MENINGKATKAN KETERAMPILAN BERFIKIR KREATIF PESERTA DIDIK DENGAN MODEL PBL KELAS VII

Abstract

Collaborative Class Action Research (PTKK) with the aim of improving the creative thinking skills of class VII students at UPT SMPN 10 Gresik. Based on the results of observations, problems were found in the learning process, the majority of students were less active, conventional, most students did not participate enough in learning and creative thinking skills had not yet emerged. The solution will be by applying a learning modelProblem Based Learning (PBL) to improve the creative thinking skills of class VII students at UPT SMPN 10 Gresik on ecology and biodiversity material in the even semester. Learning is carried out in two cycles, each cycle consists of two meetings, namely planning, action, observation and reflection. The data used is in the form of observation sheets and tests. The resulting data shows an increase in creative thinking skills as indicated by a pre-cycle percentage of 65.63%, an increase of 75% in cycle I, while cycle II increased to 87.5%. The final results in cycle II exceeded the target of 80%, so that the application of the problem-based learning model was proven to improve the creative thinking skills of class VII students at UPT SMPN 10 Gresik on ecology and biodiversity in the even semester. ABSTRAKPenelitian Tindakan Kelas Kolaboratif (PTKK) dengan tujuan meningkatkan keterampilan berpikir kreatif peserta didik kelas VII UPT SMPN 10 Gresik. Berdasarkan hasil observasi masalah ditemukan pada proses pembelajaran peserta didik mayoritas kurang aktif, konvensional, sebagian besar peserta didik kurang berpartisipasi dalam pembelajaran dan keterampilan berpikir kreatif masih belum muncul. Solusi yang akan dilakukan dengan menerapan model pembelajaran Problem Based Learning (PBL) untuk meningkatkan keterampilan berpikir kreatif peserta didik kelas VII UPT SMPN 10 Gresik materi ekologi dan keanekaragaman hayati semester genap. Pembelajaran dilakukan dua siklus, persiklus terdiri dari dua pertemuan yaitu rencana, tindakan, pengamatan, dan refleksi. Data yang digunakan berupa lembar observasi dan tes. Data yang dihasilkan menunjukkan adanya peningkatan keterampilan berpikir kreatif yang ditunjukkan dengan presentase prasiklus sebesar 65,63%, meningkat dengan presentase 75% pada siklus I, sedangkan siklus II meningkat menjadi 87,5%. Hasil akhir pada siklus II melebihi target yakni 80%, sehingga penerapan model pembelajaran berbasis masalah terbukti meningkatkan keterampilan berpikir kreatif peserta didik kelas VII UPT SMPN 10 Gresik materi ekologi dan keanekaragaman hayati semester genap.