PENERAPAN PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF DAN KREATIVITAS SISWA PADA TOPIK BIOGAS

Tonny Fahruroji, Kurnia ,, Momo Rosbiono

Abstract


The aim of study is to identify the effects of Problem Based Learning (PBL) model on the students’ cognitive ability and creativity. The research method used is a quasi-experimental one group pretest and posttest design. It involved 38 students of class XI in SMA at Bandung. The improved learning outcomes are calculated by using the formula N-gain. We use pearson correlation to see the relationship between the improvement of cognitive ability with high category (N-gain average= 74,05%). Achievement of fluency aspect is (84,04%), then for flexibility (87%), originality ( 89%), elaboration (72,05%), and evaluation (51,06%). Increased creative act of student in fluency aspect is (80,74%), then for flexibility (91,56%), originality (83,28%), elaboration (72,76%), and evaluation (89,64 %). There is a strong relationship between improve cognitive ability and creative thinking skills (r=0,602). The relationship of improve cognitive competence and creative act is weak (r= 0,367) and the relationship of creative thingking and creative act is moderate (r= 0,424). Digester biogas is the creative product of student.

 

ABSTRAK
Penelitian ini bertujuan untuk mengidentifkasi dampak PBL terhadap peningkatan kemampuan kognitif dan kreativitas peserta didik. Metode penelitian yang digunakan adalah kuasi eksperimen One Group Pretest-Postest Design, dengan subjek penelitian 38 orang peserta didik kelas XI di SMAN 24 Kota Bandung. Peserta didik dibagi dalam tiga kategori kelompok kemampuan yaitu tinggi, sedang dan rendah. Peningkatan hasil belajar dihitung menggunakan N-gain. Hasil penelitian menunjukan bahwa model pembelajaran ini dapat meningkatkan kemampuan kognitif peserta didik dengan kategori tinggi (%N-gain = 74,05%). Pencapaian dari aspek kelancaran berpikir kreatif (%N-gain = 84,04), keluwesan (%N-gain= 87), orisinalitas (%N-gain= 89), merinci (%N-gain= 72,05), dan menilai (%N-gain= 51,06). Peningkatan bertindak kreatif dari aspek kelancaran (%N-gain=80,74%), keluwesan (%N-gain=91,56%), orisinalitas (%N-gain=83,28), merinci (%N-gain=72,76) dan menilai (%N-gain=89,64). Terdapat hubungan berkategori kuat antara kemampuan kognitif dengan berpikir kreatif (r = 0,602), terdapat hubungan lemah antara kognitif dan bertindak kreatif (r = 0,367) dan hubungan berpikir kreatif dan bertindak kreatif berkategori cukup (r = 0,424). Produk kreatif yang dihasilkan peserta didik berupa alat digester biogas sederhana.


Keywords


PBL; kemampuan kognitif; berpikir kreatif; bertindak kreatif; biogas; problem based-learning; cognitive ability; creative thingking; creative action

Full Text:

PDF (Indonesian)

References


Eli. R.N. (2014). Analisis kemampuan kognitif dan kreativitas siswa melalui pembelajaran problem based learning pada sub materi penjernihan air. (Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.

Mann, E.L. (2005). Mathematical Creativity and Schoool Mathematics: Indicator of mathematical creativity in middle school students. Hatford: University of Connecticut.

Pratiwi (2014). Pelaksanaan Model Pembelajaran Problem Based Learning (PBL) pada Materi Redoks Kelas X SMA Negeri 5 Surakarta Tahun Pelajaran 2013/2014. Jurnal Pendidikan Kimia (JPK). 3, (3), 40-48

Sholihah, E.A. (2014).Dampak pembelajaran berbasis masalah pada Fenomena Korosi terhadap Kemampuan Berpikir Kreatif dan pemahaman Konsep Siswa Kelas XI SMK. Sekolah Pascasarjana. Universitas Pendidikan Indonesia, Bandung.

Silalahi dkk. (2014). Pengembangan Model Problem Based Learning (PBL) terintegrasi inkuiri terbimbing pada pembelajaran kimia larutan di SMA kelas XI untuk meningkatkan hasil belajar kimia dan nilai karakter dkmtj siswa. Jurnal UNIMED. 1-17.

Supriadi. (2001). Kreativitas, kebudayaan dan perkembangan IPTEK. Bandung: IKAPI.

Tan, O.S. (2004a).“Cognition, metacognition, and problem based learning”, dalam Tan O.S. enhancing thinking though problem based learning approaches: international perspectives, Singapore: Thomson Learning.

Tan, O.S. (2004b). Editorial. Special Issue: Challenges of problem based learning. Innovations in Education and Teaching International, 41 (2), 123-124.

Tan, O.S. (2005). Problem Based Learning: The future frontiers”, dalam Tan, K., Lee, M., Mok, J. & Ravindran, R. (Eds). Problem Based Learning: New directions and approaches, Singapore: Learning Academy, TCPBL.

Tan, Oon-Seng. (2009). Problem Based Learning And Creativity. Singapore: Cengage Learning Asia Pte Ltd.

Tasoglu K.A. and Bakac, M. (2010). “The effect of Problem Based Learning and Traditional Teaching Method on student’ academic achievements, Conceptual Developments and Scientifc Process Skills According to their Graduated High School Types”. Procedia Social and Behavioral Sciences. (2), 2409-2413.

Tatar, E and Oktar M, (2012). “The effectiveness of problem-based learning on teaching the first law of thermodynamics”. Research in Science & Technological Education.

Trihatmo. (2012). Penggunaan Model Based learning pada materi larutan penyangga dan hidrolisis, Jurnal UNNES Chemistry of Education. 1,(1).

Trihatmo. (2012). Penggunaan Model Based learning pada materi larutan penyangga dan hidrolisis, Jurnal UNNES Chemistry of Education. 1,(1).

Walsh, Allyn. (2005). The Tutor in Problem Based Learning: A novice’s guide. Canada: McMaster University.


Refbacks

  • There are currently no refbacks.



EDUSENTRIS Licensed under a Creative Commons Attribution-Sharealike 4.0. 

Edusentris (Jurnal Ilmu Pendidikan dan pengajaran) merupakan jurnal yang diterbitkan oleh P3KI Sekolah Pascasarjana UPI. All rights reserved.
p-ISSN 2356-0703 | e-ISSN  2442-2592

View My Stats