<![CDATA[Telah dilakukan penelitian eksperimen semu mengenai penerapan model pembelajaran novick yang dipadukan dengan strategi cooperative problem solving (CPS) untuk menguji keefektivitasannya dalam meningkatkan kemampuan pemecahan masalah siswa pada topik arus listrik searah. Masalah yang ditemukan di lapangan adalah siswa masih sering menghafal rumus dan sering kali hanya menyelesaikan soal-soal hitungan saja. Dengan kata lain, kemampuan pemecahan masalah fisika siswa masih lemah. Penelitian ini dilakukan terhadap siswa kelas XII di salah satu SMA di Kabupaten Ogan Komering Ulu Timur, Sumatera Selatan dengan desain penelitian Pretest-Posttest Control Group Design. Kelompok eksperimen diterapkan pembelajaran dengan model novick dipadukan dengan strategi CPS sedangkan kelompok kontrol diterapkan pembelajaran dengan model novick yang dipadukan dengan strategi individual problem solving (IPS). Dari perbandingan rata-rata gain yang dinormalisasi n-gain dari tes kemampuan pemecahan masalah, dapat disimpulkan bahwa model pembelajaran novick yang dipadukan dengan strategi CPS lebih signifikan dengan tingkat keyakinan 95% dalam meningkatkan kemampuan pemecahan masalah fisika siswa SMA pada topik arus listrik searah dibandingkan jika dipadukan dengan strategi IPS.Kata Kunci: model pembelajaran novick, strategi cooperative problem solving (CPS), kemampuan pemecahan masalah Quasi-experimental research has been done on the application of Novick learning models combined with cooperative problem solving (CPS) strategy to test the effectiveness in improving students’ problem-solving abilities on the topic of electric direct current. The problems were found in the field is students often just memorize the formulas of physics and they often just do the mathematical of written tests, and they don’t get the concepts of the tests. In other words, the students' physics problem-solving ability is still weak. This research was conducted to students class XII in one of senior high school in Ogan Komering Ulu Timur, South Sumatra with pretest-posttest control group design. The experimental group was applied by Novick learning model combined with CPS strategy while the control group was applied by Novick learning model combined with individual problem solving (IPS) strategies. Based on the comparison of the average of normalized gain n-gain of problem-solving test, it can be concluded that the Novick learning model combined with CPS strategies is more significant than if it’s combined with IPS strategy with 95% level of confidence to improve the senior high school students’ physics problem solving ability on the topic of electric direct current.Keywords: novick learning model, cooperative problem solving (CPS) strategy, problem solving ability]]>
