PERKEMBANGAN BERPIKIR KREATIF SISWA SMP PADA PEMBELAJARAN TEKANAN ZAT PADA SISTEM BIOLOGI MENGGUNAKAN MODEL THINK-READ-GROUP-SHARE-REFLECT (TRGSR)

• Main Author: Haifa Zahra, - (Author)
• Format: Book
• Published: 2021-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65006/1/S_BIO_1700116_Title.pdf; http://repository.upi.edu/65006/2/S_BIO_1700116_Chapter%201.pdf; http://repository.upi.edu/65006/3/S_BIO_1700116_Chapter%202.pdf; http://repository.upi.edu/65006/4/S_BIO_1700116_Chapter%203.pdf; http://repository.upi.edu/65006/5/S_BIO_1700116_Chapter%204.pdf; http://repository.upi.edu/65006/6/S_BIO_1700116_Chapter%205.pdf; http://repository.upi.edu/65006/7/S_BIO_1700116_Appendix.pdf
• Keywords: L Education (General); QH301 Biology

Penelitian ini bertujuan untuk menganalisis perkembangan kemampuan berpikir kreatif siswa SMP setelah pembelajaran menggunakan model think-read-group-share-reflect (TRGSR) pada materi tekanan zat pada sistem biologi. Dalam penelitian ini digunakan metode Quasi eksperimen dengan desain penelitian time series. Partisipan dalam penelitian ini adalah siswa kelas VIII SMP. Instrumen yang digunakan terdiri dari tes kemampuan berpikir kreatif berupa soal uraian, lembar observasi keterlaksanaan model TRGSR, dan angket respon siswa terhadap pembelajaran model TRGSR. Pada penelitian ini terdapat tiga indikator kemampuan berpikir kreatif yang diukur yaitu indikator fluency, flexibility, dan originality. Pengukuran kemampuan berpikir kreatif dilakukan sebanyak empat kali yakni satu kali pengukuran awal (P1) untuk mengukur kemampuan berpikir kreatif sebelum pembelajaran TRGSR dan tiga kali pengukuran yang diberikan setelah tiga kali pembelajaran TRGSR (P2, P3, P4) untuk mengukur perkembangan kemampuan berpikir kreatif siswa. Berdasarkan hasil analisis data terdapat peningkatan persentase kemampuan berpikir kreatif siswa yaitu kemampuan berpikir kreatif pada P1 termasuk ke dalam kategori cukup (52%), pada P2 termasuk ke dalam kategori cukup (56%), pada P3 termasuk ke dalam kategori cukup (60%), sedangkan P4 termasuk ke dalam kategori baik (64%). Adapun hasil uji ANOVA pada tes kemampuan berpikir kreatif hanya menunjukkan perbedaan signifikan antara P1 dengan P4. Sehingga dapat disimpulkan bahwa pembelajaran model TRGSR dinilai dapat mengembangkan kemampuan berpikir kreatif siswa setelah beberapa kali pembelajaran. Kata kunci : Think-Read-Group-Share-Reflect (TRGSR), Kemampuan berpikir kreatif, dan tekanan zat. This study aims to analyze the development of junior high school student's creative thinkin after using think-read-group-share-reflect (TRGSR) learning model on the substance pressure in biological systems topic. This study used a quasi�experimental method with a time series design. The participants in this study were students of 8th grade in Junior High School. The instrument used in this research were creative thinking test (essay), the TRGSR implementation observational sheets, and the student's questionnaire responses to the TRGSR learning model. In this study, there were three indicators that used to measure student's creative thinking ability i.e. fluency, flexibility, and originality. The measurement of creative thinking ability was carried out four times, once to measure prior creative thinking ability before use TRGSR learning model (P1), and three times test after three times use TRGSR learning models to measure the development of students' creative thinking ability (P2, P3, P4). The analysis result of data showed that earlier students' creative thinking ability (P1) were categorized in the sufficient category (52%). In P2, after the first TRGSR lesson it was in the sufficient category (56%). In P3, after the second TRGSR lesson it was in the sufficient category (60%). And then in P4, after the third TRGSR lesson it was in a good category (64%). However the results of the ANOVA test only significant between P1 and P4. So it can be concluded that TRGSR learning model is considered for developing students' creative thinking ability after several lessons. Keywords: Think-Read-Group-Share-Reflect (TRGSR), Creative thinking ability, and substance pressure.