IMPLEMENTASI INQUIRY LEARNING TERINTEGRASI PENDIDIKAN LINGKUNGAN TERKAIT PERUBAHAN IKLIM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK SMA

ENVIRONMENTAL EDUCATION INTEGRATED INQUIRY LEARNING IMPLEMENTATION RELATED TO CLIMATE CHANGE TO IMPROVE THE CREATIVE THINKING ABILITY OF SMA STUDENTS

Penetilian ini bertujuan untuk meningkatkan kemampuan berpikir kreatif peserta didik kelas X SMA dengan implementasi inquiry learning terintegrasi pendidikan lingkungan terkait perubahan iklim peserta didik SMA. Hasil penelitian berupa keterlaksanaan pembelajaran, keterampilan berpikir kreatif, dan respon peserta didik. Jenis penelitian yang digunakan adalah true exsperiment control group pre-tets and post-test. Subjek penelitian ini adalah peserta didik kelas X SMAN Kesamben dan menggunakan dua kelas yaitu kelas eksperimen dan kelas kontrol. Instrumen penelitian terdiri dari lembar observasi tes, lembar tes kemampuan berpikir kreatif, dan lembar instrumen angket respon. Hasil penelitian menunjukkan bahwa implementasi inquiry learning terintegrasi pendidikan lingkungan terlaksana dengan kategori sangat baik. Peningkatan kemampuan berpikir kreatif ditunjukkan dengan rata-rata N-Gain sebesar 0,7 masuk pada kategori tinggi. Respon peserta didik didapatkan nilai dengan persentase rata-rata kumulatif sebesar 80%.

This research aims to improve the creative thinking skills of class X high school students by implementing integrated inquiry learning in environmental education related to climate change among high school students. The results of the research are the implementation of learning, creative thinking skills, and student responses. The type of research used is true experimental control group pre-tests and post-tests. The subjects of this study were students of class X at SMAN Kesamben and used two classes, namely the experimental class and the control class. The research instrument consisted of observation test sheets, creative thinking ability test sheets, and response questionnaire instrument sheets. The results showed that the implementation of integrated inquiry learning in environmental education was carried out in a very good category. An increase in creative thinking skills is indicated by an average N-Gain of 0.7 which is in the high category. Student responses were obtained with a cumulative average percentage of 80%.