PENERAPAN PEMBELAJARAN IPA TERPADU TIPE THREADED DAN NESTED DENGAN MODEL CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH DAN BERPIKIR KREATIF SISWA MTS PADA TEMA PENCEMARAN UDARA

摘要

Tujuan penelitian ini adalah menerapkan pembelajaran IPA terpadu tipe threaded dan tipe nested dengan model Creative Problem Solving untuk meningkatkan keterampilan pemecahan masalah dan keterampilan berpikir kreatif siswa. Subjek penelitian adalah siswa kelas VII MTs Negeri di Kota Makassar. Penelitian ini menggunakan metode quasi eksperimen dengan desain non randomaized static group pretest-postet design. Data dikumpulkan dengan menggunakan lembar observasi keterlaksanaan pembelajaran, soal keterampilan pemecahan masalah, soal keterampilan berpikir kreatif, dan lembar angket tanggapan terhadap pembelajaran. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran IPA terpadu tipe threaded dan tipe nested dengan model Creative Problem Solving sudah sesuai dengan yang direncanakan. Peningkatan keterampilan pemecahan masalah antara kelas yang memperoleh pembelajaran IPA terpadu tipe threaded model Creative Problem Solving dengan kelas yang memperoleh pembelajaran IPA terpadu tipe nested model Creative Problem Solving berbeda secara signifikan. Pembelajaran IPA terpadu tipe threaded model Creative Problem Solving dapat meningkatkan keterampilan pemecahan masalah siswa dengan nilai gain 0,64 (kategori sedang). Sedangkan pembelajaran IPA terpadu tipe nested model Creative Problem Solving dapat meningkatkan keterampilan pemecahan masalah siswa dengan nilai gain 0,56 (kategori sedang). Peningkatan keterampilan berpikir kreatif antara kelas yang memperoleh pembelajaran IPA terpadu tipe threaded model Creative Problem Solving dengan kelas yang memperoleh pembelajaran IPA terpadu tipe nested model Creative Problem Solving juga berbeda secara signifikan. Pembelajaran IPA terpadu tipe threaded model Creative Problem Solving dapat meningkatkan keterampilan berpikir kreatif siswa dengan nilai gain 0,67 (kategori sedang). Sedangkan pembelajaran IPA terpadu tipe nested model Creative Problem Solving dapat meningkatkan keterampilan berpikir kreatif siswa dengan nilai gain 0,55 (kategori sedang). Guru dan siswa menanggapi positif terhadap penerapan pembelajaran IPA terpadu tipe threaded dan tipe nested dengan model Creative Problem Solving. Dengan demikian dapat disimpulkan bahwa pembelajaran IPA terpadu tipe threaded dan tipe nested dengan model Creative Problem Solving dapat digunakan untuk meningkatkan keterampilan pemecahan masalah dan keterampilan berpikir kreatif siswa.udududThe purpose of this study was to implement integreated science learning of threaded and nested types with Creative Problem Solving model to increase student’s problem solving skills and creative thinking skills. The subject were students of MTsN in Makassar City Grade VII. This study used a quasi-experimental design with a non randomaized group pretest-posttest static design. Data was collected using feasibility study observation sheet, student activity sheets, test of problem solving skills, test of creative thinking skills, and sheet of questionnaire responses to the learning. The results showed that the feasibility of integreated science learning of threaded and nested types with Creative Problem Solving model was been implemented and it was planned. Increasing problem soving skills between the class who taught integreated science learning of threaded types with Creative Problem Solving model and integreated science learning of nested types with Creative Problem Solving model were different significantly. Integreated science learning of threaded types with Creative Problem Solving model can improve student’s problem solving skills with gain value 0,64 (medium category). Meanwhile integreated science learning of nested types with Creative Problem Solving model can improve student’s problem solving skills with gain value 0,56 (medium category). Increasing creative thinking skills between the class who taught integreated science learning of threaded types with Creative Problem Solving model and integreated science learning of nested types with Creative Problem Solving model were also different significantly. Integreated science learning of threaded types with Creative Problem Solving model can improve student’s creative thinking skills with gain value 0,67 (medium category). Meanwhile integreated science learning of nested types with Creative Problem Solving model can improve student’s creative thinking skills with gain value 0,55 (medium category). Teachers and students show positive respond to the implementation of integreated science learning of threaded and nested types with Creative Problem Solving model. It can be concluded that integreated science learning of threaded and nested types with Creative Problem Solving model can be used to increase student’s problem solving skills and creative thinking skills.