PENGARUH CREATIVE PROBLEM SOLVING TERHADAP PENINGKATAN KEMAMPUAN HISTORICAL THINKING SISWA KELAS XI SMKN 1 JABON

Abstract

Abstrak

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan Historical Thinking siswa kelas XI KKKI 2 SMKN 1 Jabon Sidoarjo, yang terlihat dari nilai rata-rata Sumatif Tengah Semester (STS) sebesar 67, masih di bawah KKM sebesar 75. Hal ini terjadi akibat proses pembelajaran sejarah yang masih bersifat konvensional dan berpusat pada guru. Solusi penanganan masalah ini dilakukan melalui penerapan model pembelajaran Creative Problem Solving (CPS) yang mendorong siswa aktif mengidentifikasi masalah, mengeksplorasi informasi, dan menyusun solusi kreatif melalui tugas infografis sejarah. Penelitian ini berlandaskan pada teori konstruktivisme Jean Piaget yang menekankan peran keaktifan siswa dalam mengonstruksi pengetahuan berdasarkan pengalaman langsung. Metode penelitian yang digunakan adalah pendekatan kuantitatif jenis pre-experimental design dengan model One Group Pretest-Posttest Design. Subjek penelitian melibatkan 33 siswa kelas XI KKKI 2 SMKN 1 Jabon yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data yang diterapkan meliputi tes kemampuan Berpikir Historis, angket model CPS skala Likert, lembar observasi, serta penilaian produk infografis sejarah. Hasil penelitian menunjukkan bahwa model pembelajaran CPS berpengaruh secara signifikan terhadap peningkatan kemampuan Historical Thinking siswa. Nilai rata-rata siswa meningkat dari 70,06 pada saat pre-test menjadi 89,94 pada saat post-test. Uji Paired Sample T-Test menunjukkan nilai Sig. (2-tailed) = 0,000 < 0,05 dengan nilai \(t_{hitung}\) 8,430 > \(t_{tabel}\) 2,037, sehingga \(H_{0}\) ditolak dan \(H_{1}\) diterima. Melalui uji koefisien determinasi diperoleh nilai R Square sebesar 0,256 yang berarti model pembelajaran CPS memberikan pengaruh sebesar 25,6% terhadap kemampuan Historical Thinking siswa.

Kata Kunci : Pemecahan Masalah Kreatif, Berpikir Historis, Infografis, SMKN 1 Jabon Sidoarjo.

Abstract 

This research was motivated by the low Historical Thinking skills of 11th-grade KKKI 2 students at SMKN 1 Jabon Sidoarjo, as evidenced by the average Mid-Semester Summative Score of 67, which was still below the Minimum Competency Criterion (KKM) of 75. This problem occurred because history learning was still conventional and teacher-centered. The solution was to implement the Creative Problem Solving (CPS) learning model, which encourages students to identify problems, explore information, develop creative solutions, and describe findings through historical infographics. This research was based on Jean Piaget's constructivism theory, which emphasizes student activeness in constructing knowledge through direct experience. The research method used was a quantitative approach with a pre-experimental design using a One Group Pretest-Posttest Design. The subjects were 33 eleventh-grade students of KKKI 2 at SMKN 1 Jabon Sidoarjo, selected through a purposive sampling technique. Data collection techniques included a Historical Thinking ability test, a 4-point Likert-scale CPS questionnaire, observation sheets, and historical infographic assessments. The results showed that the CPS learning model influenced students' Historical Thinking abilities. The average score increased from 70.06 (pre-test) to 89.94 (post-test). The results of the paired sample t-test showed a Sig. (2-tailed) value of 0.000 < 0.05 with a calculated t-value of 8.430 > t-table of 2.037, thus H₀ was rejected and H₁ was accepted. The coefficient of determination test yielded an R-square value of 0.256 or 25.6%. Thus, it can be concluded that the CPS learning model has an effect on the Historical Thinking skills of class XI KKKI 2 students at SMKN 1 Jabon Sidoarjo, with a significant effect of 25.6%.

Keywords: Creative Problem Solving, Historical Thinking, Infographics, SMKN 1 Jabon Sidoarjo.