PENGARUH MODEL PEMBELAJARAN AUDITORY, INTELLECTUALLY, REPETITION BERBANTUAN PERFORMANCE ASSESSMENT TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN SIKAP ILMIAH KELAS VII

Lara, Dwi Lestari (2025) PENGARUH MODEL PEMBELAJARAN AUDITORY, INTELLECTUALLY, REPETITION BERBANTUAN PERFORMANCE ASSESSMENT TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN SIKAP ILMIAH KELAS VII. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Hasil pra-penelitian menunjukkan bahwa kemampuan berpikir kreatif dan sikap ilmiah peserta didik masih rendah. Peserta didik kesulitan mengemukakan ide, rasa ingin tahu rendah, dan kurang bekerja sama. Penelitian ini bertujuan menganalisis pengaruh dan kontribusi model pembelajaran Auditory, Intellectually, Repetition berbantuan performance assessment terhadap kemampuan berpikir kreatif dan sikap ilmiah kelas VII. Metode penelitian menggunakan quasi eksperimen dengan desain The Matching Only Pretest-Posttest Control Group Design. Sampel penelitian yaitu kelas VII.8 (n=32) sebagai kelas eksperimen dan kelas VII.9 (n=30) sebagai kelas kontrol yang dipilih dengan teknik Cluster Random Sampling. Instrumen penelitian meliputi tes esai kemampuan berpikir kreatif, angket, dan lembar observasi sikap ilmiah yang telah diuji kelayakan. Analisis data dilakukan melalui uji independent sample t-test, korelasi Pearson, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa model AIR berbantuan performance assessment berpengaruh signifikan terhadap kemampuan berpikir kreatif dan sikap ilmiah, dengan nilai signifikansi 0,00 < 0,05 (α). Nilai korelasi antara kemampuan berpikir kreatif dan sikap ilmiah (r = ; 0,63 p < 0,05) menunjukkan hubungan kuat. Model ini berkontribusi 56% terhadap kemampuan berpikir kreatif (fluency, elaboration, flexibility, originality) kategori sedang dan 26% terhadap sikap ilmiah (rasa ingin tahu, mengutamakan bukti, bekerja sama, menerima perbedaan, bersikap positif terhadap kegagalan, bersikap skeptis) kategori rendah. Kata Kunci: Auditory Intellectually Repetition (AIR), Kemampuan Berpikir Kreatif, Performance Assessment, Sikap Ilmiah. ii ABSTRACT The preliminary study results indicated that students’ creative thinking skills and scientific attitudes were still low. Students had difficulty expressing ideas, showed low curiosity, and lacked cooperation. This study aims to analyze the effect and contribution of the Auditory, Intellectually, Repetition (AIR) learning model assisted by performance assessment on the creative thinking skills and scientific attitudes of seventh-grade students. The research method employed a quasi-experimental design with The Matching Only Pretest-Posttest Control Group Design. The sample consisted of class VII.8 (n = 32) as the experimental group and class VII.9 (n = 30) as the control group, selected using the Cluster Random Sampling technique. The research instruments included an essay test on creative thinking skills, a questionnaire, and an observation sheet on scientific attitudes, all of which were validated for feasibility. Data were analyzed using the independent sample t-test, Pearson correlation, and simple linear regression. The findings showed that the AIR model assisted by performance assessment had a significant effect on creative thinking skills and scientific attitudes, with a significance value of 0.00 < 0.05 (α). The correlation between creative thinking skills and scientific attitudes (r = 0.63; p < 0.05) indicated a strong relationship. This model contributed 56% to creative thinking skills (fluency, elaboration, flexibility, originality) in the medium category and 26% to scientific attitudes (curiosity, prioritizing evidence, cooperation, accepting differences, positive attitude toward failure, skepticism) in the low category. Keywords: Auditory Intellectually Repetition (AIR), Creative Thinking Skills, Performance Assessment, Scientific Attitudes.

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