STUDI KOMPARATIF PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM BASED LEARNING TERHADAP BERPIKIR KREATIF DAN HASIL BELAJAR SISWA KELAS VII MATA PELAJARAN TIK SMP NEGERI 1 SAWAN TAHUN PELAJARAN 2015/2016

Ketut Mahendra ., Dr. Ketut Agustini, S.Si, M.Si. ., Gede Saindra Santyadiputra, S.T., M.Cs .

Abstract


Tujuan penelitian ini untuk mengetahui kemampuan berpikir kreatif dan hasil belajar antara siswa yang belajar menggunakan model pembelajaran Problem Posing dan model pembelajaran Problem Based Learning (PBL). Jenis penelitian ini adalah eksperimen semu dengan rancangan Post Test Only Control Group Design. Populasi penelitian adalah seluruh siswa kelas VII SMPN 1 Sawan. Sampel penelitian yaitu kelas VIIF dengan jumlah 39 siswa, kelas VIIH dengan jumlah 33 siswa dan kelas VIIC dengan jumlah 36 siswa, jadi jumlah keseluruhan sampel penelitian yaitu 108 siswa. Pengumpulan data dilakukan dengan metode tes pilihan ganda untuk mengukur ranah kognitif dan uji keterampilan untuk ranah Psikomotor. Data hasil belajar dianalisis melalui uji prasyarat yaitu uji normalitas dan homogenitas dengan hasil ketiga kelompok berdistribusi normal dan homogen, dilanjutkan dengan uji hipotesis menggunakan Anova Satu jalur (F_hitung=23.098) yang berarti terdapat perbedaan hasil belajar yang signifikan antara siswa yang menggunakan model pembelajaran Problem Posing, Problem Based Learning, dan konvensional. Karena terdapat perbedaan yang signifikan maka dilanjutkan dengan uji t-Scheffe dengan hasil terdapat perbedaan yang signifikan antara model pembelajaran Problem Posing dengan Problem Based Learning (t=3.09068), Problem Posing dengan konvensional (t=4.10684) dan Problem Based Learning dengan konvensional (t=3.21616). Sedangkan untuk kemampuan berpikir kreatif menggunakan metode angket. Hasil analisis dengan uji hipotesis menggunakan Anova Satu jalur (F_hitung=17.871) yang berarti terdapat perbedaan kemampuan berpikir kreatif antara siswa yang menggunakan model pembelajaran Problem Posing, Problem Based Learning, dan konvensional. Karena terdapat perbedaan yang signifikan maka dilanjutkan dengan uji t-Scheffe dengan hasil terdapat perbedaan yang signifikan antara model pembelajaran Problem Posing dengan Problem Based Learning (t=8.11422), Problem Posing dengan konvensional (t=16.48291) dan Problem Based Learning dengan konvensional (t=8.36869). Maka disimpulkan bahwa kemampuan berpikir kreatif lebih tinggi dan hasil belajar yang lebih baik antara model pembelajaran Problem Posing dibandingkan dengan model pembelajaran Problem Based Learning dan konvensional.
Kata Kunci : problem posing, problem based learning, kemampuan berpikir kreatif, dan hasil belajar

This research aimed to know the ability of creative thinking and learning outcomes among students who learn to use the Problem Posing and Problem Based Learning (PBL). Kind of this research was quasi experiment by Post Test Only Control Group Design. The study population was all students of class VII SMPN 1 Sawan. The research sample is class VIIF with the number of 39 students, the class VIIH with the number of 33 students and class VIIC with the number of 36 students, so the total number of research samples is 108 students. The data accumulation done by multiple choice tests to measured cognitive domain and skill test to psychomotor domain. The students’ result study analyzed by prerequisite test was normality test and homogeneity by the result of the three group which normal distribution and homogeneous, continued by hypothesis test used a strip Anova (F_hitung=23,098) it means there are significant difference in the used of Problem Posing, Problem Based Learning, and conventional. Because of the significant difference then continued by t-Sheffe with the result there are the significant differences between Problem Posing and Problem Based Learning model was (t=3.09068), Problem Posing with the conventional was (t=4.10684), and Problem Based Learning with the conventional was (t=3.21616). Meanwhile, the creative thinking abilities of used questionnaire method, the result by hypothesis test used a strip Anova (F_hitung=17.871) it means there are significant difference in the used of Problem Posing, Problem Based Learning, and conventional. Because of the significant difference then continued by t-Sheffe with the result there are the significant differences between Problem Posing and Problem Based Learning model was (t=8.11422), Problem Posing with the conventional was (t=16.48291), and Problem Based Learning with the conventional was (t=8.36869). The concluded that the ability to think creatively higher and better learning outcomes between Problem Posing as compared to the Problem Based Learning and conventional.
keyword : Problem Posing, Problem Based Learning, creative thinking abilities, and the study result.

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DOI: http://dx.doi.org/10.23887/karmapati.v5i2.8132

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