Penelitian ini bertujuan untuk mendeskripsikan hasil kemampuan pemecahan masalah peserta didik setelah diterapkan model pembelajaran Creative Problem Solving (CPS). Desain penelitian ini adalah pre experimental design dengan one group pretest posttest. Subjek penelitian ini adalah peserta didik pada tiga kelas yaitu kelas eksperimen, kelas replikasi 1, kelas replikasi 2 yang diberi perlakuan sama yaitu diterapkan model pembelajaran creative problem solving. Instrumen yang digunakan untuk mengukur kemampuan pemecahan masalah peserta didik terdiri dari soal uraian dengan pendekatan masalah yang kontekstual. Data yang diperoleh adalah hasil pre-test dan post-test yang dianalisis dengan menggunakan uji n-gain, uji t-berpasangan, ANAVA, serta analisis angket respon peserta didik. Hasil penelitian menunjukkan bahwa: (1) pembelajaran Fisika dengan menggunakan model creative problem solving terlaksana dengan kategori sangat baik dengan persentase keterlaksanaan sebesar 88,26%; (2) kemampuan pemecahan masalah Fisika peserta didik dapat dilatihkan melalui pembelajaran dengan menggunakan model Creative Problem Solving (CPS). Peningkatan dapat dilihat melalui hasil dari nilai uji-t, uji n-gain dan uji ANAVA. Kemampuan pemecahan masalah peserta didik dikatakan dilatihkan apabila terjadi peningkatan secara signifikan pada α sebesar 5%, terjadi peningkatan nilai n-gain pada kategori minimun yaitu sedang, dan rata-rata peningkatan pada ketiga kelas konsisten; (3) Peserta didik menyetujui pembelajaran dengan menggunakan model pembelajaran creative problem solving untuk melatihkan kemampuan pemecahan masalah peserta didik.

Kata kunci: Creative Problem Solving, Kemampuan Pemecahan Masalah   Fisika, Permasalahan Kontekstual

This study aims to describe the results of students' problem solving abilities after the application of the Creative Problem Solving (CPS) learning model. The design of this study was pre-experimental design with one group pretest posttest. The subjects of this study were students in three classes, namely the experimental class, replication class 1, replication class 2 which were given the same treatment, namely applied creative problem solving learning model. The instrument used to measure students' problem-solving abilities consists of a description problem with a contextual problem approach. The data obtained were the results of the pretest and posttest that were analyzed using n-gain test, paired t-test, ANAVA, and questionnaire responses analysis of students. The results showed that: (1) Physics learning using the creative problem solving model was carried out in a very good category with an implementation percentage of 88.26%; (2) Physics problem solving abilities of students can be trained through learning by using the Creative Problem Solving (CPS) model. Improvement can be seen through the results of the t-test value, n-gain test and ANOVA test. The problem solving abilities of students are said to be trained if there is a significant increase in α of 5%, there is an increase in n-gain value in the minimum category, namely, and the average increase in the three classes is consistent; (3) Students agree to learning by using a creative problem solving learning model to train students' problem solving skills.

Keyword : Creative Problem Solving, Physics Problem Solving Abilities, Contextual Problem.