EFEKTIVITAS MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP KREATIVITAS BELAJAR PAI PESERTA

PUTRI, PERLI MARJUSA (2026) EFEKTIVITAS MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP KREATIVITAS BELAJAR PAI PESERTA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kreativitas belajar peserta didik dalam pembelajaran PAI, yang menunjukkan adanya kesenjangan antara strategi guru dan kebutuhan siswa akan pendekatan yang lebih interaktif dan menstimulasi kreativitas. Minimnya kajian tentang efektivitas model Creative Problem Solving (CPS) dalam pembelajaran PAI tingkat SMP, sementara penelitian sebelumnya lebih banyak berfokus pada bidang sains, teknologi, dan kewirausahaan. Penelitian ini bertujuan menganalisis efektivitas CPS dalam meningkatkan kreativitas belajar PAI. Metode yang digunakan adalah Quasi Experimental dengan desain Posttest-Only Control Group Design, melibatkan dua kelas yang dipilih melalui simple random sampling: kelas VIII D sebagai kelas eksperimen dan VIII B sebagai kelas kontrol. Instrumen berupa angket 15 butir yang telah teruji valid dan reliabel dengan koefisien 0,764. Data dianalisis menggunakan uji normalitas, homogenitas, dan uji-t. Hasil menunjukkan perbedaan signifikan antara kedua kelompok (t = –2.126; p = 0.038), sehingga CPS terbukti efektif meningkatkan kreativitas belajar PAI. Temuan ini menegaskan bahwa CPS tidak hanya relevan bagi pembelajaran sains, tetapi juga berkontribusi pada pengembangan pedagogi PAI melalui peningkatan berpikir kreatif, kemampuan pemecahan masalah, dan internalisasi nilai moral. ABSTRACK This study is motivated by the low level of students’ learning creativity in Islamic Religious Education (PAI), indicating a gap between the instructional strategies employed by teachers and students’ need for a more interactive and creativitystimulating approach. The research gap lies in the limited studies that specifically examine the effectiveness of the Creative Problem Solving (CPS) model within PAI learning at the junior high school level, whereas most previous research has focused on science, technology, and entrepreneurship. This study aims to analyze the effectiveness of CPS in enhancing students’ creativity in PAI learning. The research employed a Quasi-Experimental method with a Posttest-Only Control Group Design, involving two classes selected through simple random sampling: class VIII D as the experimental group and class VIII B as the control group. The instrument consisted of a 15- item questionnaire that had been tested for validity and reliability, yielding a reliability coefficient of 0.764. The data were analyzed using normality, homogeneity, and t-tests. The results revealed a significant difference between the two groups (t = –2.126; p = 0.038), indicating that CPS is effective in improving students’ creativity in PAI learning. These findings affirm that CPS is not only relevant for science education but also contributes meaningfully to the development of PAI pedagogy by enhancing creative thinking, problemsolving skills, and the internalization of moral values.

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