Keterampilan berpikir kreatif siswa menggunakan model Problem Oriented Project Based Learning (POPBL) pada materi keanekaragaman hayati

Shofiyah, Fauziyah Nurus (2025) Keterampilan berpikir kreatif siswa menggunakan model Problem Oriented Project Based Learning (POPBL) pada materi keanekaragaman hayati. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kreatif siswa yang disebabkan pembelajaran masih berpusat pada guru sehingga kurang memberikan ruang bagi siswa untuk mengeksplorasi ide dan mengembangkan kreativitasnya, padahal keterampilan berpikir kreatif sangat penting dalam menghadapi tantangan abad ke-21. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh model Problem Oriented Project Based Learning (POPBL) terhadap keterampilan berpikir kreatif siswa pada materi keanekaragaman hayati dengan kerangka berpikir konstruktivisme dan hipotesis bahwa POPBL mampu meningkatkan keterampilan berpikir kreatif. Model POPBL dipilih karena mengintegrasikan pembelajaran berbasis masalah dan berbasis proyek yang mendorong siswa untuk aktif, bekerja sama, berpikir kritis, serta menghasilkan produk kreatif melalui pengalaman belajar yang bermakna. Penelitian ini menggunakan metode quasi experiment dengan desain nonequivalent pretest-posttest control group, melalui teknik cluster random sampling yang membagi kelas menjadi kelompok eksperimen dan kontrol. Instrumen penelitian meliputi tes keterampilan berpikir kreatif, lembar observasi keterlaksanaan pembelajaran, serta angket respons siswa. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran POPBL mencapai 97,62% pada kinerja guru dan aktivitas siswa, nilai N-Gain keterampilan berpikir kreatif kelas eksperimen sebesar 0,77 (kategori tinggi) sedangkan kelas kontrol 0,48 (kategori sedang), uji t’ memperoleh signifikansi 0,000 < 0,05 dengan nilai effect size sebesar 1,82 (pengaruh besar), serta respons siswa terhadap POPBL sangat positif dengan persentase 80%. Dengan demikian, dapat disimpulkan bahwa penerapan POPBL berpengaruh positif dan signifikan terhadap peningkatan keterampilan berpikir kreatif siswa pada materi keanekaragaman hayati, sehingga dapat dijadikan alternatif model pembelajaran yang relevan dalam mengembangkan potensi kreatif siswa sekaligus mendukung pencapaian tujuan pendidikan abad ke-21. This study was motivated by the low level of creative thinking skills among students, which is caused by teacher-centered learning that does not provide enough space for students to explore ideas and develop their creativity, even though creative thinking skills are very important in facing the challenges of the 21st century. Therefore, this study aims to analyze the effect of the Problem Oriented Project Based Learning (POPBL) model on students' creative thinking skills in biodiversity material using a constructivist framework and the hypothesis that POPBL can improve creative thinking skills. The POPBL model was chosen because it integrates problem-based and project-based learning that encourages students to be active, work together, think critically, and produce creative products through meaningful learning experiences. This study used a quasi-experimental method with a nonequivalent pretest-posttest control group design, through a cluster random sampling technique that divided the class into experimental and control groups. The research instruments included a creative thinking skills test, a learning implementation observation sheet, and a student response questionnaire. The results showed that the implementation of POPBL learning reached 97.62% in teacher performance and student activity, with an N -Gain for creative thinking skills in the experimental class was 0.77 (high category) while in the control class it was 0.48 (medium category). The t-test obtained a significance of 0.000 < 0.05 with an effect size of 1.82 (large effect), and student responses to POPBL were very positive with a percentage of 80%. Thus, it can be concluded that the application of POPBL has a positive and significant effect on improving students' creative thinking skills in biodiversity material, so that it can be used as an alternative learning model that is relevant in developing students' creative potential while supporting the achievement of 21st century educational goals.

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