i

ABSTRAK

Satria Mihardi. Pengaruh Model Project Based Learning Dengan Lembar Kerja KWL (Know-Want-Learn) Terhadap Berpikir Kreatif Pada Penyelesaian Masalah Fisika. Studi Penelitian ini bertujuan menganalisis pengaruh model Project Based Learning dengan lembar kerja KWL (Know-Want-Learn) terhadap Berpikir Kreatif pada penyelesaian masalah Fisika di Universitas Negeri Medan. Tujuan penelitian menganalisi perbedaan pada Berpikir Kreatif Siswa yang dicapai melalui model Project Based Learning dengan lembar kerja KWL dan model Cooperative Learning dalam menyelesaikan permasalahan Fisika, menganalisis perbedaan Berpikir Kreatif Siswa dengan tingkat Berpikir Divergen di atas rata-rata dan di bawah rata-rata dalam menyelesaikan permasalahan Fisika, dan menganalisi interaksi antara model Project Based Learning dengan lembar kerja KWL dan model Cooperative Learning dengan tingkat Berpikir Divergen terhadap Berpikir Kreatif Siswa dalam menyelesaikan permasalahan Fisika. Jenis penelitian yang dilakukan adalah eksperimen-semu dengan desain dua grup pretes dan posttest pada populasi Mahasiswa Universitas Negeri Medan T.P 2012/2013 yang dipilih secara random dn dibagi menjadi dua kelas: kelas eksperimen dan kelas kontrol. Instrumen yang digunakan berupa soal Uraian dengan jumlah 5 (lima) soal yang telah diuji validitas dan reliabelitasnya. Setiap soal memiliki penilaian indikator Berpikir Divergen dan Berpikir Kreatif. Analisis data menggunakan uji Anava dua jalur untuk statistik parametrik dan Kruskall-Wallis untuk statistik non-parametrik jika sampel tidak berdistribusi normal atau homogen. Dari hasil penelitian dapat disimpulkan Pertama, hasil menunjukkan Berpikir Kreatif Siswa dengan model Project Based Learning lebih besar daripada model Cooperative Learning. Hal ini membuktikan adanya perbedaan Berpikir Kreatif Siswa yang dicapai melalui model Project Based Learning dengan lembar kerja KWL dan model Cooperative Learning dalam menyelesaikan permasalahan Fisika. Kedua Second, hasil menunjukkan Berpikir Kreatif Siswa dengan tingkat Berpikir Divergen di atas rata-rata lebih besar dibandingkan Berpikir Divergen di bawah rata-rata. Hal ini membuktikan adanya perbedaan Berpikir Kreatif Siswa dengan tingkat Berpikir Divergen di atas rata-rata dan di bawah rata-rata dalam menyelesaikan permasalahan Fisika. Ketiga, secara umum hasil menunjukkan tidak adanya pengaruh Berpikir Divergen terhadap Berpikir Kreatif Siswa pada model Project Based Learning. Hal ini membuktikan adanya interaksi antara model Project Based Learning dengan lembar kerja KWL dan model Cooperative Learning dengan tingkat Berpikir Divergen terhadap Berpikir Kreatif Siswa dalam menyelesaikan permasalahan Fisika. Dari perbedaan tersebut dapat dilihat pengaruh model Project Based Learning dengan lembar kerja KWL terhadap Berpikir Kreatif pada penyelesaian masalah Fisika.

Keywords: Model Project Based Learning, Lembar Kerja KWL, Berpikir Kreatif, dan Berpikir Divergen

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ABSTRACT

Satria Mihardi. Effect of Project Based Learning Model with KWL (KnowWant-Learn) Worksheet on Creative Thinking in Solved Physics Problems. This study research was aim to analyze effect of project based learning model with KWL worksheet on creative thinking in solved physics problems at State University on Medan. The aim of the research were analyzed the differences in creative thinking of Students through between the project based learning model with KWL worksheet and cooperative learning model to solved problems in physics, analyzed the differences in the creative thinking of students who have under average and above average category in divergent thinking to solved physics problems, and analyzed interaction between the Project Based Learning model with KWL Worksheet and Cooperative Learning model with the divergent thinking level in Student creative thinking to solved problems in Physics. The type of this research was quasyexperiment with two-group pretest and posttest design with the population in this research is all college in Undergraduated Education Physics of State University of Medan A.Y. 2012/2013 were randomly selected and divided into two classes: the experiment class and the control class. The instruments of the research was a essay test in higher order thinking with five item. Every item will be assessment for divergent thinking and creative thinking indicators. Analysis data would be using Anova Two ways for parametrics statistical and Kruskall-Wallis if sample is nonparametric sample distribution. From the result were concluded First, The result shown that Student creative thinking in project based learning model is greater than cooperative learning models. It proved there were different in creative thinking of Students through between the Project Based Learning model with KWL Worksheet and Cooperative Learning model to solved problems in Physics. Second, The result shown that Student creative thinking in above average Divergent Thinking was greater than under average Divergent Thinking in learning. It proved there were different in the creative thinking of Students who have Under Average and Above Average category in Divergent Thinking to solved Physics problems. Third, as generally result shown that DT wasnt effect Student creative thinking in PjBL model. It proved there were any interaction between the Project Based Learning model with KWL Worksheet and Cooperative Learning model with the divergent thinking level in Student creative thinking to solved problems in Physics. From those different could be seen that the effect of project based learning model with KWL worksheet on creative thinking in solved physics problems.

Keywords: Project Based Learning Model, KWL Worksheet, Creative Thinking, and Divergent Thinking

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ACKNOWLEDGEMENTS

The Author would like to express thanks to several persons. They are: Prof. Dr. Sahyar, M.S., M.M as the head of Physics Education Department in UNIMED and Dr. Nurdin Bukit, M.Si as the secretary. They have given a lot of advice and guidance to finish this thesis. The Author also wishes to pass gratitude to Supervisor Prof. Dr. Mara Bangun Harahap, M.S and Dr. H. Ridwan A. Sani, M.Si who have kindly assisted in guiding, directing, revising, and correcting the organization or the concept of this thesis. May God bless Them. The writer is indebted to all lecturers and tutors, who have given the valuable knowledge during to study in Physics Education Department of Graduate School in the State University of Medan (UNIMED). Finally, the writer would like to thank to beloved parents, brothers, and sisters for their patience to let him continue study until finish this thesis. Also to all friend who gave supports. May God bless who ever has been given constructive suggestion for the shape of this thesis.

Medan, August 1st, 2013 The Author,

SATRIA MIHARDI, S.Pd., M.Pd

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TABLE OF CONTENTS

Page APPROVAL SHEET ABSTRACT ACKNOWLEDGEMENTS TABLE OF CONTENTS LISTS OF APPENDIX LISTS OF FIGURE LISTS OF TABLE CHAPTER I INTRODUCTION 1.1. Problem Background 1.2. Problems Identification 1.3. Problems Limitation 1.4. Research Questions 1.5. Research Purposes 1.6. Operational Definition 1.7. Research Benefits CHAPTER II LITERATURE REVIEW 2.1. Theoretical Study 2.1.1. Project Based Learning 2.1.2. Know-Want-Learn (KWL) Worksheet 2.1.3. Model of Project Based Learning With KWL Worksheet 2.1.4. Cooperative Learning 2.1.5. Divergent Thinking 2.1.6. Creative Thinking 2.2. Conceptual Study 2.3. Research Hypothesis CHAPTER III METHOD RESEARCH 3.1. Location and Time Research 3.2. Research Population 3.3. Research Sample 3.4. Research Variables 3.5. Research Type 3.6. Research Design 3.7. Research Procedures 3.8. Research Instrument 3.9. Validity and Reliability 3.10. Research Observation 3.11. Analysis Techniques Data i iii iv vi vii viii

1 6 7 7 8 8 9

10 10 27 37 38 40 41 50 51

52 52 52 53 54 55 62 64 65 66 66

CHAPTER IV RESEARCH RESULTS AND DISCUSSION 4.1. Research Result 4.1.1. Data Research Description 4.1.2. Hypothesis Test of Research 4.1.2.1. Result Creative Thinking on Learning Models 4.1.2.2. Result Creative Thinking on Divergent Thinking Levels 4.1.2.3. Result Creative Thinking on Interaction of Learning Models and Divergent Thinking Levels 4.1.3. Observations 4.1.3.1. Assessment Work and Product 4.1.3.2. KWL Analyze 4.1.3.3. Assessment Project 4.1.3.4. Assessment Activity Learning 4.2. Discussion 4.2.1. Discussion of Student Creative Thinking on Learning Models 4.2.2. Discussion of Student Creative Thinking on Divergent Thinking levels 4.2.3. Discussion of student Creative Thinking on Interaction of Learning Models and Divergent Thinking Levels CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 5.1. Conclusion 5.2. Recommendation REFERENCES

71 71 75 77 77 78 81 81 82 82 83 83 83 84 84

86 86 88

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LISTS OF APPENDIX

Appendix 1 Physics Syllabus Learning 2 Creative Thinking Test 3 Subject Matter 4 The KWL Worksheet 5 Assessment 6 Analysis Test 7 Instrument Assessment 8 Data Descriptive 9 Assessment Process 10 Documentation 11 Legality Documents

Page 97 120 122 140 142 149 153 155 161 164

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LISTS OF FIGURE

Figure Figure 3.1 The Study Designs Scheme Figure 3.2 Hypothesis Designs Figure 4.1 Interaction of Learning Model and Divergent Thinking Level Figure 4.2 Assessment Work and Product Figure 4.3 KWL Analyze Figure 4.4 Assessment Project Figure 4.5 Assessment Activity Learning

Page 63 69 78 81 82 82 83

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LISTS OF TABLE

Table Table 2.1 Advantages, Weakness, And Solusion Problem of PjBL Model Table 2.2 Role of Teachers And Students in Learning Table 2.3 Differences PjBL And PBL Table 2.4 Syntax of Project-Based Learning Model Table 2.5 Description of Phase Student Activities Table 2.6 Instructional Learning of Teaching Activity In Phase of PjBL Table 2.7 Using KWL Chart In Learning Table 2.8 The KWL In Action Learning Table 2.9 Form of KWL Worksheet Table 2.10 Explanation And Time Using of KWL Apply Table 2.11 Syntax Model of Cooperative Learning Table 2.12 Previous Research Model of Project Based Learning Table 3.1 Determining Sample Size (S) From A Given Population (N) Table 3.2 Group Designs Table 3.3 Design Research Table 3.4 Assessment Work And Product Table 3.5 KWL Rubric Table 3.6 Assessment Creativity of Project Table 3.7 KWL Student Checklist Table 3.8 The Project Rubrics Table 3.9 Criteria for Assessing PjBL Table 3.10 Assessment Rubrics of Creative Thinking Table 3.11 Assessment Rubrics of Divergent Thinking Table 4.1 Pretest Descriptive Experiment Class and Control Class Table 4.2 Normality Tests of Pretest Table 4.3 Homogeneity Test of Pretest Table 4.4 Pretest Independent Sample T Test Table 4.5 DT Score Descriptive Experiment Class and Control Class Table 4.6 Posttest Descriptive Experiment Class and Control Class Table 4.7 Normality Tests of Posttest Table 4.8 Homogeneity Test of Posttest Table 4.9 ANOVA Descriptive Variables Value Table 4.10 ANOVA Analysis Between-Subjects Effects Table 4.11 Post Hoc Test

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