PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI TERSTRUKTUR UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI DAN KREATIVITAS PESERTA DIDIK KELAS V SEKOLAH DASAR

THE DEVELOPMENT OF STRUCTURED INQUIRY MODEL LEARNING SET TO IMPROVE THE COMMUNICATION SKILLS AND CREATIVITY OF GRADE V ELEMENTARY SCHOOL STUDENTS

Penelitian ini bertujuan (1) menghasilkan perangkat pembelajaran model inkuiri terstruktur yang valid, praktis, dan efektif untuk meningkatkan keterampilan komunikasi dan kreativitas di kelas V SD, (2) mendeskripsikan validitas, kepraktisan, dan keefektifan perangkat pembelajaran model inkuiri terstruktur untuk meningkatkan keterampilan komunikasi dan kreativitas pada materi “Siklus Air”. Metode penelitian yang digunakan adalah R&D dengan static-group pretest-posttest design. Sampelnya adalah peserta didik kelas V dengan 30 peserta didik sebagai kelas kontrol dan 30 peserta didik sebagai kelas eksperimen. Pengambilan data menggunakan lembar validasi, lembar tes, dan lembar observasi. Lembar validasi dianalisis menggunakan persentase, hasil tes dianalisis menggunakan N-Gain dan uji independent sample t , serta lembar observasi dianalisis menggunakan persentase keterlaksanaan. Hasil validasi menunjukkan perangkat pembelajaran sangat valid dengan rerata skor 91,2. Hasil penelitian menunjukkan hasil tes kreativitas mengalami peningkatan. Rerata nilai pretest kelas kontrol sebesar 55,7 dengan hanya 5 peserta didik yang tuntas. Rerata nilai posttest kelas kontrol sebesar 65,7 dengan 13 peserta didik yang tuntas. Rerata nilai pretest kelas eksperimen sebesar 57,1 dengan hanya 4 peserta didik yang tuntas. Rerata nilai posttest kelas eksperimen sebesar 82,6 dengan 30 peserta didik yang tuntas. Rerata N-Gain persen kelas kontrol sebesar 22,53% sedangkan kelas eksperimen 58,38% sehingga inkuiri terstruktur cukup efektif dalam meningkatkan kreativitas. Uji independent sample t diperoleh Sig. (2-tailed) 0,000 < 0,05 sehingga dapat dikatakan peningkatan kelas eksperimen berbeda signifikan dengan peningkatan kelas kontrol. Hasil observasi menunjukkan komunikasi dan kreativitas peserta didik di kelas eksperimen mengalami peningkatan di tiap pertemuannya. Persentase respon peserta didik berkisar 92% hingga 100%. Dapat disimpulkan bahwa perangkat pembelajaran model inkuiri terstruktur mampu meningkatkan komunikasi dan kreativitas peserta didik kelas V SD pada materi “Siklus Air”.

This study aims to (1) produce valid, practical and effective structured inquiry learning sets to improve communication and creativity skills of grade V elementary school students, (2) describe the validity, practicality and effectiveness of structured inquiry model learning set to improve communication and creativity skills on the water cycle learning topic. The research method used is R&D with static-group pretest-posttest design. The research sample was  grade V students of Geluran 1 Elementary school with 30 students as control group and 30 students as experiment group. The data were collected by using validation sheet, test, and observation sheets. The validation sheet was analyzed by percentation, the test results data was analyzed by N-Gain and independent sample t test, the observation sheets was analyzed implementation percentages. The validation results showed that the learning sets were very valid with a mean score of 91,2. The limited trial showed the creativity test results had increased. The average pretest score control class was 55,7 with only 5 students passed. The average posttest score control class was 65,7 with 13 students passed the test. The average pretest score experiment class was 57,1 with only 4 students passed. The average posttest score experiment class was 82,6 with 30 students passed the test. The average ­N-Gain percent for control class was 22,53% and for experiment class was 58,38% so it can be conclude that structured inquiry is quite effective to improving creativity. Independent sample t test results obtained Sig. (2-tailed) 0,000 < 0,05 so it can be conclude that the increase in the experimental class is significantly different from the increase in the control class. The observation results showed that the communication and creativity of the students in experiment class increased in each meeting. The percentage of student responses ranged from 92% to 100%. It can be concluded that the structured inquiry model learning sets can improving communication and creativity of grade V elementary school students on the water cycle learning topic.