PENGARUH PEMBELAJARAN BERBASIS PROYEK TERHADAP KEMAMPUAN BERPIKIR KREATIF IPS (Penelitian Eksperimen Kuasi pada Siswa Kelas IV SDN Cibabat Mandiri 1 Cimahi)

Inge Avianti, - (2019) PENGARUH PEMBELAJARAN BERBASIS PROYEK TERHADAP KEMAMPUAN BERPIKIR KREATIF IPS (Penelitian Eksperimen Kuasi pada Siswa Kelas IV SDN Cibabat Mandiri 1 Cimahi). S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Kemampuan berpikir kreatif merupakan salah satu kemampuan yang penting dimiliki seseorang agar dapat bersaing dan sukses di abad 21. Kemampuan berpikir kreatif perlu dikembangkan, salah satunya melalui kegiatan pembelajaran IPS di sekolah. Namun penelitian membuktikan bahwa sekolah bukannya mengembangkan, malah menghambat pengembangan kemampuan tersebut. Salah satu faktor yang menghambat perkembangan kemampuan berpikir kreatif yaitu kesalahan penggunaan model pembelajaran. Bertolak dari hal tersebut dilakukan penelitian dengan tujuan mengetahui pengaruh model pembelajaran berbasis proyek terhadap kemampuan berpikir kreatif IPS. Penelitian menggunakan desain nonequivalent control group, metode eksperimen kuasi, dengan sampel 62 orang siswa kelas IV SD Cibabat Mandiri 1. Sampel dibagi menjadi kelas kontrol dan kelas eksperimen. Perlakuan, Pembelajaran Berbasis Proyek, diberikan kepada kelas eksperimen selama 8 minggu dengan tema utama Cinta Lingkungan. Proyek dipecah menjadi 3 mini project dengan sub tema Lingkungan Kotor, Menjaga kebersihan, dan 3R. Hasil penelitian menunjukkan terdapat perbedaan antar kemampuan awal dan kemampuan akhir siswa dalam hal berpikir kreatif IPS di kedua kelas. Selain itu, terdapat perbedaan peningkatan (N-Gain) kemampuan berpikir kreatif antara kelas kontrol dan kelas eksperimen. Dengan demikian dapat disimpulkan bahwa Pembelajaran Berbasis Proyek berpengaruh terhadap kemampuan berpikir kreatif IPS. Kata kunci: Pembelajaran Berbasis Proyek, Kemampuan Berpikir Kreatif, IPS, Siswa Sekolah Dasar. ABSTARCT The Effect of Project-Based Learning on Creative Thinking Ability in Social Studies Inge Avianti (1502318) Creative thinking skill is one of the important skills to have for someone to be able to succeed in 21st century. The ability to think creatively needs to be developed, and one of them is through Social Studies at school. However, research shows that schools are not enhancing, but rather sometimes hindering the development of these abilities. One of the factors that inhibits the blossoming of creative thinking skill is the misuse of learning models. Starting from this, a study was conducted to determine the effect of project-based learning models on the ability to think creatively in Social Studies. The research method used was quasi-experimental with a sample of 62 students in grade 4 of SD Cibabat Mandiri 1. The sample was divided into a control class and an experimental class. The treatment, Project-Based Learning, was given to the experimental class for 8 weeks which is main theme of project was Love the Environment. The project was contained 3 mini projects with 3 sub themes: Polluted Environment, Keep Environment Clean, and 3R. The results of the study showed that there were differences between the initial and final abilities of students in term of think creatively in both classes. In addition, there are differences in the increase (N-Gain) of creative thinking skills between the control class and the experimental class. Thus, it can be concluded that Project-Based Learning had a significant effect on increasing the ability to think creatively in Social Studies. Keywords: Project-Based Learning, Creative Thinking Skills, Social Studies, Elementary School Students

Item Type:	Thesis (S2)
Uncontrolled Keywords:	Pembelajaran Berbasis Proyek, Kemampuan Berpikir Kreatif, IPS, Siswa Sekolah Dasar
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Depositing User:	Inge Avianti
Date Deposited:	21 Dec 2021 02:50
Last Modified:	21 Dec 2021 02:50
URI:	http://repository.upi.edu/id/eprint/69946

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