<p class="Abstract">Research on figuring out the ways to teach creative thinking skills via learning processes has been carried out. One of the methods applied to be efficient to teach creative thinking skills is laboratory work. Laboratory work is an important process in learning physics since students tend to find it hard to understand physical concepts if they are only taught verbally. Students will understand better when they are given real life examples and are allowed to learn the concepts through the laboratory work, whenever possible. The research was conducted at SMAN 1 Bringin by employing the <em>quasi-experiment pre-test - post-test control group design. </em>Creative thinking skills were measured based on four indicators: flexibility, fluency, originality, and detail. Results show that laboratory work was suitable to improve students’ fluent thinking ability with 77% students showing improvement, and it was also a fit to improve students’ original thinking with 84% students showing improvement. The experiment class revealed a gain of 0.51, taken from an average pre-test score of 45.64 compared to the average post-test score of<em> </em>73.5, which is an increase of 27.86. Meanwhile, the control class resulted in a gain of 0.40, taken from an average pre-test score of 39.11 compared to the average post-test score of 83.44, which is an increase of 24.33.</p>
Abstrak Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran berbasis proyek terhadap keterampilan proses sains dan kemampuan berpikir kreatif siswa Kelas X SMA N 1 Wonosegoro, Boyolali. Penelitian ini merupakan penelitian eksperimen pendidikan dengan desain non-equivalent control group design. Data dalam penelitian ini merupakan data hasil kemampuan berpikir kreatif dan keterampilan proses sains. Data dianalisis menggunakan analisis uji t dua sampel. Dari hasil penelitian menunjukkan bahwa tidak terdapat perbedaan kemampuan awal antara kelas yang mengikuti pembelajaran model project based learning dengan yang mengikuti pembelajaran konvensional (thitung = 0,419 < ttabel = 1,672). Terdapat perbedaan hasil kemampuan berpikir kreatif antara siswa yang mengikuti pembelajaran model project based learning (thitung = 29,46 > ttabel = 1,672) dengan yang mengikuti pembelajaran konvensional. Terdapat perbedaan keterampilan proses sains antara siswa yang mengikuti pembelajaran model project based learning (thitung = 13,49 > ttabel = 1,672) dengan yang mengikuti pembelajaran konvensional. Berdasarkan hasil penelitian dapat disimpulkan bahwa pembelajaran dengan model project based learning lebih efektif daripada model pembelajaran konvensional dalam meningkatkan hasil belajar yang berupa kemampuan berpikir kreatif dan keterampilan proses sains siswa.
Kata kunci: model project based learning, kemampuan berpikir kreatif, keterampilan proses sainsAbstract The aim of this study was to determine the effectiveness of project-based learning model to the science process skills and creative thinking abilities of students of Class X SMAN 1 Wonosegoro, Boyolali. This study was an experimental research study design with nonequivalent control group design. The data in this study was the result of creative thinking ability and science process skills. Data were analyzed using two-sample t test analysis. The results showed that there was no difference between the initial capability classes that using the project based learning model and conventional learning (t = 0.419 <span>Proses pembelajaran berjalan kurang maksimal disebabkan karena beberapa masalah. Salah satu masalah yang ditemukan pada pembelajaran biologi adalah miskonsepsi. miskonsepsi yang dimiliki siswa akan berdampak pada pemahaman selanjutnya. Salah satu cara untuk mengetahui miskonsepsi adalah dengan tes diagnostik. Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan kelayakan instrumen <em>Four-tier diagnostic test </em> untuk mengungkap miskonsepsi siswa pada materi Sistem Ekskresi. Jenis penelitian ini adalah R&D (<em>Research and Development</em>) dari Sugiyono (2017) dengan 10 tahap. Tahap-tahap tersebut adalah identifikasi potensi dan masalah, pengumpulan data, desain produk, validasi produk, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, revisi produk dan produksi massal. Subjek uji coba adalah siswa kelas XII MIPA 3 (Uji instrumen), kelas XI MIPA 2 (uji coba produk) serta kelas XI MIPA 1 dan kelas XI MIPA 4 (uji coba pemakaian) SMA Negeri 1 Mayong Jepara. Metode yang digunakan dalam penelitian ini adalah observasi, dokumentasi, angket, wawancara dan tes. Temuan pertama, <em>Four-Tier Diagnostic Test </em>terdiri atas empat tingkatan, yaitu pertanyaan, tingkat keyakinan jawaban, alasan dan tingkat keyakinan alasan. instrumen yang dihasilkan meliputi kisi-kisi, petunjuk pengerjaan, soal tes, kunci jawaban, lembar jawab, pedoman penskoran dan pedoman interpretasi hasil. Temuan kedua, hasil penelitian menunjukkan bahwa instrumen <em>Four-tier diagnostic test </em>layak digunakan untuk mengungkap miskonsepsi siswa. Pengujian validitas oleh 9 validator menunjukkan instrumen yang dikembangkan valid. Validitas tes menunjukkan 7 soal kategori valid, 16 soal kategori tidak valid. Reliabilitas tes yang dikembangkan sebesar 0,699 yang berarti soal tersebut reliable. Karakteristik soal yang dikembangkan yaitu (1) Tingkat Kesukaran (2 soal sukar, 10 soal sedang, 8 soal mudah dan 3 soal sangat mudah), (2) Daya Beda (2 soal baik, 17 soal cukup dan 4 soal jelek), dan (3) Pengecoh dapat berfungsi dengan baik. Terdapat 41 temuan miskonsepi dari 13 sub pokok bahasan yang dikembangkan.</span> The low condition of students’ Generic Science Skills (GSS) becoming a concern since GSS is an essential provision for millennial living in the era of the industrial revolution 4.0. The study aimed to measure the impact of guided inquiry learning on generic science skills by using the digital swing model. This research used the experimental method which involved 360 students of 12th grade from senior high school. The primary data of students’ GSS were obtained from observations during activities and reports of practicum activities, then the resulting data were analyzed by t-test. The average of students’ GSS in the experimental class was 3.32, which is included in the very good category. Meanwhile in the control class was 3.17, which is included in the good category. Based on the results of the t-test analysis, the score was 0.044, which means that there were differences between the experimental class and the control class. Thus, it can be concluded that the use of digital swing has a positive impact on students’ GGS. The use of digital swing could stimulate the students to do the practicum activities which leads to the improvement of student’s GGS. However, this study is only focusing on the smaller angle; therefore, it is crucial for further research to set up the digital swing with the angle >15° to identify the effect on it. scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health. customersupport@researchsolutions.com 10624 S. Eastern Ave., Ste. A-614 Henderson, NV 89052, USA This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply. Copyright © 2024 scite LLC. All rights reserved. Made with 💙 for researchers Part of the Research Solutions Family. table = 1.672). There was a difference between the science process skills of students that using project-based learning model and conventional learning (t = 13.49> table = 1.672). the result of this study showed that project based learning model was more effective than conventional learning models in improving learning outcomes in the form of creative thinking skills and science process skills of students.
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