PENERAPAN PEMBELAJARAN IPA BERBASIS STEM UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMP

• Main Author: Salma Fauziyyah, - (Author)
• Format: Book
• Published: 2019-01-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48450/1/FPMIPA_S_FIS_1500459_Title.pdf; http://repository.upi.edu/48450/2/FPMIPA_S_FIS_1500459_Abstract.pdf; http://repository.upi.edu/48450/3/FPMIPA_S_FIS_1500459_Table_of_Contents.pdf; http://repository.upi.edu/48450/4/FPMIPA_S_FIS_1500459_Chapter1.pdf; http://repository.upi.edu/48450/5/FPMIPA_S_FIS_1500459_Chapter2.pdf; http://repository.upi.edu/48450/6/FPMIPA_S_FIS_1500459_Chapter3.docx; http://repository.upi.edu/48450/7/FPMIPA_S_FIS_1500459_Chapter4.pdf; http://repository.upi.edu/48450/8/FPMIPA_S_FIS_1500459_Chapter5.pdf; http://repository.upi.edu/48450/9/FPMIPA_S_FIS_1500459_Bibliography.pdf; http://repository.upi.edu/48450/10/FPMIPA_S_FIS_1500459_Appendix.pdf
• Keywords: L Education (General); QC Physics

Penelitian ini dilakukan untuk mengetahui peningkatan penguasaan konsep dan keterampilan berpikir kreatif siswa pada pembelajaran fisika berbasis STEM (Science, Technology, Engingeering and Mathematics). Penelitian ini melibatkan sampel sebanyak 28 orang siswa kelas VIII di salah satu SMP Negeri dikota Bandung. Penguasaan konsep siswa diukur dengan menggunakan instrumen soal pilihan ganda yang berjumlah 16 butir soal. Penguasaan konsep siswa setelah dilakukan pembelajaran fisika berbasis STEM mengalami peningkatan pada kategori sedang dengan peroleh n-gain sebesar 0,49. Peningkatan penguasaan konsep siswa pada aspek kognitif C2, C3 C4, dan C5 berada pada kategori sedang dengan perolehan n-gain secara berturut-turut sebesar 0,46; 0,68; 0,39; 0,50. Sedangkan keterampilan berpikir kreatif siswa diukur dengan menggunakan instrumen soal uraian yang terdiri dari 3 butir soal dengan masing-masing soal dapat mengukur keterampilan berikir kreatif berdasarkan ide siswa dan berdasarkan desain solusi siswa. Instrumen keterampilan berpikir kreatif dapat mengukur tiga apek berpikir kreatif Torrance yaitu fluency, flexibility dan originality. Peningkatan keterampilan berpikir kreatif tertinggi pada aspek fluency, flexibility dan originality berdasarkan pada ide siswa berturut-turut adalah 0,45; 0,45; dan 0,20. Sedangkan jika dilihat berdasarkan desain solusi siswa secara berturut-turut adalah 0,42; 0,31; 0,33. Hal tersebut menunjukan bahwa pembelajaran fisika berbasis STEM dapat meningkatkan penguasaan konsep siswa dan keterampilan berpikir kreatif ----- This research aims to identify the concept mastery and creative thinking skills of junior high school students in STEM-based (Science, Technology, Engineering, and Mathematics) physics learning. This study have involved amount 28 student 8th grade in one of junior high school in Bandung. Mastery of student's concepts have been measured by 16 question multiple choice. Mastery of students concepts had increased in the medium category with n-gan score of 0.49. Increasing of Mastery of students' concepts in each cognitive aspect is in the medium category with n-gain of 0.46 for the C2 aspect , 0.68 for the C3 aspect, 0.39 for the C4 and 0.50 aspects for the C5 aspect after STEM-based physics learning has been implemented. Then, the students' creative thinking skills have been measured by the instrument of predictable creativity in the form of a problem question where have three parts with each question able to measure the ability of creative thinking based on students' ideas and based on students' design solutions. The instrument of creative thinking ability can measure three strong Torrance creative thinking, that are fluency, flexibility and originality. The result of highest value for creative thinking skills in fluency, flexibility and originality aspects based on students' ideas are 0.45; 0.45 and 0.20. Then, whereas if seen based on the student solution design the result of highest value from fluency flexibility and originality aspects was 0.42 0.31 0.33. This shows that STEM-based physics learning can improve student mastery of student's concepts and creative thinking skills.