Mar’atus Solihah, 4201419098 (2023) PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA SMA. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

This research is motivated by the implementation of students' physics learning which tends to be less encouraged to develop higher-order thinking skills in solving a problem. The teaching style of the science teacher asks students to memorize various concepts without a deep understanding of these concepts. Teachers also do not direct students to develop creative problem solving skills. This study aims to describe and determine the effect of the creative problem solving (CPS) learning model on the problem solving abilities of high school students in the concept of optical instrument material, as well as to determine student responses to the CPS learning model. This research is a quantitative research with experimental methods and the design used is the Posttest Only Control Group Design. The population in this study were all students of class XI MIPA SMA Negeri 9 Semarang for the academic year 2022/2023. The sample in this study was class XI MIPA 2 as an experiment and XI MIPA 3 as a control class. In the learning process the experimental class applied the CPS learning model while the control class used the direct learning model with the lecture method. The sampling technique in this study was simple random sampling. Data collection techniques in this study are test methods, questionnaires and documentation. Data analysis techniques in this study were carried out using the help of the IBM SPSS Statistics 25 application. The implementation of learning in the experimental class was carried out using the CPS learning model. In the objective finding stage, students discuss problem situations. The teacher divides into groups, directs students to read LKS and asks students to identify problems, while students observe phenomena and identify problems in LKS. In the fact finding stage students register all information related to the problem. The teacher guides students to collect data, while students collect data by seeking information from various literature such as books, internet related problems. At the problem finding stage, students redefine the problem. The teacher guides students to collect information in the form of problem formulation and asks students to write hypotheses of the problem, while students formulate problems regarding phenomena and write hypotheses in worksheets. At the idea finding stage students register ideas in order to see the possibility of becoming a solution to the problem. The teacher directs students to make problems referring to problems and asks students to work on problems that have been made and solve them collaboratively. While students in groups create problems and work on them collaboratively. in the solution finding stage students evaluate and choose the right solution to the problem. The teacher directs students to write solutions to problems, while students find solutions that have the possibility of solving problems. At the acceptance finding stage students try to gain acceptance of the solution to the problem that has been made. The teacher instructs students to answer questions and provides opportunities for group representatives to present the results of the discussion. While students answered questions and group representatives presented the results of group discussions. The results showed that the posttest score of the experimental class was higher than that of the control class, with the average posttest score of the experimental class being 84.61 while the average posttest score of the control class was 81.50. After being analyzed, the research data, namely the posttest scores for the experimental class and the control class, were normally distributed. Then continued testing the hypothesis with the t test obtained a significant value of 0.019 where the significant value is less than 0.05, which means that Ho is rejected and Ha is accepted. So it can be concluded that there are significant differences in problem solving abilities, which means there is a positive influence of the CPS learning model on students' problem solving abilities. The results of the student response questionnaire to the CPS learning model got a percentage of 70% positive responses from students.

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