Perbedaan kreativitas dan hasil belajar siswa pokok bahasan tegangan permukaan dan viskositas dalam pembelajaran Fisika dengan menggunakan Model Guided Inquiry Learning dan Model Creative Problem Solving di Kelas X Semester 2 MAN Model Palangka Raya

Pribadi, Adhitya Agung (2016) Perbedaan kreativitas dan hasil belajar siswa pokok bahasan tegangan permukaan dan viskositas dalam pembelajaran Fisika dengan menggunakan Model Guided Inquiry Learning dan Model Creative Problem Solving di Kelas X Semester 2 MAN Model Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini dilatarbelakangi oleh beberapa hal antara lain: Kreativitas siswa dalam proses pembelajaran kurang mendapat perhatian oleh guru. Hal ini ditunjukkan dengan banyaknya siswa yang mengalami kesulitan dalam mengerjakan soal fisika. Guru dalam mengajar masih dominan menggunakan metode ceramah dan metode diskusi. Fasilitas seperti halnya laboratorium IPA terpadu sangat jarang digunakan di dalam pengajaran.

Penelitian ini bertujuan untuk mengetahui (1) bagaimana kreativitas siswa pada pokok bahasan tegangan permukaan dan viskositas antara model guided inquiry learning (GIL) dan model creative problem solving (CPS). (2) bagaimana hasil belajar siswa pada pokok bahasan tegangan permukaan dan viskositas antara model guided inquiry learning (GIL) dan model creative problem solving (CPS). (3) terdapat atau tidaknya perbedaan yang signifikan kreativitas siswa pada pokok bahasan tegangan permukaan dan viskositas antara model guided inquiry learning (GIL) dan model creative problem solving (CPS). (4) terdapat atau tidaknya perbedaan yang signifikan hasil belajar siswa pada pokok bahasan tegangan permukaan dan viskositas antara model guided inquiry learning (GIL) dan model creative problem solving (CPS).

Penelitian ini menggunakan metode kuantitatif dengan rancangan desain “Pre-test Post-test Two Experiment Group”. Instrumen penelitian yang digunakan adalah tes kreativitas siswa dan tes hasil belajar siswa. Hasil uji coba tes kreativitas dan tes hasil belajar siswa mendapatkan reliabilitas soal tes kreativitas 0,718 kategori tinggi dan reliabilitas soal tes hasil belajar 0,486 kategori sedang. Populasi penelitian adalah kelas X semester 2 MAN Model Palangkaraya Tahun Pelajaran 2014/2015. Sampel penelitian terdiri dari 2 kelas yaitu kelas X-MIA 2 yang berjumlah 35 orang sebagai kelas GIL dan kelas X-MIA 3 yang berjumlah 36 orang sebagai kelas CPS. Analisis data pre-test maupun post-test pada tes kreativitas dan hasil belajar menggunakan program SPSS versi 21.0 for windows.

Berdasarkan hasil penelitian dapat disimpulkan bahwa (1) nilai rata-rata post-test kreativitas dan hasil belajar siswa berturut-turut adalah 65,12 dan 48,40. (2) Nilai rata-rata post-test kreativitas dan hasil belajar berturut-turut adalah 42,26 dan 51,36. (3) Terdapat perbedaan yang signifikan kreativitas siswa antara kelas model GIL dan kelas model CPS. Adapun jika dibandingkan ternyata model GIL lebih baik dibandingkan dengan model CPS. (4) Tidak terdapat perbedaan yang signifikan kreativitas siswa antara kelas model GIL dan kelas model CPS.

ABSTRACT

Several things, among others, motivated this research: creativity in the learning process less noticed by the teacher. This is demonstrated by the many of the student have difficulty in doing physics problem. Teachers in teaching is still predominantly use methods of lecture and discussion methods. Facilities such as science laboratories integrated nature very rarely used in teaching.

The study aims to determine (1) how the creativity of the students there is the subject of surface tension and viscocity between models of guided inquiry learning (GIL) and a model of creative problem solving (CPS). (2) How the learning outcomes of the students there is the subject of surface tension and viscocity between models of guided inquiry learning (GIL) and a model of creative problem solving (CPS). (3) Whether or not there is a significant difference between the creativity of the students on the subjects of surface tension and viscosity between models of guided inquiry learning (GIL) and a model of creative problem solving (CPS). (4) Whether or not there is a significant difference between learning outcomes of the students on the subjects of surface tension and viscosity between models of guided inquiry learning (GIL) and a model of creative problem solving (CPS).

The study belongs to quantitative methods to the design of the design of “pre-test post-test two experiment group”. The instruments of research are creativity student test and test student-learning outcomes. The results of trials test the creativity of students get the reliability of test questions creativity of 0,718 with a high category and the test results of students learning about the reliability of test results get to learn at 0,486 with the medium category. The population of the study is an X class in the second semester at MAN Model Palangka Raya 2014/2015 academic year. The sample of the study consisted of two classes of grade X-MIA 2 class totaled 35 students as GIL and X-MIA grade 3 class totaled 36 students as CPS. The analysis of the data pre-test and post-test on creativity and learning outcomes are using SPSS version 21,00 for Window.

The results of the study concluded that: (1) An average value of post-test on creativity and learning outcomes are respectively 65,12 and 48,40. (2) An average value of post-test on creativity and learning outcomes are respectively 42,26 and 51,36. (3) There is significant difference the creativity of the students between classes model GIL and model CPS. As if in compare between model GIL turned out better than model CPS. (4) There is no significant difference learning outcomes of the students between classes model GIL and model CPS.

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