PENGARUH MODEL PROBLEM BASED LEARNING TERINTEGRASI PEMBELAJARAN BERDIFERENSIASI PROSES TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA
DOI:
https://doi.org/10.24127/ajpm.v15i3.10624Keywords:
Kemampuan berpikir kreatif, model problem based learning, pembelajaran berdiferensiasi prosesAbstract
Kemampuan berpikir kreatif merupakan kompetensi esensial abad ke-21 yang perlu dikembangkan melalui pendekatan pembelajaran inovatif dan responsif terhadap keragaman kesiapan siswa. Penelitian ini bertujuan menganalisis pengaruh model Problem Based Learning (PBL) terintegrasi pembelajaran berdiferensiasi proses terhadap kemampuan berpikir kreatif siswa. Penelitian ini merupakan kuasi eksperimen dengan desain Posttest Only Control Group Design pada siswa kelas VIII SMP Negeri 4 Tasikmalaya yang terdiri dari 32 siswa kelas eksperimen dan 32 siswa kelas kontrol, yang dipilih melalui teknik Purposive Sampling. Instrumen berupa tes uraian empat soal yang telah divalidasi ahli, dan data dianalisis menggunakan Independent Sample t-Test. Hasil analisis menunjukkan bahwa terdapat perbedaan signifikan kemampuan berpikir kreatif antara kedua kelas (Sig. 2-tailed ), dimana rata-rata skor kelas eksperimen (12,44) lebih tinggi daripada kelas kontrol (11,00). Dengan demikian, integrasi model PBL dan pembelajaran berdiferensiasi proses terbukti berpengaruh positif terhadap kemampuan berpikir kreatif matematis siswa.
Creative thinking skills are an essential 21st-century competency that should be developed through innovative and responsive instructional approaches accommodating diverse learner readiness. This study aims to analyze the effect of the Problem-Based Learning (PBL) integrated with process-based differentiated instruction on students' creative thinking skills. This study employed a quasi-experimental method with a Posttest-Only Control Group Design involving eighth-grade students at SMP Negeri 4 Tasikmalaya, consisting of 32 students in the experimental class and 32 students in the control class, selected through Purposive Sampling. The instrument comprised four validated open-ended test items, and the data were analyzed using an Independent Sample t-Test. The analysis results revealed a significant difference in creative thinking abilities between the two classes (Sig. 2-tailed = 0.011 < 0.05), where the mean score of the experimental class (12.44) was higher than that of the control class (11.00). Thus, the integration of the PBL model and process-based differentiated instruction is proven to positively influence students' mathematical creative thinking abilities.
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