PENERAPAN MODEL OPEN-ENDED BERBASIS BELAJAR BERMAKNA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR INOVATIF SISWA
Abstract
Abstrak
Sistem pembelajaran dalam suatu proses belajar yang diduga mampu meningkatkan kemampuan berpikir inovatif siswa adalah implementasi model Open-ended dimana model pembelajaran ini lebih menekankan pada usaha bagaimana siswa sampai pada jawaban daripada ketepatan jawaban semata. Kemampuan berpikir inovatif mampu meningkatkan kemampuan berpikir siswa menjadi lebih kompleks dan mendalam. Dalam mencapai tujuan tersebut maka pendidik harus memfasilitasinya melalui penggunaan model, metode, media, pendekatan, strategi pembelajaran yang bisa menunjang peningkatan kemampuan berpikir siswa. Pengukuran pada penerapan model Open-ended diperoleh rata-rata nilai pretest pada kelas eksperimen sebesar 65,17 sedangkan kelas kontrol memperoleh nilai 73,67. Kemudian setelah dilakukan post test pada kelas eksperimen mengalami peningkatan nilai rata-rata 81,08. Sedangkan kelas kontrol sebesar 78,79 dengan kategori sedang. Aktivitas yang paling menonjol selama proses penerapan model Open-ended yang menggambarkan terciptanya suasana belajar yang berpusat pada siswa, belajar bersama, dan berdiskusi antar siswa menunjukkan adanya peningkatan keaktifan siswa dalam proses pembelajaran.
Kata kunci: Berpikir Inovatif; Model Open-ended; Teori Belajar Bermakna
Abstract
The learning system in a learning process that is thought to be able to improve students' innovative thinking skills is the implementation of the Open-ended model where this learning model places more emphasis on the effort of how students arrive at answers rather than the mere accuracy of answers. Innovative thinking skills can improve students' thinking skills to become more complex and deep. In achieving these goals, educators must facilitate it through the use of models, methods, media, approaches, and learning strategies that can support the improvement of students' thinking skills. Measurements on the application of the Open-ended model obtained an average pretest value of 65.17 in the experimental class while the control class obtained a value of 73.67. Then after the post-test was carried out in the experimental class it experienced an increase in the average value of 81.08. While the control class was 78.79 in the moderate category. The most prominent activity during the process of implementing the Open-ended model which describes the creation of a student-centered learning atmosphere, learning together, and discussing among students shows an increase in student activity in the learning process.
Keywords: Innovative Thinking; Open-ended model; Meaningful Learning Theory
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DOI: https://doi.org/10.25134/equi.v20i02.7979
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