap kemampuan berpikir kritis matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian Quasi Eksperimental Design dan rancangan penelitianThe Non equivalent Postets-Only Control Grup Design.Populasidalampenelitian ini adalah kelas VIII SMP Negeri 4 Dewantara, sementara sampelnya yaitu kelas VIII2dan VIII3dengan teknik pengambilan sampel adalah Purposive Sampling. Adapun Teknik pengumpulandatayangdigunakandalam penelitianini adalah tes kemampuanberpikirkritis matematis siswa. Analisis data yang dilakukan untuk tes kemampuan berpikir kritis matematis menggunakan uji-t karena data berdistribusi normal dan homogen. Dari hasil uji hipotesis didapatkan nilai signifikan 0,001 yang artinya tolak Ho sehingga dapat disimpulkan bahwa dengan menggunakan model pembelajaran Problem Based Learning (PBL) berpengaruh pada kemampuan berpikir kritis matematissiswa.Mathematics is a compulsory subject that has been taught from elementary to middle school, mathematics can train and develop students' thinking skills. However, many students consider mathematics to be a difficult subject to understand. Students tend to avoid and even fear learning mathematics, resulting in low students' mathematical critical thinking skills. This study aims to determine the effect of the Problem Based Learning (PBL) learning model on student's mathematical critical thinking skills. This research uses a quantitative approach with the type of research Quasi Experimental Design and the research design of The Nonequivalent Postets-Only Control Group Design. The population in this study was class VIII SMP Negeri 4 Dewantara, while the sample was class VIII2 and VIII3 with the sampling technique using purposive sampling. The data collection technique used in this study was a test of students' mathematical critical thinking skills. The data analysis conducted for the test of mathematical critical thinking skills used the t-test because the data were normally distributed and homogeneous. From the results of the hypothesis test, it was obtained a significant value of 0.001, which means reject Ho, so it can be concluded that using the Problem Based Learning (PBL) learning model has an effect on students' mathematical critical thinking skills.

EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM SOLVING DAN GROUP INVESTIGATIONTERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS 4 SD DALAM PELAJARAN MATEMATIKA

2019 ◽  
Vol 3 (4) ◽  
Author(s):  
Sisnanto Sisnanto
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Score Analysis ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Sample Test ◽  
Quasi Experimental

ABSTRACTThis study aims to determine the differences in the effectiveness of the Problem Solving and Group Investigation learning models towards the achievement of critical thinking in Mathematics subjects in grade IV elementary school. The subjects of this study were SDN Dukuh 05 with 21 students as the experimental class I and SDN Dukuh 02 with 30 students as experiments II. This type of research uses quasi-experimental. Before doing the research, a prerequisite test was conducted. The prerequisite test in this study shows that both experimental classes are homogeneous and normally distributed. The Independent Sample Test t test shows t count> t table which is 3,970 > 3,1824 and significant with 0,000 < 0.05 which means H0 is rejected and Ha is accepted. For the N-Gain score analysis that there is an increase after applying the Problem Solving model of 0.47, while after applying the Group Investigation model it is 0.36. This shows that there is a significant difference in effectiveness. And it can be concluded that the Problem Solving learning model is more effective than the Group Investigation learning model for improving critical thinking skills of fourth grade students. Keywords:        Problem Solving, Group Investigation, Critical Thinking

Inspiring geoscience — Earth Science Week 2018

2018 ◽  
Vol 37 (9) ◽  
pp. 700-701
Author(s):  
Geoff Camphire
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Risk Taking ◽  
Earth Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Geoscience Education ◽  
The Arts ◽  
Powerful Means ◽  
Creative Problem

Exploration always involves creative problem-solving, risk-taking, and critical-thinking skills. This is true in the arts as well as science. And that is why Earth Science Week 2018 is exploring the theme “Earth as Inspiration,” targeting artistic expression as a powerful means of promoting geoscience education and understanding.

scholarly journals MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KREATIF SISWA

Vidya Karya ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 1 ◽  
Author(s):  
Shella Malisa ◽  
Iriani Bakti ◽  
Rilia Iriani
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Student Activities ◽  
Thinking Ability ◽  
Creative Problem ◽  
Creative Thinking Ability

Abstract. The ability to think creatively is one of the 21st century skills that students must possess. This ability can be improved by using a learning model that exposes students to problems directly. This research aims to increase teacher activity, student activities, creative thinking skills, and student academic achievement by implementing Creative Problem Solving (CPS) learning model in class XI IPA 2 SMA PGRI 6 Banjarmasin. The research applied classroom action research (CAR) design with 2 cycles. The subjects were 39 eleventh grade students of natural science class. The data were analyzed by percentage and descriptive quantitative technique. The results showed that the teacher's activity in the implementation of the action increased from 70.15% (good) to 85.46% (very good). Student activity in cycle I 67.27% (quite active) to 85% in cycle II (active). Students' creative thinking ability for fluency indicators was originally 59.25% to 77.42%, flexibility which was originally 37.25% to 55.03%, elaboration which was originally 39.75% to 69.75%. Classical cognitive of students with a percentage of 69.23% increased to 87.17%. Students’ affective increased from 53.35% to 70.15% in cycle II and students' psychomotor learning outcomes were originally 59.69% to 69.4% in cycle II.  Keywords: creative thinking ability, academic achievement, creative problem solving                          Abstrak. Kemampuan berpikir kreatif merupakan salah satu dari keterampilan abad 21 yang harus dimiliki siswa. Kemampuan ini dapat ditingkatkan dengan menggunakan model pembelajaran yang menghadapkan siswa pada masalah secara langsung. Penelitian ini bertujuan meningkatkan aktivitas guru, aktivitas siswa, kemampuan berpikir kreatif, dan hasil belajar siswa di kelas XI IPA 2 SMA PGRI 6 Banjarmasin dengan menerapkan model pembelajaran Creative Problem Solving (CPS). Penelitian menggunakan desain penelitian tindakan kelas (PTK) dengan 2 siklus. Subjek penelitian merupakan siswa kelas XI IPA berjumlah 39 orang. Data dianalisis menggunakan teknik persentase dan deskriptif kuantitatif Hasil penelitian menunjukkan bahwa aktivitas guru dalam pelaksanaan tindakan meningkat dari 70,15% (baik) menjadi 85,46% (sangat baik). Aktivitas siswa pada siklus I 67,27% (cukup aktif) menjadi 85% pada siklus II (aktif). Kemampuan berpikir kreatif siswa untuk indikator fluency, semula 59,25% menjadi 77,42%, flexibility yang semula 37,25 % menjadi 55,03%, elaboration yang awalnya 39,75% menjadi 69,75%. Hasil belajar kognitif siswa secara klasikal  dengan persentase 69,23% meningkat menjadi 87,17%. Hasil belajar afektif siswa meningkat dari 53,35% menjadi 70,15% pada siklus II dan hasil belajar psikomotorik siswa yang semula 59,69% menjadi 69,4% pada siklus II. Hasil penelitian menunjukkan bahwa model pembelajaran CPS dapat meningkatkan hasil belajar dan kemampuan berpikir kreatif siswa. Kata kunci: kemampuan berpikir kreatif, hasil belajar, creative problem solving

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