Pola Pengintegrasian Latihan Keterampilan Berpikir Untuk Meningkatkan Creative Problem Solving (CPS) Melalui Manajemen Penugasan Terstruktur

Patterns for Integrating Thinking Skills Training to Improve Creative Problem Solving (CPS) Through Structured Assignment Management

Keterampilan berpikir menjadi salah satu kemampuan yang harus dikuasai mahasiswa. Selain itu merupakan tuntutan abad 21 dimana mahasiswa harus menguasai keterampilan berpikir. Berdasarkan hasil prapenelitian menunjukkan mahasiswa semester akhir belum menguasai keterapilan berpikir. Sehingga diperlukan upaya untuk melatihkan hal tersebut kepada mahasiswa sejak awal semester. Waktu pelaksanaan menggunakan jam penugasan terstruktur yang menjadi bagian dari setiap SKS yang deprogram mahasiswa. Pelatihan menggunakan model pengintegrasian connected keterampilan berpikir meliputi keterampilan proses sains (KPS), keterampilan literasi sains (KLS), keterapilan argumentasi (KA), keterampilan berpikir kritis (KBKi) sebagai variabel prediktor dan keterampilan creative problem solving (CPS) sebagai variabel respon. Langkah-langkah pelatihan mengikuti tahapan learning cycle 5E. Penelitian ini bertujuan menghasilkan pola pengintegrasian latihan keterampilan berpikir untuk meningkatkan Creative Problem Solving (CPS) melalui manajemen penugasan terstruktur. Pengembangan menggunakan model ADDIE. Data kevalidan diperoleh dari penilaian 5 tim ahli bidang Pendidikan Kimia yang menyatakan pola pengintegrasian dan perangkat pendukungnya sangat baik. Data penelitian kepraktisan diperoleh dari hasil angket respon mahasiswa, angket respon dosen model, hasil observasi aktivitas mahasiswa dan hasil observasi keterlaksanaan penelitian dan menyatakan sangat baik. Data keefektifan menyatakan sumbangan variabel prediktor terhadap variabel respon secara parsial maupun secara bersama-sama. Diukur menggunakan model regresi nonparametrik truncated spline dengan kombinasi knot (1,3,1,3) diperoleh hasil nilai R² tahap ujicoba terbatas 83,35% dan 77,49% untuk ujicoba luas sehingga masuk pada kategori efektif. Maka dapat dikatakan pola pelatihan ini valid, praktis dan efektif. Penelitian ini diharapkan menjadi salah alternatif melatihkan keterampilan berpikir bagi mahasiswa dan bagi siswa sekolah dengan penyesuaian perangkat pendukung berdasarkan usia peserta didik. 

Thinking skills are one of the abilities that students must master. Apart from that, it is a demand of the 21st century where students must master thinking skills. Based on the results of the pre-research, it shows that final semester students have not yet mastered thinking skills. So efforts are needed to train students about this from the start of the semester. The implementation time uses structured assignment hours which are part of each SKS programmed by students. The training uses a connected thinking skills integration model including science process skills (KPS), scientific literacy skills (KLS), argumentation skills (KA), critical thinking skills (KBKi) as predictor variables and creative problem solving skills (CPS) as response variables. The training steps follow the 5E learning cycle stages. This research aims to produce a pattern of integrating thinking skills training to improve Creative Problem Solving (CPS) through structured assignment management. Development uses the ADDIE model. Validity data was obtained from the assessment of 5 teams of experts in the field of chemistry education who stated that the integration pattern and supporting tools were very good. Practicality research data was obtained from the results of student response questionnaires, model lecturer response questionnaires, observation results of student activities and observation results of research implementation and stated that they were very good. Effectiveness data states the contribution of predictor variables to response variables partially or jointly. Measured using a nonparametric truncated spline regression model with a combination of knots (1,3,1,3), the R² value for the limited trial stage was 83.35% and 77.49% for the extensive trial, so it was in the effective category. So it can be said that this training pattern is valid, practical and effective. It is hoped that this research will be an alternative to training thinking skills for university students and school students by adjusting supporting devices based on the age of the students.