PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA MENGGUNAKAN PERANGKAT PEMBELAJARAN BIOLOGI DENGAN PENDEKATAN TASC (THINKING ACTIVELY IN SOCIAL CONTEXT) - Irsad Rosidi; Muslimin Ibrahim; Tjandrakirana Tjandrakirana (JPPS (Jurnal Penelitian Pendidikan Sains), 2017)
Research learning characterized biology with Thinking Actively in Social Context (TASC) approach to increase creative thinking skills of students has been done tested to applied in 30 students of class X SMA Negeri 1Kebomas-Gresik with one-group pretest-posttest design. The results of this research are learning performance categorized good (3.82) in the score range 1-4, the ability to think creatively students increased due to treatment (Gain Score = 0.9 and T test = -tmearure < -ttable = -21.028 -2.045), thoroughness student learning outcomes in classical (0.93) and the individual (0.86) and thoroughness indicators (0.92) increased by the treatment (Gain score = 0.8) and categories are complete, and the response students positive (98 percent). The conclusions this research, learning with TASC approach can improve the creative thinking ability of senior high school student.Telah dilakukan penelitian pembelajaran biologi dengan pendekatan Thinking Actively in Social Context (TASC) dengan tujuan meningkatkan kemampuan berpikir kreatif siswa dan diujicobakan pada 30 siswa kelas X SMA Negeri 1 Kebomas-Gresik dengan  desain  one  group  pretest-posttest.  Analisis  data  secara  deskriptif  kualitatif  dengan  hasil  pengamatan  keterlaksanaan pembelajaran kategori baik (3,82) dalam rentang skor 1-4, kemampuan berpikir kreatif siswa meningkat akibat perlakuan (Gain Score = 0,9 dan uji T = -thitung < -ttabel = - 21,028 < -2,045), ketuntasan hasil belajar siswa secara klasikal (0,93) dan individu (0,86) serta ketuntasan indikator (0,92) meningkat akibat perlakuan (Gain score = 0,8) dan kategori tuntas, serta respon siswa positif (98%). Simpulan penelitian ini, pembelajaran dengan pendekatan TASC dapat meningkatkan kemampuan  berpikir kreatif siswa SMA.