PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) BERBASIS PROYEK TERHADAP KEMAMPUAN METAKOGNITIF DAN LITERASI DIGITAL PESERTA DIDIK

Alfa, Dina Elvi Daulay (2024) PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) BERBASIS PROYEK TERHADAP KEMAMPUAN METAKOGNITIF DAN LITERASI DIGITAL PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (10MB)
	PDF Restricted to Repository staff only Download (12MB)

Abstract

ABSTRAK Penelitian mengenai model pembelajaran Creative Problem Solving (CPS) berbasis proyek terhadap kemampuan metakognitif dan literasi digital peserta didik dilatarbelakangi oleh kemampuan metakognitif peserta didik yang masih ditahap mulai berkembang dan literasi digital peserta didik yang harus terus ditingkatkan guna mencapai salah satu indikator pencapaian pendidikan karena tingkat literasi digital peserta didik berada di tingkat sedang. Jenis penelitian ini ialah quasy experiment dengan desain post-test only control design. Pengumpulan data dilakukan melalui angket, sedangkan untuk uji hipotesis menggunakan uji Manova. Hasil uji hipotesis yang dilakukan didapatkan bahwa terdapat pengaruh model pembelajaran Creative Problem Solving (CPS) berbasis proyek terhadap kemampuan metakognitif, terdapat pengaruh model pembelajaran Creative Problem Solving (CPS) berbasis proyek terhadap literasi digital, dan terdapat pengaruh model pembelajaran Creative Problem Solving (CPS) berbasis proyek terhadap kemampuan metakognitif dan literasi digital peserta didik. Keberhasilan penelitian ini dilihat dari hasil produk pembelajaran blog, video pembelajaran, dan mind mapping yang peserta didik kerjakan, serta kegiatan berdiskusi yang melatih peserta didik untuk merencanakan, menyeleksi dan mengevaluasi penyelesaian masalah dan rancangan proyek. Kata Kunci: Model pembelajaran Creative Problem Solving (CPS), proyek, kemampuan metakognitif, literasi digital ii ABSTRACT Research on the project-based Creative Problem Solving (CPS) learning model on students' metacognitive abilities and digital literacy is motivated by students' metacognitive abilities which are starting to develop and students' digital literacy which must continue to be improved in order to achieve one of the indicators of educational achievement because the level digital literacy of students are at a medium level. This type of research is a quasi experiment with a post�test only control design. Data collection was carried out through questionnaires, while hypothesis testing used the Manova test. The results of the hypothesis testing carried out showed that there was an influence of the project-based Creative Problem Solving (CPS) learning model on metacognitive abilities, there was an influence of the project-based Creative Problem Solving (CPS) learning model on digital literacy, and there was an influence of the Creative Problem Solving (CPS) learning model project-based on students' metacognitive abilities and digital literacy. The success of this research can be seen from the results of blog learning products, learning videos and mind mapping that students work on, as well as discussion activities that train students to plan, select and evaluate problem solving and project designs. Keywords: Creative Problem Solving (CPS) learning model, project, metacognitive abilities, digital literacy

Actions (login required)

View Item