<![CDATA[Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran TGT berbantuan short card dalam meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini menggunakan jenis penelitian eksperimen dengan metode kuantitatif desain Nonequivalent Control Group Design. diawali dengan perencanaan dan penyusunan instrumen,kemudian validasi instrumen dilanjutkan pemberian pretest pada kedua kelompok, kemudian perlakuan diberikan pada kelompok eksperimen dan kontrol. diikuti posttest pada keduanya, lalu data dianalisis untuk melihat pengaruh perlakuan. Populasi penelitian ini yaitu siswa kelas X MAN 3 Parigi dan sampel yang digunakan sebanyak dua kelas yaitu kelas Xb dan Xc dengan jumlah 22 siswa sebagai kelas eksperimen dan kelas kontrol. hasil penelitian menunjukkan data nilai rerata kelas eksperimen setelah diuji terdapat perbedaan yaitu, posttest kelas kontrol 77.63 dan posttest kelas eksperimen 80.45. sedangkan nilai signifikan berdasarkan rumus kolmogrov-smirnov (sig 2-tailed) sebesar 0,0188<0,05. Maka H0 ditolak dan Ha diterima artinya terdapat peningkatan signifikansi sebelum ada perlakuan dan sesudah ada perlakuan menggunakan model pembelajaran TGT. keseluruhan indikator berpikir kreatif mengalami peningkatan sebesar 87,74% dan respon siswa terhadap penerapan model TGT menunjukkan 94% tanggapan yang positif. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran TGT dalam meningkatkan kemampuan berpikir kreatif siswa kelas X pada pelajaran geografi mengalami perubahan yang signifikan. ABSTRACT This study aims to determine the effectiveness of the TGT learning model assisted by short cards in improving students' creative thinking skills. This study used an experimental research design with a quantitative Nonequivalent Control Group Design method. It began with planning and preparing the instruments, followed by instrument validation and a pretest for both groups. The treatment was then administered to the experimental and control groups, followed by a posttest for both groups. The data was then analysed to determine the effect of the treatment. The population of this study consisted of Grade X students at MAN 3 Parigi, and the sample used consisted of two classes, namely Class Xb and Class Xc, with a total of 22 students as the experimental and control classes. The results of the study showed that there was a difference in the average scores of the experimental class after testing, with the control class post-test score being 77.63 and the experimental class post-test score being 80.45. Meanwhile, the significant value based on the Kolmogorov-Smirnov formula (sig 2-tailed) was 0.0188<0.05. Therefore, H0 was rejected and Ha was accepted, meaning that there was a significant increase before and after the treatment using the TGT learning model. Overall, creative thinking indicators increased by 87.74%, and student responses to the application of the TGT model showed 94% positive responses. The results of the study indicate that the use of the TGT learning model in improving the creative thinking skills of Year 10 students in geography lessons has undergone significant changes.]]>
