IMPLEMENTASI MODEL SSCS UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KREATIVITAS SISWA KELAS XII PADA TOPIK UPAYA MENGATASI KOROSI - Faisal Al Banna, - (2022)
Penelitian ini bertujuan untuk meningkatkan penguasaan konsep dan kreativitas siswa melalui implementasi model pembelajaran search, solve, create, dan share (SSCS) pada topik upaya mengatasi korosi. Metode penelitian yang digunakan adalah mixed-method dengan desain exploratory sequential. Uji coba terbatas dilakukan terhadap 25 siswa di salah satu MAN Kota Banda Aceh. Instrumen yang digunakan dalam penelitian ini adalah lembar uji kelayakan internal dan eksternal, teaching for creativity observation form (TCOF), tes penguasaan konsep esai terstruktur, dan angket respon siswa. Analisis data menggunakan nilai pretest dan posttest dengan menggunakan persamaan N-Gain <g> untuk melihat seberapa besar peningkatan yang terjadi serta analisis deskriptif. Hasil penelitian menunjukkan model pembelajaran SSCS dinyatakan layak berdasarkan uji kelayakan internal kesesuaian tahapan dan rancangan model dengan rata-rata persentase 94,72% dan 97,18%, serta rata-rata persentase uji kelayakan eksternal keterlaksanaan model sebesar 95,78%. Rata-rata skor penilaian TCOF 2,85 dengan kategori tinggi dan N-Gain penguasaan konsep termasuk kategori tinggi (<g> = 0,79). Hasil penilaian kreativitas menunjukkan rata-rata sebesar 90,64% dengan kategori sangat baik setelah siswa belajar dengan model pembelajaran SSCS. Respon siswa terhadap model pembelajaran SSCS sangat baik dengan rata-rata persentase 96,57% sehingga menciptakan suasana pembelajaran yang aktif dan kreatif. This study aims to improve students' mastery of concepts and creativity through the implementation of the search, solve, create, and share (SSCS) learning model on the topic of efforts to overcome corrosion. The research method used is a mixed-method with an exploratory sequential design. A limited trial was conducted on 25 students in one of the MAN Banda Aceh City. The instruments used in this study were internal and external feasibility test sheets, teaching for creativity observation form (TCOF), structured essay concept mastery tests, and student response questionnaires. Data analysis used pretest and posttest values by using the N-Gain <g> equation to see how much improvement occurred as well as descriptive analysis. The results showed that the SSCS learning model was declared feasible based on the internal feasibility test of the suitability of the stages and the design of the model with an average percentage of 94,72% and 97,18%, and an average percentage of external feasibility testing of model implementation of 95,78%. The average TCOF assessment score is 2,85 in the high category and the N-Gain concept mastery is in the high category (<g> = 0,79). The results of the creativity assessment show an average of 90,64% with a very good category after students learn with the SSCS learning model. Student response to the SSCS learning model is very good with an average percentage of 96,57% so as to create an active and creative learning atmosphere.