PENGEMBANGAN KREATIVITAS IMAJINATIF DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN KETERAMPILAN MENYAMPAIKAN GAGASAN MELALUI TEKNOLOGI MULTIMEDIA (Penelitian Tindakan Kelas di Kelas X Akuntansi SMK Daarut Tauhiid Boarding School Bandung)

• Main Author: Risma Aditiana, - (Author)
• Format: Book
• Published: 2021-12-10.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/70044/1/T_SEJ_1706361_Title.pdf; http://repository.upi.edu/70044/2/T_SEJ_1706361_Chapter1.pdf; http://repository.upi.edu/70044/3/T_SEJ_1706361_Chapter2.pdf; http://repository.upi.edu/70044/4/T_SEJ_1706361_Chapter3.pdf; http://repository.upi.edu/70044/5/T_SEJ_1706361_Chapter4.pdf; http://repository.upi.edu/70044/6/T_SEJ_1706361_Chapter5.pdf; http://repository.upi.edu/70044/7/T_SEJ_1706361_Appendix.pdf
• Keywords: D History (General); L Education (General)

Penelitian ini merupakan penelitian tindakan kelas yang mengembangkan kreativitas imajinatif dalam pembelajaran sejarah untuk meningkatkan keterampilan menyampaikan gagasan melalui teknologi multimedia. Penelitian dilaksanakan terhadap 15 peserta didik di kelas X-B SMK Daarut Tauhiid Boarding School Bandung. Perencanaan penelitian dilakukan dengan menyusun indikator kreativitas imajinatif, yaitu divergent thinking, convergent thinking, making connection, analogi, problem solving dan inovasi serta menyusun indikator keterampilan menyampaikan gagasan, yaitu kejelasan isi, kemampuan mengomunikasikan, pemilihan diksi/ kata dan runutan ide. Hal yang perlu diperhatikan adalah RPP yang disusun harus memuat kegiatan yang dapat meningkatkan indikator-indikator tersebut dan pada siklus berikutnya, revisi perencanaan harus dapat meminimalisasi kendala yang terjadi. Penelitian dilaksanakan secara daring melalui Whatsapp Group, Learning Management System, dan Zoom Meeting karena dinilai media tersebut cukup efektif dalam menyampaikan informasi. Pencapaian indikator dinilai dari video yang dibuat peserta didik pada setiap siklus. Hasil penelitian menunjukkan bahwa kreativitas imajinatif dapat meningkatkan keterampilan menyampaikan gagasan peserta didik. Berdasarkan tabel observasi, pencapaian indikator kreativitas imajinatif meningkat dari 33% di siklus 1, 59% di siklus 2, dan menjadi 69% di siklus 3; keterampilan menyampaikan gagasan juga meningkat dari 29% di siklus 1, 40% di siklus 2, dan menjadi 55% di siklus 3. Kendala yang dihadapi selama penelitian adalah rasa percaya diri, dan jaringan internet yang buruk. Tindakan yang guru ambil ketika menghadapi kendala yaitu mengapresiasi setiap jawaban peserta didik. kata kunci : kreativitas imajinatif, menyampaikan gagasan, multimedia ABSTRACT This research is a classroom action research that develops imaginative creativity in history learning to improve the skills of conveying ideas through multimedia technology. The study was conducted on 15 students in class X-B SMK Daarut Tauhiid Boarding School Bandung. Research planning is done by compiling indicators of imaginative creativity, namely divergent thinking, convergent thinking, making connections, analogies, problem solving and innovation as well as compiling indicators of skills to convey ideas, namely clarity of content, ability to communicate, selection of diction/words and sequences of ideas. The thing that needs to be considered is that the RPP that is prepared must contain activities that can improve these indicators and in the next cycle, the planning revision must be able to minimize the obstacles that occur. The research was carried out online through Whatsapp Group, Learning Management System, and Zoom Meeting because the media was considered quite effective in conveying information. The achievement of indicators was assessed from the videos made by students in each cycle. The results showed that imaginative creativity can improve the skills of conveying students' ideas. Based on the observation table, the achievement of imaginative creativity indicators increased from 33% in 1st cycle, 59% in 2nd cycle, and to 69% in 3rd cycle; the skill of conveying ideas also increased from 29% in 1st cycle, 40% in 2nd cycle, and to 55% in 3rd cycle. The obstacles faced during the research were self-confidence, and poor internet network. The action that the teacher took were appreciating each student's answer. keywords: imaginative creativity, conveying ideas, multimedia