EFEKTIVITAS MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN BEPIKIR DIVERGEN SISWA SMA PADA MATERI FLUIDA DINAMIS

Fitria Arianti Putri, - and Parlindungan Sinaga, - and Hera Novia, - (2025) EFEKTIVITAS MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN BEPIKIR DIVERGEN SISWA SMA PADA MATERI FLUIDA DINAMIS. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Model Problem Based Learning dilaksanakan secara sistematis sehingga dapat membangun keterampilan peserta didik melalui proses pemecahan masalah, pengidentifikasian, serta solusi yang diberikan dalam menyelesaikan permasalah. Sintaks Model Problem Based Learning yang digunakan adalah 1) Fase Pendahuluan (observasi awal), 2) Fase Perumusan Masalah, 3) Fase Merumuskan Strategi Pemecahan Masalah, 4) Fase Pengumpulan Data, 5) Fase Diskusi, dan 6) Fase Kesimpulan dan Evaluasi. Penelitian ini bertujuan untuk melihat seberapa efektifnya model problem based learning (PBL) terhadap peningkatan kemampuan kognitif dan keterampilan berpikir divergen siswa SMA pada materi fisika fluida dinamis. Metode yang digunakan dalam penelitian ini yaitu penelitian quasy eksperimen, dimana menggunakan 2 kelas yaitu kelas eksperimen dan kelas kontrol (kelas pembanding). Kelas eksperimen menggunakan model problem based learning (PBL) dan kelas kontrol menggunakan model discovery learning. Instrumen penelitian menggunakan soal pilihan ganda dengan lima option untuk mengukur kemampuan kognitif dan soal uraian untuk mengukur keterampilan berpikir divergen (flexibility). Analisis data dilihat dari hasil peningkatan kemampuan kognitif dan keterampilan berpikir divergen peserta didik yang diperoleh dari skor pretest dan skor posttest. Hasil penelitian ini menunjukkan bahwa nilai peningkatan (N-gain) untuk kemampuan kognitif siswa yang menggunakan model problem based learning lebih besar daripada peserta didik yang menggunakan model discovery learning dengan nilai 0,37 kategori sedang. Sedangkan untuk keterampilan berpikir divergen memiliki peningkatan yang sama dengan kategori rendah. Dapat disimpulkan bahwa model problem based learning (PBL) efektif dalam meningkatkan kemampuan kognitif siswa dan sama efektifnya dengan model discovery learning dalam meningkatkan keterampilan berpikir divergen. The Problem Based Learning model is applied systematically so that it can build students' skills through the process of problem solving, identification, and solutions provided in solving problems. The syntax of the Problem Based Learning Model used is 1) Preliminary Stage (initial observation), 2) Problem Formulation Stage, 3) Problem Solving Strategy Formulation Stage, 4) Data Collection Stage, 5) Discussion Stage, and 6) Conclusion and Evaluation Stage. This study aims to determine the effectiveness of the problem-based learning (PBL) model in improving cognitive abilities and divergent thinking skills of high school students in fluid dynamics physics material. The method used in this study is a quasi-experimental study, which uses two classes, namely the experimental class and the control class (comparison class). The experimental class uses the problem-based learning (PBL) model and the control class uses the discovery learning model. The research instrument uses multiple-choice questions with five options to measure cognitive abilities and essay questions to measure divergent thinking skills (flexibility). Data analysis is seen from the increase in cognitive abilities and divergent thinking skills of students obtained from pretest and posttest scores. The results show that the increase value (N-gain) for cognitive abilities of students who use the problem-based learning model is greater than students who use the discovery learning model with a value of 0.37 in the medium category. Meanwhile, for divergent thinking skills, the increase is the same as the low category. It can be concluded that the problem-based learning (PBL) model is effective in improving students' cognitive abilities and is as effective as the discovery learning model in improving divergent thinking skills.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&user=qgJpn-sAAAAJ&view_op=list_works&gmla=AH8HC4xSeDccxFXn-cSg8HX594EpcJmtVJJYvY3k7_nLKNQDMkXSeBdpV342NJgwPC2qtrIcqkUA1j3_PqmGg5dqAIrGB35QhGZ6tQ ID SINTA Dosen Pembimbing: Parlindungan Sinaga: 5989835 Hera Novia: 6126827
Uncontrolled Keywords:	Model Problem Based Learning (PBL), Kemampuan Kognitif, Keterampilan Berpikir Divergen Problem Based Learning (PBL) Model, Cognitive Ability, Divergent Thinking Skills
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QC Physics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Fisika - S1 > Program Studi Pendidikan Fisika
Depositing User:	Fitria Arianti Putri
Date Deposited:	11 Sep 2025 06:43
Last Modified:	11 Sep 2025 06:43
URI:	http://repository.upi.edu/id/eprint/138239

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