PENGEMBANGAN DESAIN PEMBELAJARAN LARUTAN PENYANGGA BERBASIS SHARING & JUMPING TASK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA KOTA BANDUNG

• Main Author: Witty Zestia, - (Author)
• Format: Book
• Published: 2021-08-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65110/1/T_KIM_1907558_Title.pdf; http://repository.upi.edu/65110/2/T_KIM_1907558_Chapter1.pdf; http://repository.upi.edu/65110/3/T_KIM_1907558_Chapter2.pdf; http://repository.upi.edu/65110/4/T_KIM_1907558_Chapter3.pdf; http://repository.upi.edu/65110/5/T_KIM_1907558_Chapter4.pdf; http://repository.upi.edu/65110/6/T_KIM_1907558_Chapter5.pdf; http://repository.upi.edu/65110/7/T_KIM_1907558_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Penelitian ini bertujuan merancang dan menghasilkan desain pembelajaran larutan penyangga berbasis sharing & jumping task untuk menumbuhkan keterampilan berpikir kreatif siswa. Metode penelitian yang digunakan adalah deskriptif kualitatif. Desain pembelajaran menggunakan penelitian desain didaktis (Didactical Design Research) yang terdiri dari 3 tahap yaitu: analisis prospektif, analisis metapedadidaktik, dan analisis retrospektif. Subjek penelitian adalah 24 siswa kelas XI. Instrumen yang digunakan untuk pengumpulan data adalah pedoman wawancara, rekaman audio-video dan lembar observasi. Desain pembelajaran disusun berdasarkan identifikasi keterampilan berpikir kreatif siswa pada materi larutan penyangga yang digali melalui kajian pustaka (repersonalisasi dan rekontekstualisasi), analisis rencana pelaksanaan pembelajaran (RPP), analisis hasil wawancara guru, dan analisis hasil observasi kegiatan pembelajaran yang biasa dilakukan guru. Analisis keterampilan berpikir kreatif siswa menggunakan Transcript Based Lesson Analysis (TBLA) dan diidentifikasi berdasarkan indikator keterampilan berpikir kreatif Munandar. Hasil penelitian ditemukan bahwa: (1) Desain pembelajaran larutan penyangga berbasis sharing & jumping task dapat menumbuhkan keterampilan berpikir kreatif siswa. (2) Berdasarkan analisis transkrip, sebagian besar siswa dapat mengembangkan keterampilan berpikir kreatif terutama mencetuskan banyak gagasan, penyelesaian masalah atau jawaban, yaitu pada aspek berpikir lancar (fluency). Namun siswa mendapat kesulitan dalam mengembangkan keterampilan berpikir kreatif pada aspek berpikir orisinil (originality), dari 3 indikator hanya 1 indikator yang muncul selama proses pembelajaran, yakni memikirkan cara-cara yang tak lazim untuk mengungkapkan diri. Desain pembelajaran sharing & jumping task yang dikembangkan sebagai desain alternatif pada materi larutan penyangga. This study aims to design and generate a buffer solution learning design based on sharing & jumping tasks to foster students' creative thinking skills. The research method used is descriptive qualitative. The learning design uses a didactical design research which consists of 3 stages, namely: prospective analysis, metapedadidactic analysis, and retrospective analysis. The research subjects were 24 students of class XI. The instruments used for data collection were interview guides, audio-video recordings and observation sheets. The learning design is prepared based on the identification of students' creative thinking skills in the buffer solution that is explored through literature review (repersonalization and recontextualization), analysis of lesson plans (RPP), analysis of teacher interviews, and analysis of observations of learning activities that are usually carried out by teachers. Analysis of students' creative thinking skills using Transcript Based Lesson Analysis (TBLA) and identified based on indicators of creative thinking skills Munandar. The results of the study found that: (1) The design of sharing & jumping task-based buffer solution learning can foster students' creative thinking skills. (2) Based on the analysis of the transcript, most students can develop creative thinking skills, especially sparking many ideas, solving problems or answers, namely in the aspect of fluency. However, students have difficulties in developing creative thinking skills in the aspect of original thinking (originality), from the 3 indicators only 1 indicator appears during the learning process, namely thinking about unusual ways to express themselves. The sharing & jumping task learning design was developed as an alternative design for the buffer solution.