MODEL PEMBELAJARAN SAINS BERBASIS PROSES KREATIF-INKUIRI UNTUK MENINGKATKAN BERPIKIR KREATIF DAN PEMAHAMAN KONSEP SISWA SMP
(1) Program Studi Pendidikan Fisika Universitas Huria Kristen Batak Protestan Nommensen Pematangsiantar
(2) Program Studi Pendidikan Sains Program Pascasarjana Universitas Negeri Surabaya
(3) Program Studi Pendidikan Sains Program Pascasarjana Universitas Negeri Surabaya
Abstract
The purpose of this research is to develop and describe science characteristics learning model based on Creative-Inquiry process to increase students’ creative thinking and understanding in SMPN Pematangsiantar. The learning model used Borg & Gall with One-Group Pretest Posttest Design. The data collection used validation method, observation, test, and questionnaire. The technique of data analysis used descriptive quantitative, qualitative, and non-parametric statistic. The research results are: 1)The learning material has valid category, 2) Learning material from lesson plan implementation has practical category, 3)The effectiveness of learning material is seen from Improving students’ learning achievement and Creative thinking ability through N-gain has high category. Result of non-parametric statistic analysis, namely: There isn’t difference and improvement of students’ creative thinking ability in SMPN P.siantar. Students’ responds in learning material implementation are very positive. The conclusion is science learning materials based on Creative-Inquiry process are valid, practical, and effective in SMPN Pematangsiantar.
Penelitian ini bertujuan untuk mengembangakan dan mendeskripsikan karakteristik model pembelajaran sains berbasis proses kreatif-inkuiri untuk meningkatkan pemahaman dan berpikir kreatif siswa di SMPN. Model pembelajaran menggunakan model Borg & Gall dengan One-Group Pretest Posttest Design. Pengumpulan data menggunakan metode validasi, observasi, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif kuantitatif, kualitatif, uji statistik non-parametrik. Hasil penelitian adalah: 1) perangkat pembelajaran berkategori tinggi, 2) perangkat pembelajaran ditinjau dari pelaksaan RPP berkategori tinggi, 3) keefektifan perangkat pembelajaran dilihat dari peningkatan hasil belajar siswa dan kemampuan berpikir kreatif siswa melalui N-gain berkategori tinggi. Hasil dari analisa uji statistik non-parametrik adalah tidak terdapat perbedaan dan peningkatan dari kemampuan berpikir kreatif siswa di SMPN Pematangsiantar. Respon siswa terhadap pelaksanaan perangkat pembelajaran sangat positif. Kesimpulannya adalah perangkat pembelajaran sains berbasis proses kreatif-inkuiri adalah valid, praktis, dan efektif di SMPN Pematangsiantar.
Keywords
Full Text:
PDFReferences
Alencar, E. M. L. S. (2002). Mastering creativity for education in the 21st century. In B. Clark (Ed.), Proceedings of the 13th Biennial World Conference of the World Council for Gifted and Talented Children (pp. 13-21). Northridge, CA: World Council for Gifted and Talented Children.
Anderson & Krathwohl. 2001. A Taxonomy for Learning, Teaching andAssessing: Revision of Bloom’s Taxonomy of Educational Objectives, Bridged Ed, New York: Longman.
Arends, R. I. (2013). Learning to Teach. New York: McGraw-Hill Companies.[Penerjemah: Made Frida Yulia: Copyright 2013 by McGraw-Hill Eduation (Asia) and Salemba Empat]
.Baucus, M. S., Norton, W. I., Baucus, D. A., & Human, S. E. (2008). Fostering creativity and innovation without encouraging unethical behavior. Journal of Business Ethics, 81(1), 97-115.
Borg, W.R., & Gall, M.D., (2003). Educational Research (An Introduction), 7th Ed. Pearson Education Inc. United Stated of America.
Borich, Gary D. (1994). Observation skills for Effective Teaching. New York: Merril.
Craft, A. (1999). Creative development in the early years: some implications of policy for practice. The Curriculum Journal, 10(1), 135-150.
De Vito, Alfred. (1989). Creative Wellsprings for Science Teaching. West Lafayette,Indiana: Creative Venture.
Hake, Richard, R. (2002). Relationship of Individual Student Normalized Learning Gains in Mechanics with Gender, High-School Physics, and Pretest Scores on Mathematics and Spatial Visualization. Tersedia: http://www.physics.indiana.edu/-hake [diakses 21 Mei 2013]
Halbesleben, J. R. B., Novicevic, M. M., Harvey, M. G., & Buckley, M. R. (2003). Awareness of temporal complexity in leadership of creativity and innovation: A competency-based model. The Leadership Quarterly 14(4-5), 433-454.
Hu, Weiping & Adey, Philip (2010). A Scientific Creativity Test for secondary Student, International Journal of Science Education, 24:4, 389-403
Johar (2007) Membedah Pendidikan Alternatif di Indonesia, Forum Mangunwijaya “Kurikulum yang Mencerdaskan Visi 2030 dan Pendidikan Alternatif. Jakarta: Penerbit Buku Kompas.
Joyce, B., Weil M., &Calhoun Emily. (1992). Models of Teaching. New Jersey: Prentice Hall, Inc.
Kamplys, Panagiotis.(2010). Fostering Creative Thinking The Role of Primary Teachers. Dissertation: University of Jyvaskila.
Looi, C.K. (1998).Interactive learningenvironments for promoting inquirylearning. Journal of EducationalTechnology Systems, 27, 1, 3–22.
Martin, M.O., Mullis, I.V.S., Foy, P., & Stanco, G.M. (2012). TIMSS & PIRLS International Study Center, Boston College. TIMSS 2011 International Results in Science.Tersedia Online.
McDermott, L.C. (1996). Physics by Inquiry (Vol. I). New York: John Wiley & Sons, Inc.
Mumford, M., Meideros K., &Partlow J,. (2012) Creative Thinking: Processes, Strategies, andKnowledge. The Journal of Creative Behavior, Vol. 46, Iss. 1, pp. 30–47 © 2012 by the Creative Education Foundation, Inc. © DOI: 10.1002/jocb.003
Munandar, S. C. Utami. (2009). Mengembangkan Kreativitas Anak Berbakat. Jakarta: Rineke Cipta
OECD. (2010). PISA 2009 Results: Learning Trends: Changes in Student Performance Since 2000.Volume V. Programme for International Student Assesment.
Panjaitan, M., Nur, M,. & Jatmiko, B. (2013). Keterampilan Berpikir Kreatif Siswa SMP dalam Pembelajaran Sains, Studi Pendahuluan Pengembangan Model Pembelajaran Sains Berbasis Proses Kreatif-Inkuiri untuk Mengembangkan Keterampilan Berpikir. Artikel, Proses Publikasi, PPs Unesa: Surabaya
Piraz, D. (2007). “Project in Education, Preparing Scientific School Science Project.”Makalah pada Seminar Pendidikan: International Bilingual Bandung School. Jakarta.
Ratumanan, G.T., dan T, Laurens. 2006. Evaluasi Hasil yang Relevan dengan Memecahkan Problematika Belajar dan Mengajar. Bandung:CV Alfabeta.
Roberts, P. (2006). Nurturing creativity in young people: A report to government to inform future policy. London: Department for Culture, Media and Sport.
Semiawan, Conny R. (1998). Pendidikan Tinggi: Peningkatan Kemampuan Manusia. Sepanjang Hayat Seoptimal Mungkin. Jakarta: Dirjen Dikti Depdikbud.
Suthers, D. (1996). Distributed tools for collaborativelearning and coached apprenticeshipapproaches to critical inquiry. ITS′96,June 12–14, Montreal.
The UNDP Human Development Report(2011). Tersedia Online: diakses 20 Oktober 2012. http://hdr.undp.org/en/reports/global/hdr2011/
Tridjata, S. (2002). Mainan Pendidikan sebagai Media Ekspresi Kemampuan Kreatif Anak. ITB Central Library. Download 21 Maret 2011.
White, B.Y. dan Frederiksen, J.R. (1998). Inquiry,Modeling, and Metacognition: Making science accessible to all students.Cognition and Instruction, 16, 3–118.
Zamroni. (2000). Paradigma Pendidikan Masa Depan. Yogyakarta: Bigraf Publishing.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License