Pengembangan Perangkat Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) untuk Meningkatkan Keterampilan Berpikir Kreatif Peserta Didik pada Pembelajaran IPA

Development of Differentiated Learning Tools Using the Problem Based Learning (PBL) Model to Improve Students Creative Thinking Skills in Science Learning

Penelitian ini merupakan penelitian pengembangan bertujuan untuk menghasilkan perangkat pembelajaran berdiferensiasi dengan model Problem Based Learning (PBL) untuk meningkatkan keterampilan berpikir kreatif peserta didik pada pembelajaran IPA yang valid, praktis dan efektif. Metode penelitian yang digunakan yaitu Research and Development dengan model ADDIE (Analyze, Design, Development, dan Evaluation). Uji coba produk dilaksanakan terhadap 38 peserta didik kelas VII di SMP Negeri 3 Watulimo. Instrumen penelitian yang digunakan yaitu lembar validasi, lembar tes keterampilan berpikir kreatif, lembar keterlaksanaan pembelajaran dan angket respon peserta didik. Teknik analisis data menggunakan perhitungan N-Gain, uji normalitas, uji homogenitas, dan uji t berpasangan (dependent sample t-test). Hasil penelitian yang diperoleh: (1) Validitas perangkat yang dikembangkan memperoleh rata-rata aspek penilaian ≥ 0.92 yang tertera pada tabel Aikens V, (2) Perangkat pembelajaran efektif ditinjau dari: (a) terdapat rata-rata peningkatan skor indikator keterampilan berpikir kreatif yaitu indikator fluency sebesar 91.44% dengan kategori sangat tinggi , indikator flexibility sebesar 83.88% dengan kategori tinggi, indikator elaboration sebesar 74.34% dengan kategori sedang, dan originality sebesar 78.62% dengan kategori tinggi. (b) analisis uji t berpasangan diperoleh hasil bahwa nilai Sig. (2-tailed) pasangan data satu dan dua yaitu 0.000 < 0.05, disimpulkan bahwa ada perbedaan rata-rata hasil pre-test dan post-test; (b) respon peserta didik mencapai kategori sangat baik; (3) Perangkat pembelajaran praktis ditinjau dari hasil keterlaksanaan perangkat pembelajaran pada kelas uji coba diperoleh rata-rata persentase sebesar 98% dengan kategori sangat baik. Kesimpulan peneitian ini yaitu perangkat pembelajaran berdiferensiasi dengan model Problem Based Learning (PBL) untuk meningkatkan keterampilan berpikir kreatif peserta didik pada pembelajaran IPA layak digunakan berdasarkan kriteria validitas, keefektifan dan kepraktisan.  

The aim of this developmental research is to provide differentiated learning tools that increase students creative thinking skills which are valid, practical and effective. Furthermore, Research and Development method with the ADDIE model (Analyze, Design, Development and Evaluation) is used in this research. Product trials were carried out on 38 students at Junior High School 3 Watulimo. Test of creative thinking, learning implementation, validation sheets, and student response quisionnaires were the research instruments used. There are several data analysis techniques used in this research such as N-Gain calculations, normality tests, homogeneity test, and paired t-test (dependent sample t-test). The results were obtained as followed: (1) The validity of the developed learning tools an average assessment aspect of 0.92 as showed in the Aiken’s V table, (2) The learning tools were effective in terms of: (a)The creative thinking skills indicators showed an average increase in score: the fluency indicator was 91.44% in the very high category, the flexibility indicator was 83.88% in the high category, the elaboration indicator was 74.34% in the medium category, and the originality indicator was 78.62% in the high category, (b) paired t-test analysis showed that the value of Sig. (2-tailed) data pair one and two, namely 0.000 < 0.05, indicates a difference between the average results of the pre-test and post-test; (b) student responses reach the very good category; (3) Practical learning tools produced an average percentage of 98% in the very good category after being implemented in the trial class. In conclusion, the differentiated learning tools using the Problem Based Learning (PBL) model are suitable to be used in teaching and learning proses to improve students creative thinking skills in science learning, based on the criteria of validity, effectiveness and practicality.