Implementasi Problem Based Learning (PBL) dalam Kurikulum Cambridge untuk Meningkatkan Keterampilan Berpikir Kreatif Peserta Didik pada Pembelajaran Fisika

Implementation of Problem Based Learning (PBL) within the Cambridge Curriculum to Improve Student’s Creative Thinking Skills in Physics Learning

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan keterampilan berpikir kreatif, dan respon peserta didik terhadap implementasi model PBL (Problem Based Learning) dalam kurikulum Cambridge pada pembelajaran fisika materi electrical circuits. Penelitian ini menggunakan jenis Quasi Experimental Design dengan desain Nonnequivalent Control Group Design. Subjek penelitian ini menggunakan kelas X-1 sebagai kelas eksperimen dan kelas X-2 sebagai kelas kontrol di SMA Al Falah Darmo Surabaya. Metode pengumpulan data pada penelitian ini yaitu metode observasi, tes, dan angket. Data hasil pembelajaran diolah melalui lembar observasi keterlaksanaan pembelajaran, Uji Wilcoxon Signed-Rank Test, analisis n-gain, dan lembar angket respon peserta didik. Hasil analisis keterlaksanaan model PBL berhasil dilaksanakan dengan sangat baik. Terdapat peningkatan keterampilan berpikir kreatif berdasarkan pelaksanaan pretest dan posttest pada kedua kelas penelitian. Tingkat kenaikan keterampilan berpikir kreatif pada kelas dengan model PBL berada pada kategori tinggi, sedangkan kelas dengan model pembelajaran Direct Instruction berada pada kategori sedang, maka penelitian menunjukkan bahwa pembelajaran model PBL efektif untuk diterapkan dalam meningkatkan keterampilan berpikir kreatif. Implementasi model PBL mendapat respon yang baik serta mampu menjadi sebuah motivasi peserta didik khususnya dalam meningkatkan keterampilan berpikir kreatif.

Kata Kunci: PBL, Electrical Circuits, keterampilan berpikir kreatif, kurikulum Cambridge.

This research aims to describe the implementation of learning, the improvement of creative thinking skills, and students responses toward the implementation of the Problem-Based Learning (PBL) model within the Cambridge curriculum in physics learning on the topic of electrical circuits. This research uses a Quasi-Experimental Design with a Non-equivalent Control Group Design. The subjects of this research were students from class X-1 as the experimental group and class X-2 as the control group at SMA Al Falah Darmo, Surabaya. The data collection methods included observation, tests, and questionnaires. Research data is analyzed through lesson implementation observation sheets, Wilcoxon Signed-Rank Test, normalized gain (n-gain), and students’ response questionnaire. The results of the analysis showed that the implementation of the PBL model was successfully implemented in a very good category. There was an increase or gain in creative thinking skills, as indicated by the comparison between the pretest and posttest results in both groups. The increase in creative thinking skills in the class taught using the PBL model considered into the high category, while the class taught using the Direct Instruction model was in the moderate category. Therefore, the study concludes that the PBL model is effective in enhancing students' creative thinking skills. Moreover, the implementation of the PBL model received positive responses from students and was able to motivate students, especially in improving their creative thinking skills.

Keywords: PBL, electrical circuits, creative thinking skills, Cambridge Curriculum.