Rahmah Nurul Aina Hasanah, - (2024) PENGARUH INTEGRASI SCAFFOLDING DALAM PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KETERAMPILAN BERPIKIR KREATIF SISWA SMA PADA MATERI SISTEM SARAF. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Keterampilan berpikir kreatif merupakan salah satu keterampilan siswa abad ke-21 yang perlu dikuasai oleh siswa untuk menghadapi permasalahan masa kini. Penelitian ini dilakukan untuk mengetahui apakah terdapat perbedaan keterampilan berpikir kreatif siswa sebelum dan setelah pembelajaran berbasis masalah dengan scaffolding. Penelitian ini menggunakan metode quasi-eksperimen dengan satu kelas kontrol dan satu kelas eksperimen. Jumlah keseluruhan partisipan adalah 61 siswa kelas XI di SMAN X Bandung. Terdapat dua jenis instrumen yang digunakan dalam penelitian ini yaitu instrumen tes keterampilan berpikir kreatif dan instrumen non-tes yang terdiri atas lembar observasi dan angket respons siswa. Instrumen tes keterampilan berpikir kreatif digunakan untuk mengukur keterampilan berpikir kreatif siswa sebelum dan setelah pembelajaran berbasis masalah dilaksanakan, lembar observasi digunakan untuk mengukur salah satu indikator keterampilan berpikir kreatif (sensitivity), serta angket respons siswa untuk mengetahui pandangan siswa terhadap pembelajaran berbasis masalah dengan scaffolding. Uji statistik dilakukan pada data hasil tes dari kedua kelas. Hasil uji statistika menunjukkan terdapat perbedaan signifikan antara keterampilan berpikir kreatif sebelum dan setelah pembelajaran berbasis masalah dengan scaffolding. Hal ini juga ditunjukkan dengan nilai kenaikan pada hasil tes dari kedua kelas yang menunjukkan kategori sedang pada kelas kontrol (0,36) maupun pada kelas eksperimen (0,33). Pembelajaran berbasis masalah dengan scaffolding juga memberikan dampak positif bagi siswa. Hal ini terlihat pada hasil observasi keaktifan siswa pada kelas eksperimen mencapai nilai 70 (baik) dan kelas kontrol 50 (cukup) yang menunjukkan siswa lebih aktif karena adanya bantuan guru dan teman sebaya dalam proses pemecahan masalah sehingga mengharuskan siswa dapat mengemukakan pendapat serta saling bertukar pikiran. Selain itu respons positif terhadap pembelajaran berbasis masalah dengan scaffolding terlihat pada rata-rata persentase setuju pada respons siswa yaitu 84% yang termasuk kedalam kategori sangat baik. Creative thinking skills is 21st century student skills that students needs to faced nowaday problems. This research was conducted to find out whether there were differences in students' creative thinking skills before and after problem-based learning with scaffolding. This research uses a quasi-experimental method with one control class and one experimental class. The total number of participants was 61 students from class XI at SMAN X Bandung. There are two types of instruments used in this research, creative thinking skills test instruments and non-test instruments which concist of form of observation sheets and student responsse questionnaires. The creative thinking skills test instrument is used to measure students' creative thinking skills before and after problem-based learning is implemented, observation sheets are used to measure one of the indicators of creative thinking skills (sensitivity), as well as student responsse questionnaires to determine students' views on problem-based learning with scaffolding. Statistical tests were carried out on test result data from both classes. The results of statistical tests show that there is a significant difference between creative thinking skills before and after problem-based learning with scaffolding. This is also shown by the increasing value in the test results of the two classes which shows the medium category in the control class (0.36) and in the experimental class (0.33). Problem-based learning with scaffolding also has a positive impact on students. This can be seen in the results of observations of student activity in the experimental class reaching a score of 70 (good) and the control class 50 (fair) which shows that students are more active because of the help of teachers and peers in the problem solving process so that it requires students to be able to express opinions and exchange ideas with each other. Apart from that, the positive response to problem-based learning with scaffolding can be seen in the average percentage of agreeing with student responses, namely 84% which is included in the very good category.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=id&user=eZvEaH4AAAAJ ID SINTA Dosen Pembimbing Yanti Hamdiyati: 6007061 Mimin Nurjhani K.: 6126071 |
| Uncontrolled Keywords: | pembelajaran berbasis masalah, keterampilan berpikir kreatif, scaffolding, sistem saraf. problem based learning,creative thinking skills, scaffolding, nervous system |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Rahmah Nurul Aina Hasanah |
| Date Deposited: | 29 Aug 2024 04:32 |
| Last Modified: | 29 Aug 2024 04:32 |
| URI: | http://repository.upi.edu/id/eprint/121357 |
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