PENGARUH MODEL PBL DENGAN PENDEKATAN STEM TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN SELF REGULATED LEARNING SISWA

Ira, Rifayanti (2026) PENGARUH MODEL PBL DENGAN PENDEKATAN STEM TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN SELF REGULATED LEARNING SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya kemampuan berpikir kreatif matematis dan self regulated learning (SRL) merupakan tantangan global yang berakar pada dominasi pembelajaran konvensional yang pasif dan berbasis hapalan. Kondisi ini menyebabkan peserta didik memiliki ketergantungan tinggi pada guru dan kesulitan mengeksplorasi solusi alternatif. Masalah ini tidak hanya terjadi di SMAN 2 Tulang Bawang Tengah, tapi juga sekolah lain yang masih mengabaikan pengembangan kemandirian siswa. Penelitian ini bertujuan untuk menguji pengaruh model Problem Based Learning (PBL) dengan pendekatan STEM secara simultan maupun parsial terhadap kemampuan berpikir kreatif matematis dan Self Regulated Learning. Metode yang digunakan adalah Quasi- Experiment dengan desain The Nonequivalent Posttest –Only Control Group Design. Hipotesis penelitian adalah: (1) terdapat pengaruh signifikan terhadap kemampuan berpikir kreatif matematis; (2) terdapat pengaruh signifikan terhadap self regulated learning siswa; dan (3) terdapat pengaruh signifikan model PBL-STEM secara simultan terhadap kedua variabel. Hasil uji MANOVA menunjukkan seluruh hipotesis diterima. Kelas PBL-STEM terbukti lebih unggul dibandingkan kelas konvensional karena menghadapakn siswa pada masalah yang nyata dan merangsang berpikir divergen dan menuntut tanggung jawab mandiri dalam mengelolah proses belajar. Kata kunci: Problem Based Learning (PBL), Pendekatan STEM, Berpikir Kreatif Matematis, Self Regulated Learning. iii ABSTRACT Low levels of mathematical creative thinking ability and Self-Regulated Learning (SRL) represent a global challenge rooted in the dominance of conventional learning models that are passive and rote-based. This condition results in a high level of student dependency on teachers and difficulty in exploring alternative solutions. This issue is prevalent not only at SMAN 2 Tulang Bawang Tengah but also in other schools that continue to overlook the development of student autonomy.This study aims to examine the simultaneous and partial effects of the Problem Based Learning (PBL) model integrated with a STEM approach on mathematical creative thinking ability and Self-Regulated Learning. The method employed was a Quasi-Experiment using a Nonequivalent Posttest-Only Control Group Design. The research hypotheses were: (1) there is a significant effect on mathematical creative thinking ability; (2) there is a significant effect on students' self-regulated learning; and (3) there is a significant simultaneous effect of the PBL STEM model on both variables. The results of the MANOVA test indicate that all hypotheses were accepted. The PBL-STEM class proved to be superior to the conventional class because it exposes students to real-world problems, stimulates divergent thinking, and demands independent responsibility in managing the learning process. Keywords: Problem Based Learning (PBL), STEM Approach, Mathematical Creative Thinking, Self-Regulated Learning.

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