v Novia Zalmita, 2014
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) TERHADAP KETERAMPILAN BERPIKIRKREATIF PESERTA DIDIK PADA MATAPELAJARAN GEOGRAFI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Novia Zalmita (2014). Pembimbing I: Prof. Dr. Hj. Enok Maryani, MS. Pembimbing II: Dr. Ahmad Yani, M. Si. Pengaruh Model Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Keterampilan Berpikir Kreatif Peserta Didik pada Mata Pelajaran Geografi (Studi Quasi Eksperimen di Kelas X SMA Negeri 2 Bandung).
Penelitian ini dilatarbelakangi oleh pentingnya pengembangan berpikir kreatif dalam pendidikan formal bagi pengembangan potensi individu secara utuh dan bagi kemajuan ilmu pengetahuan serta besarnya persaingan era globalisasi yang menuntut peserta didik untuk memiliki keterampilan berpikir kreatif mencari pemecahan semua permasalahan yang dihadapinya di kehidupan. Salah satu model yang dapat mengembangkan keterampilan berpikir kreatif adalah dengan menggunakan model pembelajaran berbasis masalah (problem based learning
(PBL). Penelitian ini menggunakan jenis penelitian kuantitatif dengan pendekatan eksperimen. Penelitian dilakukan di kelas X SMA Negeri 2 Bandung yang berjumlah 54 peserta didik.Untuk teknik pengumpulan data dilakukan dengan teknik tes (pretest dan posttest), non tes (skala sikap kategori Likert), dan lembar observasi guru dan peserta didik. Teknik analisis data menggunakan statistik yaitu uji normalitas, homogenitas dan uji T dengan bantuan program SPSS for windows
versi 20,0. Hasil penelitianmenunjukkan bahwa 1)terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan model pembelajaran
problem based learning sebelum dan sesudah perlakuan diberikan, 2) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang tidak menggunakan model problem based learning sebelum dan sesudah perlakuan diberikan, 3) tidak terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan dan yang tidak menggunakan model problem based learning
sebelum perlakuan diberikan, 4) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan dan yang tidak menggunakan model pembelajaran problem based learning sesudah perlakuan diberikan. Tanggapan peserta didik terhadap penggunaan PBL umumnya baik. PBL dapat membantu mereka memahami materi pelajaran secara mandiri dan menjadi lebih aktif dalam kegiatan pembelajaran. Pelaksanaan PBL agak sedikit rumit sehingga diperlukan perencanaan yang matang, penyediaan fasilitas yang memadai dan membutuhkan waktu lebih banyak
Kata kunci : berpikir kreatif, model pembelajaran, problem based learning
vi Novia Zalmita, 2014
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) TERHADAP KETERAMPILAN BERPIKIRKREATIF PESERTA DIDIK PADA MATAPELAJARAN GEOGRAFI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
Novia Zalmita.(2014). Supervisor I: Prof. Dr. Hj. Enok Maryani, MS. Supervisor II: Dr. Ahmad Yani, M. Si. The Effect of Problem Based Learning Model towards
Students’ Creative Thinking Skills in Geography Lesson (A Quasi-Experimental Study in Class X in SMA Negeri 2 Bandung).
This research is motivated by the importance of creative thinking development in formal education for the whole development of individual potential, the advancement of science, and the extent of globalization competition which requires students to have creative thinking skills in finding solutions of all life problems. One of model to evolving creative thinking is by using a problem-based learning model. This study used quantitative research with experimental approaches. Furthermore, research was conducted in class X in SMAN Negeri 2 Bandung with 54 students participated in this research.The techniques for data collection was done by using the test (pretest and posttest), non-test (attitude scale with Likert category), and the teachers and learners observation sheet. Data analysis techniques were done with the help of SPSS for Windows version 20.0 to test data normality, data homogeneity and t-test. The findings showed that 1) before and after treatment was given, there were differences in the results of tests of creative thinking skills in the classroom using a problem-based learning model, 2) before and after treatment was given, this was revealed that there were differences in the results of tests of creative thinking skills in the class that did not use a model of problem based learning, 3) there was no difference in the results of tests of creative thinking skills in the classroom use and are not using the model of problem-based learning before treatment is given, 4) after treatment was given, this was found that there were differences in the results of tests of creative thinking skills between the class which used and which did not used problem-based learning instructional model.The response of students to the use of PBL is generally good. PBL can help them understand the subject matter independently and become more active in learning activities. PBL implementation is a bit complicated so it takes careful planning, the provision of adequate facilities and require more time.
