ABSTRAK

Rizqi. 2019. NIM 1127966001, Model Pembelajaran OCIPSE untuk Meningkatkan Kreativitas Ilmiah Siswa SMP pada Pembelajaran IPA. Disertasi, Program Studi S3 Pendidikan Sains, Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. H. Prabowo, M.Pd. dan Co-Promotor: Prof. Dr. dr. Tjandara Kirana, MS., Sp.And.

Kata-kata kunci: IPA, kreativitas ilmiah, model OCIPSE, siswa SMP,

Penelitian ini bertujuan untuk menghasilkan model pembelajaran OCIPSE yang valid, praktis, dan efektif untuk meningkatkan kreativitas ilmiah siswa SMP pada pembelajaran IPA. Pengembangan model pembelajaran OCIPSE menggunakan EDR (Educational Development and Research). Subjek penelitian adalah  Model Pembelajaran OCIPSE.  Subjek uji coba terbatas adalah 19 siswa kelas VIIF SMP Khadijah Surabaya. Subjek uji coba skala luas adalah 39 siswa kelas VIIC SMP Khadijah Surabaya. Subjek uji implementasi adalah siswa sebanyak 72 siswa kelas VIIC dan VIID SMP Khadijah Surabaya, 32 siswa kelas VIIC dan VIID SMP Al Falah Surabaya. Desain uji menggunakan one-group pre-test - post-test design pada uji coba skala luas dan true experiment design pada uji implementasi. Pengumpulan data menggunakan metode validasi, pengamatan, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan: 1) Model yang dikembangkan termasuk dalam kategori valid ditinjau dari: (a) Validitas isi: model pembelajaran OCIPSE memenuhi kebutuhan dan pengetahuan mutakhir dan validitas konstruk; model pembelajaran OCIPSE memiliki konsistensi antara komponen model dengan kriteria valid, (b) Perangkat pembelajaran yang dikembangkan valid dan dapat digunakan untuk mendukung implementasi model pembelajaran OCIPSE; 2) Model yang dikembangkan termasuk dalam kategori praktis ditinjau dari keterlaksanaan model pembelajaran OCIPSE dengan kriteria baik pada uji coba terbatas, uji coba skala luas, dan uji implementasi; dan 3) Model yang dikembangkan termasuk dalam kategori efektif ditinjau dari: (a) Peningkatan kreativitas ilmiah: (1) N-gain kreativitas ilmiah siswa SMP dalam kriteria tinggi. (2) Ada peningkatan signifikan kreativitas ilmiah siswa SMP. (3) Ada konsistensi n-gain kreativitas ilmiah di kelas eksperimen (SMP Khadijah Surabaya dan SMP AL Falah). (b) Siswa SMP memberikan respons positif terhadap pembelajaran menggunakan model pembelajaran OCIPSE dan perangkatnya pada uji coba terbatas, uji coba skala luas, dan uji implementasi. Berdasarkan hasil-hasil di atas, disimpulkan bahwa model pembelajaran OCIPSE yang dikembangkan valid, praktis, dan efektif atau layak untuk meningkatkan kreativitas ilmiah siswa SMP pada pembelajaran IPA.

ABSTRACT

Rizqi. 2019. NIM 1127966001, OCIPSE Learning Model to Improve Scientific Creativity of Junior High School Students in Science Learning. Dissertation, Doctor of Science Education Study Program, Postgraduate of Universitas Negeri Surabaya. Promotor: Prof. Dr. H. Prabowo, M.Pd. and Co-Promotor: Prof. Dr. dr. Tjandara Kirana, MS., Sp.And.

Keywords:  Junior high school, science, scientific creativity, OCIPSE model.

This research aims to produce a valid, practical, and effective OCIPSE learning model to improve the scientific creativity of junior high school students in science learning. Development of the OCIPSE learning model using EDR (Educational Development and Research). The research subject was the OCIPSE Learning Model. The subjects of the limited trial were 19 VIIF students at the Khadijah Junior High School of Surabaya. The subject of a large-scale trial was 39 VIIC students at the Khadijah Junior High School of Surabaya. The subjects of the implementation test were 72 students in the VIIC and VIID classes of the Khadijah Junior High School of Surabaya, 32 VIIC and VIID students at the Al Falah Junior High School of Surabaya. The test design uses one-group pre-test - post-test design in a large-scale trial and true experiment design in the implementation test. Data collection has used validation methods, observations, tests, and questionnaires. Data analysis techniques have used qualitative and quantitative descriptive analysis. The results of the study show: 1) The model developed has been included in the valid category in terms of: (a) Content validity: OCIPSE learning model fulfills the needs and current knowledge and construct validity; the OCIPSE learning model has consistency between the components of the model with valid criteria, (b) The learning tools developed have been valid and can be used to support the implementation of the OCIPSE learning model; 2) The model developed has been included in the practical category in terms of the implementation of the OCIPSE learning model with criteria both on limited trials, large-scale trials, and implementation tests; and 3) The model developed has been included in the effective category in terms of: (a) Increased scientific creativity: (1) N-gain scientific creativity of junior high school students in high criteria. (2) There was a significant increase in the scientific creativity of junior high school students. (3) There was consistency in n-gain of scientific creativity in the experimental class (Khadijah Junior High School of Surabaya and Al Falah Junior High School of Surabaya). (b) Junior high school students have given a positive response to learning using the OCIPSE learning model and its tools on limited trials, wide-scale trials, and implementation tests. Based on the results above, it was concluded that the OCIPSE learning model developed was valid, practical, and effective or feasible to improve the scientific creativity of junior high school students in science learning.