PENERAPAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK PADA MATERI PENGUKURAN

Rita, Nur Anjani (2026) PENERAPAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK PADA MATERI PENGUKURAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Berpikir kreatif merupakan kompetensi kunci dalam pengajaran fisika karena murid harus menghasilkan ide-ide alternatif, memilih strategi pengukuran, dan membenarkan solusi berdasarkan bukti. Studi ini meneliti Dampak pengajaran berbasis masalah (PBL) terhadap kemampuan berpikir kreatif murid dalam konteks pengukuran. Desain kelompok kontrol dengan kondisi pra-uji dan pasca-uji kuasieksperimental diimplementasikan dengan 60 murid regu 10 di SMK Karya Bhakti Pringsewu, Lampung. Regu eksperimen (n = 30) belajar melalui 5 tahapan PBL: orientasi masalah, organisasi pengajaran, investigasi kelompok, presentasi solusi, dan evaluasi reflektif, sedangkan regu kontrol (n = 30) belajar melalui pengajaran konvensional. Data dikumpulkan menggunakan tes berpikir kreatif berbasis esai, lembar observasi, kuesioner respons murid, dan dokumentasi. Tes tersebut mengukur kelancaran, fleksibilitas, orisinalitas, dan elaborasi. Hasil menunjukkan bahwa regu eksperimen mencapai rata-rata pasca-uji yang lebih tinggi (78,47) daripada regu kontrol (64,83). N-gain regu eksperimen sedang (0,55), sedangkan regu kontrol rendah (0,25). Uji t sampel independen menunjukkan perbedaan signifikan dalam peningkatan berpikir kreatif, t(58) = 6,91, p < 0,001, dengan ukuran efek yang besar (Cohen's d = 1,78). Temuan mengindikasi bahwa PBL menyediakan lingkungan kontekstual, kolaboratif, dan berorientasi penyelidikan yang mendukung murid dalam mengembangkan ide-ide yang lebih lancar, fleksibel, orisinal, dan terperinci dalam pengajaran pengukuran. ABSTRACT Creative thinking is a key competence in physics learning because students must generate alternative ideas, select measurement strategies, and justify solutions based on evidence. This study investigated the impact of Problem-Based Learning (PBL) on students' creative thinking in measurement issues. A quasi-experimental pretest-posttest control group design was used with 60 tenth-grade students from SMK Karya Bhakti Pringsewu, Lampung. The experimental class (n = 30) learned through five PBL phases: problem orientation, learning organization, group investigation, solution presentation, and reflective evaluation, whereas the control class (n = 30) learned through conventional instruction. Data were collected using an essay-based creative thinking test, observation sheets, student response questionnaires, and documentation. The test measured fluency, flexibility, originality, and elaboration. The experimental class outperformed the control class (64.83) in terms of posttest mean (78.47). The experimental class had a considerable N-gain (0.55), while the control class had a low N-gain (0.25). An independent-samples t-test showed a significant difference in creative thinking improvement, t(58) = 6.91, p < 0.001, with a substantial effect size (Cohen's d = 1.78). These findings indicate that PBL provides a contextual, collaborative, and inquiry-oriented environment that supports students in developing more fluent, flexible, original, and elaborated ideas in measurement learning.

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