PENERAPAN MODEL CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MATA PELAJARAN IPA SD: Penelitian Kuasi Eksperimen terhadap Siswa Kelas V SD Negeri Percobaan Bandung di Kecamatan Cileunyi Kabupaten Bandung pada Materi Daur Air

• Main Author: Rafly Erlangga, - (Author)
• Format: Book
• Published: 2018-07.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/73488/1/S_PGSD_1407137_Title.pdf; http://repository.upi.edu/73488/2/S_PGSD_1407137_Chapter1.pdf; http://repository.upi.edu/73488/3/S_PGSD_1407137_Chapter2.pdf; http://repository.upi.edu/73488/4/S_PGSD_1407137_Chapter3.pdf; http://repository.upi.edu/73488/5/S_PGSD_1407137_Chapter4.pdf; http://repository.upi.edu/73488/6/S_PGSD_1407137_Chapter5.pdf; http://repository.upi.edu/73488/7/S_PGSD_1407137_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatarbelakangi rendahnya kemampuan berpikir kreatif siswa berdasarkan data The Global Creativity Index pada tahun 2015. Penelitian ini dilaksanakan kerena kemampuan berpikir kreatif merupakan salah satu kemampuan berpikir tingkat tinggi yang menjadi tuntutan pendidikan abad ke-21. Tujuan dari penelitian ini untuk mengetahui adanya 1) Peningkatan kemampuan berpikir kreatif siswa yang signifikan setelah memperoleh pembelajaran dengan model Creative Problem Solving 2) Perbedaan peningkatan kemampuan berpikir kreatif siswa yang signifikan antara yang memperoleh Creative Problem Solving dan pembelajaran konvensional. Model Creative Problem Solving merupakan model pembelajaran yang menekankan pemecahan masalah dengan cara-cara kreatif. Kemampuan berpikir kreatif adalah kemampuan menyelesaikan masalah dengan menggunakan beragam cara dan jawaban, merinci gagasan, serta menghasilkan ide baru dan unik. Partisipan pada penelitian ini adalah siswa kelas V Sekolah Dasar di Kecamatan Cileunyi Kabupaten Bandung. Penelitian ini menggunakan penelitian kuantitatif, dengan metode kuasi eksperimen serta desain the macthing-only pretest-posttest control group design. Instrumen yang digunakan adalah tes kemampuan berpikir kreatif sebanyak 16 butir soal. Berdasarkan hasil analisis data kuantitatif dari hasil pretest dan posttest, kemudian dilakukan uji normalitas, uji homogenitas, uji perbedaan rerata pada data gain. Hasil penelitian menunjukkan bahwa 1) Terdapat peningkatan dalam kemampuan berpikir kreatif siswa yang signifikan setelah memperoleh pembelajaran dengan model Creative Problem Solving, serta 2) Terdapat perbedaan peningkatan kemampuan berpikir kreatif antara siswa yang signifikan setelah memperoleh pembelajaran dengan model Creative Problem Solving dan pembelajaran konvensional. Dengan demikian, model Creative Problem Solving dapat dipilih sebagai alternatif model pembelajaran IPA yang dapat meningkatkan kemampuan berpikir kreatif siswa, khususnya pada materi tentang daur air. ----- The study was backed by the low level of creative thinking ability of students based on data The Global Creativity Index by the year 2015. This research was carried out for creative thinking ability is one of the higher-order thinking abilities which became the educational demands of the 21st century. The purpose of this research was to know of any 1) creative thinking ability of students Improved significantly after acquiring the learning with Creative Problem Solving model 2) Differences increased the ability of creative thinking of students among the significant gain Creative Problem Solving and learning in conventional. The Creative Problem Solving model is a model of learning that emphasizes problem solving with creative ways. The ability of the creative thinking is the ability to resolve problems by using various ways and answers, detailing the idea, as well as generate new ideas and unique. Participants in this research are the grade V primary school in Bandung Regency Cileunyi Subdistrict. This research uses quantitative research, quasi experimental methods and design the matching pretest-posttest-only control group design. The instruments used are a test of the ability of the creative thinking as much as 16 grains of matter. Based on the results of the analysis of quantitative data from the results of a pretest and posttest, then performed a test of normality, test its homogeneity, test data on the average difference gain. The results showed that 1) there is an increase in the ability of the creative thinking of students who earned significant learning with Creative Problem Solving model, as well as 2) there may be differences increased the ability of creative thinking among the students who earned significant learning with Creative Problem Solving model and conventional learning. Thus, a model of Creative Problem Solving can be chosen as an alternative model of learning the IPA can improve creative thinking of students, especi ally in material about the water cycle.