Penerapan Model Pembelajaran Creative Problem Solving (CPS) terhadap Kemampuan Pemecahan Masalah IPA Kelas VII SMP Negeri 2 Tuban

Abstract

As one of science lessons, biology is expected to be a lesson that can develop students' critical thinking skills. This research is motivated by learning that has not oriented to problem solving process. In addition, the student activity in the learning process is still passive, it is because the teacher is still using a less precise learning model. Therefore it is necessary to conduct research that can be used to improve the problem solving skills of students by applying Creative Problem Solving (CPS) learning model, to increase student activity and teacher ability in managing learning. Subjects in this study were students of SMP Negeri 2 Tuban class VII F with the number of 32 students with environmental pollution material. Data collection techniques in this study with test methods for problem-solving and observation skills for student activities and teachers' abilities. Data analysis uses qualitative tests and observations. This classroom action research is carried out in two cycles, with each cycle being two meetings. This research is said to succeed when the fulfillment of indicators reaching the completeness of individuals at least 70% marked by the achievement of the final value of 70 and achieve the average grade grade ≥ 80 at the end of cycle II (presentation). And student's activity is at least 70%. The result of the research is the average score of students problem solving ability in cycle I is 74 and increase in cycle II that is 81,56. Percentage mastery result of student learning in cycle I is 75% incrase in cycle II that is 93,75%. When the presentation of the average grade is 83,73 While the percentage of student activity at the end of the first cycle is 72,22% and increased in cycle II 88,89%. Based on the results of this study, it can be concluded that Creative Problem Solving (CPS) can improve the problem solving ability and activeness of students through the stages contained in the learning process. This learning model can be more optimal in improving learning outcomes and student activeness when followed by good classroom management by teachers and planning of mature learning..