PENGARUH PENERAPAN STRATEGI DIVERGENT THINKING TERHADAP KREATIVITAS SISWA
Abstract
The aim of this research was to examined the effect of the divergent thinking learning strategy on student’s creativity of environmental pollution and waste recycling at SMA N 1 Ambarawa. This research was a quasi experimental design with pre-test and post-test control group design which was applied on X-3 as control group and X-5 as experimental group. Sample was collected by a cluster random sampling. Data of the implementation of divergent thinking strategy, the creativity process, and student’s activity were collected by observation. Test was used to collect data of student’s creativity. T-test of student’s creativity enhancement also indicated a significant difference. Regression test showed the number of sig. 0,007<0,05 with ? = 3,512 + 0,064X and 0,219 for determination coefficient. The inference of this research was the divergent thinking strategy had a possitive effect on student’s creativity, so the student’s creativity of experimental group was better than the control one. The usage of divergent thinking brought an effect on student’s creativity (21,9%).
Penelitian ini bertujuan untuk menguji pengaruh pembelajaran yang diselenggarakan dengan menerapkan strategi divergent thinking terhadap kreativitas siswa pada materi pencemaran lingkungan dan daur ulang limbah di SMA N 1 Ambarawa. Penelitian ini merupakan penelitian quasi eksperimental design dengan pola pre-test and post-test control group design dan diterapkan pada kelas X3 sebagai kelas kontrol dan X5 sebagai kelas eksperimen. Pengambilan sampel secara cluster random sampling. Data pelaksanaan strategi divergent thinking oleh siswa dalam pembelajaran, proses kreatif, dan aktivitas siswa diperoleh melalui observasi. Tes digunakan untuk mengumpulkan data kreativitas siswa. Hasil uji t post-test menunjukkan perbedaan yang nyata dari kedua kelompok. Hasil yang signifikan juga ditunjukkan dalam uji t peningkatan kreativitas siswa. Hasil uji regresi menunjukkan angka sig. 0,007<0,05 dengan persamaan regresi ? = 3,512 + 0,064X dan koefisien determinasi dengan harga 0,219. Simpulan penelitian ini bahwa strategi divergent thinking berpengaruh positif terhadap kreativitas siswa, sehingga kreativitas siswa kelas eksperimen lebih baik daripada kelas kontrol. Penggunaan strategi divegent thinking memberikan pengaruh sebesar 21,9% terhadap kreativitas siswa.
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