Efektivitas model pembelajaran creative problem solving ditinjau dari kemampuan penalaran, komunikasi, dan self esteem

Abstract

Tujuan penelitian ini adalah mendeskripsikan perbedaan efektifitas model pembelajaran creative problem solving dan model pembelajaran konvensional ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem. Penelitian ini adalah penelitian quasi-experiment dengan desain penelitian nonequivalent comparison group design. Subjek penelitian merupakan peserta didik di salah satu MAN di Purbalingga, Jawa Tengah, Indonesia, pada materi transformasi geometri. Sampel terdiri dari 60 siswa dari dua kelas IPA yang masing-masing mengikuti model pembelajaran konvensional dan model pembelajaran creative problem solving. Instrumen penelitian ini terdiri dari tes kemampuan penalaran, tes kemampuan komunikasi serta angket self-esteem. Teknik analisis menggunakan analisis deskriptif dan Hotteling’s Trace. Hasil penelitian pada taraf signifikansi 5% menunjukkan bahwa:  (1) model pembelajaran creative problem solving efektif ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem; (2) model pembelajaran konvensional efektif ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem; dan (3) terdapat perbedaan keefektifan antara model pembelajaran creative problem solving dan konvensional ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem.Abstract This study aims to reveal the differences in the effectiveness of creative problem solving and conventional learning models in terms of reasoning ability, communication, and self-esteem. This research was a quasi-experimental research with a nonequivalent comparison group design. The research subjects were students of a state Islamic senior high school in Purbalingga, Central Java, Indonesia on geometry transformation material. The sample was 60 students from two science classes who learn with conventional learning model and creative problem solving learning model. The research instrument consists of a reasoning ability test, a communication skill test, and a self-esteem questionnaire. The analysis used the descriptive analysis and Hotteling's Trace. The results of the study at the significance level of 5% indicated that: (1) the creative problem solving learning model was effective in terms of reasoning ability, communication, and self-esteem; (2) the conventional learning model was effective in terms of reasoning ability, communication, and self-esteem; (3) there were differences in effectiveness between creative problem solving and conventional learning models in terms of reasoning ability, communication, and self-esteem.