Analisis Keterampilan Berpikir Kreatif Peserta Didik Melalui Model PjBL pada Materi Bencana Alam di SMP
DOI:
https://doi.org/10.35719/vektor.v6i2.152Keywords:
creative thinking, natural disasters, Project-Based Learning, science learning, PjBL, berpikir kreatif, bencana alam, pembelajaran IPAAbstract
Creative thinking is an important competency in science learning, particularly when students are required to respond to natural disaster problems through contextual and solution-oriented activities. This study aimed to analyse the creative thinking skills of junior high school students through Project-Based Learning (PjBL) on natural disaster topics. A quantitative descriptive approach was employed with 32 eighth-grade students selected using cluster random sampling. Data were collected through a creative thinking task developed based on four indicators: fluency, flexibility, originality, and elaboration. The data were analysed descriptively by calculating the percentage of achievement and categorising students’ creative thinking skills. The results showed that 31.25% of students were categorised as very creative, 28.10% as creative, and 40.63% as moderately creative. At the indicator level, fluency obtained the highest achievement at 72%, followed by flexibility at 63%, originality at 57%, and elaboration at 40%. These findings indicate that students were relatively capable of generating ideas and varying their approaches, but experienced greater difficulty in developing and elaborating ideas in depth. The findings highlight the need for learning activities that provide greater opportunities for students to develop detailed, original, and logically supported solutions to natural disaster problems.
Abstrak
Keterampilan berpikir kreatif merupakan salah satu kompetensi penting dalam pembelajaran IPA, terutama ketika peserta didik dihadapkan pada permasalahan bencana alam yang membutuhkan solusi kontekstual. Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kreatif peserta didik SMP melalui pembelajaran berbasis proyek (Project-Based Learning/PjBL) pada materi bencana alam. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan melibatkan 32 peserta didik kelas VIII yang dipilih menggunakan teknik cluster random sampling. Data dikumpulkan melalui tugas berpikir kreatif yang dikembangkan berdasarkan empat indikator, yaitu fluency, flexibility, originality, dan elaboration. Data dianalisis secara deskriptif melalui persentase ketercapaian dan kategorisasi keterampilan berpikir kreatif. Hasil penelitian menunjukkan bahwa 31,25% peserta didik berada pada kategori sangat kreatif, 28,10% kreatif, dan 40,63% cukup kreatif. Berdasarkan indikator, fluency memperoleh ketercapaian tertinggi sebesar 72%, diikuti flexibility sebesar 63%, originality sebesar 57%, dan elaboration sebesar 40%. Temuan menunjukkan bahwa peserta didik relatif mampu menghasilkan dan mengembangkan variasi gagasan, tetapi masih mengalami kesulitan dalam memperinci dan mengembangkan gagasan secara mendalam. Hasil ini menunjukkan perlunya aktivitas pembelajaran yang memberikan lebih banyak kesempatan kepada peserta didik untuk menghasilkan solusi yang rinci, orisinal, dan logis terhadap permasalahan bencana alam.
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