Pengaruh Model Pembelajaran Problem Based Learning Dan Creative Problem Solving Terhadap Kreativitas Berpikir Siswa
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Abstract
This study aims to describe and analyze differences in students’ creative thinking in the 11th grade at MAN Jeneponto regarding the topic of heat through the application of the Problem-Based Learning (PBL) and Creative Problem Solving (CPS) models. Using a quantitative approach with a Pretest-Posttest Two Experimental Groups Design, this study evaluated two experimental groups, each of which was given different treatments to measure the achievement of four main indicators of creativity, namely fluency, flexibility, originality, and elaboration. Data collected through essay test instruments showed that both classes experienced a significant increase in creativity after the learning process was carried out intensively. The results of the Independent Sample T-Test yielded a significance value of less than 0.05, which empirically proves a real difference in effectiveness between the use of the PBL and CPS models on students’ creative thinking. These findings confirm that problem-solving-based learning models have a major positive impact on physics education; the CPS model has been shown to provide students with more space to explore new ideas and discover various creative alternative solutions, while the PBL model is highly effective in honing thinking skills through the analysis of contextual problems relevant to daily life. Overall, the integration of these two models can serve as a superior instructional strategy for educators to optimally stimulate students' cognitive potential. By shifting from conventional methods to student-centered approaches, learners are not only able to master the theoretical concepts of heat but also develop the capacity to apply this knowledge innovatively and systematically.
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