KEMAMPUAN BERPIKIR KREATIF SISWA DALAM PEMBELAJARAN IPS DENGAN PENGGUNAAN METODE PROBLEM BASED LEARNING : Penelitian Tindakan Kelas Pada Siswa Kelas VIIIE SMP 3 Al Azhar Bandar Lampung – Propinsi Lampung Semester Genap Tahun Pelajaran 2015/2016

Diana, Anita (2016) KEMAMPUAN BERPIKIR KREATIF SISWA DALAM PEMBELAJARAN IPS DENGAN PENGGUNAAN METODE PROBLEM BASED LEARNING : Penelitian Tindakan Kelas Pada Siswa Kelas VIIIE SMP 3 Al Azhar Bandar Lampung – Propinsi Lampung Semester Genap Tahun Pelajaran 2015/2016. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini dilatarbelakangi karena lemahnya sikap kreatif dan kemampuan berpikir kreatif siswa saat pembelajaran IPS, yang dicirikan dengan tidak adanya keinginan untuk mengembangkan kualitas diri dengan menambah pengetahuan, perspektif dan wawasan baru dalam aktivitasnya disekolah. Hal ini terlihat dari tidak adanya prestasi yang menonjol untuk menujukkan bakat mereka. Disamping itu dari hasil pengamatan dan wawancara ditemukan bahwa penerapan metode pembelajaran masih monoton. Kemampuan berpikir kreatif sangat penting dimiliki oleh siswa karena merupakan salah satu modal kesuksesan hidup mereka kelak. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (Classroom Action Research) yang merujuk pada pola desain penelitian Kemmis and Mc. Taggart, yaitu siklus spiral dari perencanaan (Plan), pelaksanaan (Act), pengamatan (Observe), dan refleksi (Reflect). Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif dapat ditumbuhkembangkan melalui metode pembelajaran Problem Based Learning setelah dilakukan penelitian selama tiga siklus. Sikap kreatif terdiri dari 12 indikator yaitu imajinasi, keingintahuan, keterbukaan, obyektivitas, fleksibilitas, kelancaran, sensitivitas pada stimulus, humor, percaya diri pada ide-ide sendiri, mencoba ide-ide baru, kemampuan sintesis dan kemampuan bekerja intensif dalam waktu lama. Berpikir kreatif terdiri dari 4 indikator yaitu keaslian (Originality), keluwesan (Flexibility), kelancaran (Fluency), dan mengelaborasi (Elaboration). Dari hasil observasi serta penilaian indikator-indikator tersebut disimpulkan terdapat peningkatan setelah dilakukan tiga kali siklus. Dari hasil observasi pada siklus kesatu rata-rata nilai sikap kreatif adalah 1,06 dengan kriteria cukup, pada siklus kedua meningkat menjadi 2,12 dengan kriteria cukup, dan pada siklus ketiga meningkat menjadi 2,69 dengan kriteria baik. Dari hasil penilaian kemampuan berpikir kreatif pada siklus kesatu rata-rata nilai adalah 1,70 dengan kriteria cukup, pada siklus kedua meningkat menjadi 2,06 dalam kriteria cukup, dan pada siklus ketiga rata-rata nilai meningkat menjadi 2,75 dengan kriteria baik. Selain itu dilakukan penilaian diri siswa tentang sikap dan berpikir kreatif dalam bentuk pembagian kuisioner dengan hasilnya adalah sebanyak 76,62% siswa menjawab dengan ya dan sisanya 23,38 % siswa menjawab dengan tidak. ; This research is motivated because of the lack of creative attitude and creative thinking abilities of students during social studies learning, which is characterized by the absence of a desire to develop themselves by adding knowledge, perspective and new insights into activities at the school. This is evident from the absence of an outstanding achievement to show their talents. Besides, from observations and interviews found that the application of learning methods are still monotonous. Creative thinking abilities possessed by the students is very important because it is one of the capital of their future life success. The method used in this research is the Classroom Action Research, which refers to the study of design patterns Kemmis and Mc. Taggart, the spiral cycle of planning, action, observation, and reflection. The results showed that the ability to think creatively can be grown through problem based learning method after conducting research for three cycles. Creative attitude is composed of 12 indicators that imagination, curiosity, openness, objectivity, flexibility, smoothness, sensitivity to the stimulus, humor, confidence in their own ideas, trying new ideas, synthesis capabilities, and the ability to work intensively for a long time. Creative thinking ability is composed of 4 indicators namely originality, flexibility, fluency, and elaboration. From the observation and assessment on such indicators is concluded there was an increase after three cycles. From the observations on the first cycle of the average value of a creative attitude was 1.06 with sufficient criteria, in the second cycle increased to 2.12 with sufficient criteria, and in the third cycle increased to 2.69 with good criteria. From the results of the assessment creative thinking abilities in the first cycle the average value is 1.70 with sufficient criteria, in the second cycle increased to 2.06 in sufficient criteria, and in the third cycle the average value of creative thinking ability increased to 2.75 with good criteria. In addition to the assessment of student attitudes and creative thinking in the form of distribution of the questionnaire with the results is as much as 76.62% of students answered yes and the remaining 23.38% answered no.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil : T IPS DIA k-2016 ; Pembimbing : I. Disman.
Uncontrolled Keywords: Kemampuan berpikir kreatif, Problem based learning, Pembelajaran IPS, Creative thinking abilities, Problem based learning, Social studies learning.
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Sekolah Pasca Sarjana > Pendidikan IPS S-2
Depositing User: Mr mhsinf 2017
Date Deposited: 24 Jul 2017 08:03
Last Modified: 24 Jul 2017 08:03
URI: http://repository.upi.edu/id/eprint/23976

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