PENGARUH MODEL PROBLEM BASED-LEARNING DENGAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN BERPIKIR KREATIF

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perbedaan kemampuan berpikir kreatif fisika siswa yang belajar dengan model pembelajaran problem-based learning dengan flipped classroom (PBLFC), model pembelajaran tradisonal dengan flipped classroom (PTFC), dan model pembelajaran tradisional dengan direct instruction (DI). Jenis penelitian ini adalah eksperimen semu (quasi-experiment) dengan desain one way pretest-posttest non-equivalent control group design. Sampel terdiri 86 siswa SMA yang terbagi dalam 3 kelas. Kelas eksperimen 1 menerapkan PBLFC, kelas eksperimen 2 dengan PTFC dan kelas kontrol dengan pembelajaran DI. Data kemampuan berpikir kreatif dikumpulkan dengan 15 butir soal esai dengan materi usaha dan energi, serta momentum dan impuls. Data yang terkumpul dianalisis dengan analisis deskriptif dan ANAKOVA. Hasil penelitian ini mengungkapkan adanya perbedaan yang signifikan pada kemampuan berpikir kreatif fisika antara siswa yang belajar dengan PBLFC, PTFC, dan DI. Hasil Uji BNt (Beda Nyata terkecil) menunjukkan bahwa kemampuan berpikir kreatif fisika siswa yang belajar dengan PBLFC lebih tinggi dibandingkan dengan PTFC dan DI. Pembelajaran aktif dengan flipped classroom perlu dikembangkan dalam pembelajaran fisika untuk mendorong kemampuan berpikir kreatif siswa.

THE EFFECT OF PROBLEM-BASED LEARNING FLIPPED CLASSROOM TOWARDS PHYSICS CREATIVE-THINKING ABILITY

This study was aimed at describing the differences in the creative-thinking abilities of the students who learn physics using the problem-based learning model with flipped classroom (PBLFC), traditional learning model with flipped classroom (TLFC), and traditional learning models with direct instruction (TLDI). A quasi-experimental with a one-way pretest-posttest non-equivalent control group design was used in this study. The sample consisted of 86 high school students divided into 3 classes. The experimental class 1 implemented PBLFC, experimental class 2 implemented TLFC, and the control class implemented TLDI learning. The data on the ability to think creatively were collected using 15 essay item tests with material on effort and energy, and momentum and impulses. The data then were analyzed by descriptive analysis and ANACOVA. The results of this study show that there are significant differences in the ability to think creatively between physics students who study with PBLFC, TLFC, and TLDI. Least Significant Difference (LSD) test results show that the creative thinking abilities of students who learn physics with PBLFC are higher than those with TLFC and TLDI. Active learning with flipped classroom needs to be developed in physics learning to encourage students' creative-thinking abilities.