PENGEMBANGAN KETERAMPILAN BERPIKIR KREATIF MELALUI METODE BRAINSTROMING DALAM PEMBELAJARAN IPS : Penelitian Tindakan Kelas VII-I di SMPN 5 Bandung

• Main Author: Purwanti, Widiya (Author)
• Format: Book
• Published: 2013-09-17.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini berangkat dari permasalahan siswa yang kurang kreatif dalam bertanya dan mengemukakan pendapat. Kondisi ini menimbulkan interaksi yang kurang baik antara siswa dan guru. Maka peneliti mengambil PTK dengan metode brainstroming untuk mengembangkan keterampilan berpikir kreatif siswa yang berkolaborasi dengan guru mitra. PTK yang digunakan yaitu model Hopkins dengan tahap perencanaan, tindakan, observasi, dan refleksi. Berdasarkan teknik pengumpulan data yang diambil yaitu observasi, wawancara, catatan lapangan, dan studi dokumentasi. Terbukti penerapan metode brainstroming atau curah gagasan pada setiap siklusnya mengalami peningkatan dan dapat mengembangkan keterampilan berpikir kreatif dalam pembelajaran IPS di kelas VII-I. Pada siklus I awalnya memang belum mengalami peningkatan dan berada pada kategori "kurang". Akan tetapi pada siklus II siswa mengalami sedikit perkembangan dalam keterampilan berpikir kreatifnya dan berada pada kategori "cukup". Pada siklus III peneliti mempersiapkan sematang mungkin dalam perencanaannya berdasarkan diskusi balikan dari guru mitra maka keterampilan berpikir kreatif siswa mendapat kategori "baik". Begitu juga pada siklus IV atau terakhir, peneliti belajar dari siklus sebelumnya maka siswa memperoleh kategori "baik". Hasil penelitian yang diperoleh yaitu 1) Perencanaan dalam mengembangkan metode brainstroming untuk meningkatkan keterampilan berpikir kreatif dalam pembelajaran IPS berada pada kategori baik. 2) Implementasi metode brainstroming berada pada kategori baik dengan menghubungkan materi pembelajaran IPS dengan tema permasalahan yang ada disekitar siswa. Guru juga memberikan motivasi kepada siswa melalui reward. Kemudian mereka mengungkapkan gagasan merekan sebanyak mungkin, tidak boleh melakukan penilaian selama pengungkapan gagasan masih berlangsung. Setelah selesai pengungkapan gagasan, siswa dan guru bersama-sama mengevaluasi gagasan-gagasan yang telah diungkapkan dan memilih gagasan terbaik. 3) Refleksi metode brainstroming berada pada kategori baik, dilaksanakan dengan cara melakukan diskusi balikan bersama guru mitra, hal tersebut dilakukan untuk perbaikan pada tindakan siklus pembelajaran selanjutnya. 4) Siswa lebih antusias dengan pembelajaran IPS, siswa lebih berani dalam bertanya dengan memiliki rasa ingin tahu yang tinggi yang merupakan ciri dari orang yang berpikir kreatif, maka hasilnya berada pada kategori baik. This research departed from the problem of students who was lacking in asking questions and express opinions creatively. This condition led to an unfavorable interaction between students and teacher. The researcher then took the research combined with brainstorming method to develop creative thinking skill of the students, collaborated with the teacher. Hopkins was used the model in the planning, action, observation, and reflection steps. In collecting the data, the researcher used some techniques such as observation, interviews, field-note, and documentary study. It was proven that the implementation of brainstorming method had been increasing students' creative thinking skill in learning Social Studies in class VII-I. At the first cycle, there was no improvement indeed, and it was categorized as "less". But at the second cycle, students had a little progress in their creative thinking skill and it was categorized as "enough". At the third cycle, the researcher had carefully prepared the planning step based on feedback from the discussion with the teacher, then the creative thinking skills of students eventually got a "good" category . Finally, at the fourth cycle, the researcher concluded the category as same as the third cycle, the students obtained a "good" category. The results obtained from the research are: 1) the plan in developing brainstorming method to enhance students' creative thinking skill in learning Social Studies was in good category. 2) The implementation of brainstorming method was in a good category, in which the learning materials was related with the current problems nearby. The teacher also raised students' motivation by giving reward. The students were able to express their ideas as much as possible, and they should not be assessed as long as the idea was still ongoing disclosured. Once the students had finished exploring ideas, they with the teacher together evaluated the ideas that had been expressed and selected the best ideas. 3) The step of reflection of the brainstorming method were in good category, where it was implemented by discussing feedbacks with the teacher. It was done in order to improve the further learning cycle. 4) the students were more enthusiastic in learning social science. They also were more encouraged because they had had a high curiosity that made them think creatively, then the result was in the good category .

Item Description

http://repository.upi.edu/5627/1/S_PSIPS_0900940_Title.pdf
http://repository.upi.edu/5627/2/S_PSIPS_0900940_Abstract.pdf
http://repository.upi.edu/5627/3/S_PSIPS_0900940_Table%20of%20Content.pdf
http://repository.upi.edu/5627/4/S_PSIPS_0900940_Chapter1.pdf
http://repository.upi.edu/5627/7/S_PSIPS_0900940_Chapter2.pdf
http://repository.upi.edu/5627/6/S_PSIPS_0900940_Chapter3.pdf
http://repository.upi.edu/5627/5/S_PSIPS_0900940_Chapter4.pdf
http://repository.upi.edu/5627/8/S_PSIPS_0900940_Chapter5.pdf
http://repository.upi.edu/5627/9/S_PSIPS_0900940_Bibliography.pdf