Integrated curriculum is a popular way to develop 21st-century skills, but most of the materials are written on the books separately. Furthermore, web-based learning is an online learning media that can be accessed using an internet connection anytime and anywhere. However, many educational websites do not apply the principles of effective learning. Besides, the traditional learning methods tend to be bored for the students. In order to solve this problem, this study designed a website education that uses interactive content to assist students in learning levers in the human body topic as one of the integrated science materials. The process of developing an educational website consists of three steps: (1) analysis, (2) design, (3) construction making. This research method used descriptive method, and the experts' judgment will evaluate it on content, language, and media/IT. The questionnaires used the technology acceptance model (TAM) and five-dimensional interactivity to investigate the readability of the subjects' perception responses. The research subject was three science teachers and 31 students on private Junior High School in Bandung. According to the result, generally, it has a good evaluation of each aspect. But, the website education needs a strong signal to access for not taking load time consumer.

The aim of this research was to analyse students’ creative thinking ability and the process involved in the development of students’ creative thinking, as well as to examine the differences between male and female students, in order to provide a better understanding of both gender in creative thinking ability. Creative thinking is represented by four indicators; fluency, flexibility, originality, and elaboration. In this research students’ creative thinking was measured by using a Test of Creative Thinking Ability, which consisted of five open-ended questions, while the process of creative thinking development was obeserved throughout the classroom teaching-learning activities, as well as the strategies and approaches implied by the teacher. The result showed student’s creative thinking ability was adequate (59%), in which the students scored the highest number in fluency (71,2%), followed by elaboration (59,5%), originality (58,5%), and flexibility (46,8%). Meanwhile, the process of creative thinking development was considered generally adequate in supporting students’ creative thinking ability, the score of the whole process in each indicators were: fluency (85,7%), flexibility (85,7%), originality (78,5%), elaboration (94,5%). Quantitative data analysis showed a statistically different results of fluency and elaboration between male and female students, while the result in flexibility and originality showed no-significant difference between both gender. Positive response related to students’ perception about their creative thinking ability were obtained using the students’ questionnaire as the instrument. Most of the students had a great perception of ther creative ability, where male students tend to have higher perspective about their creative ability than female students.

This research investigated the effect of brainstorming on students’ creative thinking skills in learning nutrition. The method that was used in this research is quasi-experimental with a pretest-posttest design. The sample was taken by purposive sampling technique where one group was assigned to the experimental group (n=25 students) and the other one group was assigned to the control group (n=25 students). The population was 7th-grade students in Islamic International School in Bandung. The quantitative data in this research was obtained from objective test and verbal TTCT (Torrance Test of Creative Thinking), while the qualitative data was obtained from observation sheet. The findings of the study showed that there are statistically significant differences between experimental and control group in creative thinking skills test with the score of 0.000. The result is in the favor of the experimental group, indicating the effectiveness of brainstorming in developing students’ creative thinking skills in learning nutrition.

ABSTRAKPenelitian ini dilakukan untuk memperoleh informasi tentang peningkatan penguasaan konsep siswa dalam pembelajaran biologi pada konsep Reproduksi Vegetatif alami tumbuhan melalui pembelajaran kooperatif tipe jigsaw di SMPN 2 Cimalaka. Subjek penelitian ini adalah siswa kelas IXA SMPN 2 Cimalaka dengan jumlah siswa 39 orang. Teknik pengumpulan data yang digunakan untuk mengetahui penguasaan konsep siswa adalah dengan menggunakan tes hasil belajar. Temuan hasil pembelajaran melalui pembelajaran kooperatif tipe jigsaw diperoleh hasil tes siswa sudah memenuhi ketuntasan belajar dengan jumlah siswa yang tuntas belajar sebanyak 89,74% dan adanya peningkatan skor post tes siswa dibandingkan dengan pre tes dengan perbedaan yang signifikan, ini menunjukkan adanya peningkatan penguasaan konsep siswa. Berdasarkan skor gain ternormalisasi pembelajaran ini mempunyai nilai 0,44 yang tergolong kategori efektivitas sedang. Hal ini menunjukkan bahwa model pembelajaran kooperatif tipe jigsaw yang dikembangkan pada penelitian ini cukup efektif. Dengan demikian dapat disimpulkan bahwa terdapat peningkatan penguasaan konsep siswa dalam pembelajaran Biologi setelah menggunakan pembelajaran kooperatif tipe jigsaw pada konsep Reproduksi Vegetatif Alami Tumbuhan. Kata kunci : Penguasaan konsep, pembelajaran kooperatif tipe jigsaw. PENDAHULUANPeningkatan mutu pendidikan sangat berkaitan erat dengan proses pendidikan yang terjadi dalam kegiatan belajar mengajar di kelas. Dalam kegiatan belajar mengajar siswa akan memahami materi pelajaran dengan baik bila terjadi kerjasama antara guru dan siswa. Untuk itu, seorang guru harus mempunyai kreatifitas dan ide-ide baru untuk mengembangkan cara penyajian materi pelajaran di sekolah. Dalam penyajian materi seorang guru harus pandai memilih model, pendekatan, strategi, dan media yang tepat serta cara penguasaan kelas yang sesuai dengan kondisi siswa agar siswa tidak merasa bosan tapi justru malah tertarik untuk belajar (Faturrohman, 2007).

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