PENERAPAN STRATEGI BELAJAR PW-PR (PROBLEM-BASED WRITING WITH PEER REVIEW) DALAM MODEL PEMBELAJARAN PBI TERHADAP TINGKAT KETERAMPILAN BERPIKIR KREATIF DAN HASIL BELAJAR SISWA KELAS VII MTs.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tingkat keterampilan berpikir kreatif dan hasil belajar siswa antara kelas yang menerapkan strategi belajar PW-PR (Problem-based Writing with Peer Review) dalam model PBI (Problem Based Instruction) dan kelas yang tidak menerapkan strategi PW-PR serta mendeskripsikan respons siswa terhadap pembelajaran dengan strategi PW-PR. Penelitian dilakukan secara kuantitatif eksperimental pada semester ganjil tahun ajaran 2012/2013 di MTs. Al-Amin Fauzi Paeng Modung Bangkalan dengan menetapkan kelas VII-A sebagai kelas kontrol dan kelas VII-B; VII-D; serta VII-E sebagai kelas eksperimen yang telah memenuhi uji normalitas dan homogenitas. Data mengenai hasil belajar siswa pada penelitian ini diperoleh melalui pre-test dan post-test yang diberikan pada siswa sedangkan data tingkat keterampilan berpikir kreatif siswa diperoleh melalui observasi dan soal berpikir kreatif yang dikerjakan oleh siswa di awal pembelajaran. Hasil post-test yang dianalisis melalui uji-t dua dan satu pihak diperoleh bahwa hasil belajar siswa kelas eksperimen berbeda dan lebih baik dari kelas kontrol demikian pula dengan tingkat keterampilan berpikir kreatif siswa diperoleh bahwa siswa kelas eksperimen lebih baik daripada kelas kontrol dan dari ketiga aspek yang diamati, aspek kelancaran merupakan aspek terbanyak yang tampak dalam pembelajaran disusul aspek fleksibilitas, dan aspek kebaruan. Strategi PW-PR juga mendapat respons baik dari siswa dengan prosentase sebesar 88% kategori sangat baik pada aspek memotivasi siswa untuk belajar dan aspek menumbuhkan keterampilan berpikir kreatif siswa dengan persentase terendah sebesar 53.33%.

Kata Kunci: PBI (Problem Based Instruction), PW-PR (Problem-based Writing with Peer Review), hasil belajar, tingkat keterampilan berpikir kreatif siswa.

Abstract

This study aimed to describe the level of creative thinking skills and student learning outcomes between the classes that implement learning strategies PW-PR (Problem-based Writing with Peer Review) PBI model (Problem Based Instruction) and classes that do not apply the PW-PR strategy and describe response of students towards learning with PW - PR strategy . Quantitative experimental study was conducted in the first semester of academic year 2012/2013 in MTs . Al - Amin Fauzi Paeng Modung Bangkalan by setting class VII-A as a control class and class VII-B; VII-D, as well as VII - E as an experimental class that has met the test of normality and homogeneity . Data on student learning outcomes in this study were obtained through a pre-test and post-test given to students while the data rate of students creative thinking skills gained through observation and creative thinking about is done by the students at the beginning of learning. Post-test results were analyzed by t-test and the two parties that the results obtained by the experimental class students learn differently and better control of the class as well as the level of students' creative thinking skills that students obtained better than the experimental class and the control class of the three aspects observed, the smooth aspect is an aspect that is evident in most aspects of learning followed flexibility, and novelty aspect. PW-PR strategy also got a good response from students with a percentage of 88 % is very good in the aspect category motivate students to learn and grow aspects of creative thinking skills of students with the lowest percentage of 53.33 % .

Keywords : PBI (Problem Based Instruction), PW-PR (Problem-based Writing with Peer Review), learning outcomes , level of creative thinking skills of students