PENGEMBANGAN PROBLEM BASED LEARNING DALAM UPAYA MENGUATKAN PENGUASAAN KONSEP KIMIA DAN KETERAMPILAN BERPIKIR KREATIF PESERTADIDIK PADA PENANGANAN LIMBAH NASI - Rista Firdausa Handoyo, - (2020)
Penelitian ini didasarkan atas permasalahan masih rendahnya penguasaan konsep dan keterampilan berpikir kreatif pesertadidik SMA terhadap mata pelajaran kimia. Penelitian ini bertujuan memperoleh informasi tentang pengembangan problem-based learning dalam upaya menguatkan penguasaan konsep kimia dan keterampilan berpikir kreatif pesertadidik pada penanganan limbah nasi. Penelitian ini dilaksanakan di Sekolah Menengah Atas pada semester genap tahun ajaran 2019/2020. Metode penelitian menggunakan development & research dengan memakai satu kelas penelitian dan subjek penelitian sebanyak 30 pesertadidik. Instrumen dalam penelitian ini menggunakan butir soal pilihan ganda dan esai, serta instrumen non tes, yaitu lembar observasi dan lembar angket pesertadidik. Instrumen penelitian divalidasi oleh dosen ahli, setelah itu divalidasi kembali dan diuji reliabilitasnya dengan pesertadidik kelas XII. Analisis data kuantitatif menggunakan persentase dan uji paired sample test. Hasil penelitian menunjukkan bahwa desain dan implementasi problem-based learning dari lima tahap pembelajaran mendapatkan skor persentase pada tahap 1 sebesar 26,9%, tahap 2 sebesar 50%, tahap 3 sebesar 53,4 %, tahap 4 sebesar 23,2 %, dan tahap 5 sebesar 75% serta persentase rata-rata angket pesertadidik mendapatkan 77% yang artinya pesertadidik banyak menanggapi respon positif terhadap problem-based learning. Adanya perbedaan skor penguasaan konsep antara pretest (52,3) dan posttest (73) secara signifikan dibuktikan dengan hasil nilai thitung (7,293) > ttabel (2,045). Hasil penelitian keterampilan berpikir kreatif pesertadidik menunjukkan hasil persentase indikator fluency (31,6%), flexibility (35,2%), elaboration (58,3%), dan evaluation (54,9%), serta rata-rata persentase sebesar 45,01% kategori cukup. Temuan ini menunjukkan bahwa pengembangan problem-based learning pada penanganan limbah nasi melalui RPP, bahan ajar, lembar observasi, lembar angket, tes penguasaan konsep kimia, dan LKP tidak selalu mendapatkan peningkatan yang sama pada masing-masing hasil yang didapat. This research is based on the problem of the low mastery of concepts and creative thinking skills of high school students in chemistry subjects. This study aims to obtain information about the development of problem-based learning to strengthen the mastery of chemical concepts and students' creative thinking skills in handling rice waste. This research was conducted in Senior High Schools in the even semester of the 2019/2020 school year. The research method uses development & research using one research class and the research subjects are 30 students. The instruments in this study used multiple-choice items and essays, as well as non-test instruments, namely observation sheets and student questionnaire sheets. The research instrument was validated by expert lecturers, after that, it was re-validated and tested for its reliability by class XII students. Quantitative data analysis used percentages and paired sample test. The results showed that the design and implementation of problem-based learning from the five stages of learning obtained a percentage score at stage 1 of 26,9%, stage 2 of 50%, stage 3 of 53,4%, stage 4 of 23,2%, and stage 5 is 75% and the average percentage of student questionnaires gets 77%, which means that many students respond positively to problem-based learning. The difference in concept mastery scores between pretest (52,3) and posttest (73) was significantly evidenced by the results of the t count (7,293)> t table (2,045). The results of the research on creative thinking skills of students showed the percentage of fluency indicators (31,6%), flexibility (35,2%), elaboration (58,3%), and evaluation (54,9%), and an average percentage of 45,01% category is enough. These findings indicate that the development of problem-based learning in handling rice waste through RPP, teaching materials, observation sheets, questionnaire sheets, tests of mastery of chemical concepts, and student worksheets do not always get the same increase in each of the results obtained.