DEVELOPMENT OF STUDENT WORKSHEET BASED ON PROBLEM BASED LEARNING APPROACH TO INCREASE 7 TH GRADE student ' s CREATIVE THINKING SKILLS

The research aims to (1) produce a student worksheet based on problem based learning that has the potency to improve the 7th grade student's creative thinking skill based on assessment of expert lecturers and science teachers on the content business feasibility component, language and image component, component, and presentation graphics component, (2) know the student response toward the student worksheet based on problem based learning to improve the 7th grade student's creative thinking skills, (3) know the improvement the 7th grade student's creative thinking skills after using the student worksheet based on problem based learning. The design of this research was Research and Development model with 4 d development model which includes define, design, develop, and disseminate. The data analysis technique of appropriateness of the student worksheet and students responses to the student worksheet is quantitative score conversion to qualitative value with five categories, the data analysis technique of the implementation of the problem based learning model and student's creative thinking skill based on observation is a percentage calculation, while the data analysis technique of creative thinking skills pre test and post test is normalized gain score (N-gain score). Based on the results of the research, it can be concluded that (1) a student worksheet based on Problem Based Learning has the potency to improve the 7th grade student's creative thinking skill based on assessment of expert lecturers and science teachers on the content business feasibility component, language and image component, component, and presentation graphics component get score 105.75 of a maximum score of 120 with a value of "A" is categorized as "Very Good", (2) a student worksheet categorized as "Good" with a value of ' B "based on student response with score 66.09 of maximum score of 88, (3) the student's creative thinking skill improves after using a student worksheet based on Problem Based Learning with N-gain score 0.72 categorized as "High".


INTRODUCTION
Based on the regulation of the Minister of education and culture No. 22-year 2016, the learning process in educational units organized in interactive, inspiring, fun, challenging, motivating learners to participate actively, as well as provide enough room for initiative, creativity, and independence in accordance with their talents, interests, and physical and psychological development of learners.(Kemendikbud, 2016: 1) In Permendikbud No. 22-year 2016, skills of creative thinking is a very important part in the learning process.Important creativity is fostered and developed in the learners because of creativity as the ability to see the assortment of the possibility of a settlement of a problem.(Munandar, 1985: 45) Based on documentation, observation, and interviews in the JUNIOR HIGH SCHOOL N 2 Limestone obtained information that creative thinking skills learners Class VII F is still lacking.
Efforts to improve the skills of creative thinking can be done using appropriate learning model, one Problem Based Learning (PBL).Problem Based Learning (PBL) felt right used to enhance creative thinking skills in creative thinking skills because there is a process of creative thinking.Basadur (2000: 78) posited in the process of creative thinking activity there is found a problem (a problem finding activity), the activity of solving problems (problem solving activity) and the activities of the implementation of the solution (solution implementation activity).the third activity can be facilitated by using a model of learning Feasibility research of the minimum value is B with category either.In response learners provide value "B" then LKPD IPA developed decent used to enhance creative thinking skills.

Analysis Of Creative Thinking Skills
The first step is to calculate the average score of each component by using the following formula: Description: X = average score ∑ X = the number of overall score n = number of individuals score Then analyze the results of the study (a matter of pre-test and post test) using the formula that has been developed by Hake (1998: 65)

Figure 1 .
Figure 1.Eligibility Chart LKPD IPA Based on Figure 1, looks at the components of the feasibility of obtaining content score of expert lecturers while 30.5 of the IPA teacher earns a score of 29 out of 35 with maximal reliability score of 97.48%.Based on Figure 1, looks at the components of the feasibility of obtaining content score of expert lecturers while 30.5 of the IPA teacher earns a score of 29 out of 35 with maximal reliability score of 97.48%.Based on Figure 1, looks at the components of the feasibility of obtaining content score of expert lecturers while 30.5 of the IPA teacher earns a score of 29 out of 35 with maximal reliability score of 97.48%.Based on Figure 1, looks at the components of the feasibility of obtaining content score of expert lecturers while 30.5 of the IPA teacher earns a score of 29 out of 35 with maximal reliability score of 97.48%.Of the components of each score can be calculated an average score of IPA based LKPD assessment of Problem Based Learning (PBL) all components of the maximum score from 105.75 120 with A grade includes the category "very good".2. Learner Response Against LKPD IPA

Figure 2 .
Figure 2. Analysis of Learner Response against LKPD IPA It can be seen from Figure 2 score results response learners against LKPD IPA-based Problem Based Learning (PBL) is obtained on the learning model of Problem Based Learning (PBL) for a maximum score of 24.06 32 with a value of "B" includes the category " good ".It can be seen from Figure 2 score results response learners against LKPD IPA-based Problem Based Learning (PBL) is obtained on the learning model of Problem Based Learning (PBL) for a maximum score of 24.06 32 with a value of "B" includes the category " good ".It can be seen from Figure 2 score results response learners against LKPD IPAbased Problem Based Learning (PBL) is obtained on the learning model of Problem Based Learning (PBL) for a maximum score of 24.06 32 with a value of "B" includes the category " good ".Based on these three aspects namely learning Problem Based Learning (PBL) creative thinking skills, and language, then it can be calculated the average amount of the overall results of learner response against LKPD IPA-based Problem Based Learning Stage design consists of 4 steps, among others, drafting instruments, selection of media, formats, and the draft pemelihan LKPD.Stages of develop is done with the steps in the following review, validation supervisor LKPD lecturer by Professor expert and teacher of IPA, a test development.The stage is only done to disseminate the learners Class VII F SMP N 2 Limestone and teacher IPA SMP N 2 Limestone.Then the data beginning in the form of quantitative data is converted into the qualitative data (data intervals) on a scale of five.According to Widoyoko (2009: 238) reference conversion score into five scales can be seen in table 1.