<![CDATA[Siswa mempunyai potensi kreatif yang berbeda sehingga dalam memecahkan masalah siswa diberi kesempatan untuk menyelesaikan dengan caranya sendiri (Anton, 2014). Hasil studi pendahuluan ini diperkuat dengan pemberian tes kemampuan berpikir kreatif, yang menunjukkan ketercapaian aspek berpikir lancar sebesar 22,22%, sedangkan aspek kemampuan berpikir luwes, kemampuan berpikir orisinil, dan kemampuan memeperinci masih belum nampak atau 0% dari jumlah siswa. Pembelajaran Guided Discovery merupakan salah satu pembelajaran yang dipandang sesuai guna meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa pada materi elastisitas dengan menerapkan pembelajaran guided discovery. Jenis penelitian ini merupakan pre-ekperimental yang menggunakan desain penelitian One-group pretest-posttest design. Subjek penelitian ini adalah 3 kelas dari 6 kelas X SMA N 1 Wonoayu. Instrumen penelitian yang digunakan adalah lembar pengamatan keterlakasanaan pembelajaran, angket respons siswa, aktivitas siswa dan lembar soal pre-test dan post-test. Analisis data yang digunakan adalah uji normalitas, uji homogenitas, analisis keterlaksanaan pembelajaran, uji t berpasangan, gain ternormalisasi dan analisis varians. Hasil penelitian menunjukkan bahwa pembelajaran guided discovery yang diterapkan pada materi elastisitas kelas X di SMA N 1 Wonoayu berdampak pada peningkatan kemampuan berpikir kreatif siswa di ketiga kelas penelitian, derajat peningkatan tersebut berkategori sedang. Peningkatan kemampuan berpikir kreatif siswa konsisten di ketiga kelas penelitian. Kata kunci: Kemampuan berpikir kreatif siswa, guided discovery, elastisitas Abstract Students have the potential creative different so it in solving the problem of students given the opportunity to complete with their own ways (Anton, 2014). The results of a study introduction is supported by the provision of tests the ability of creative thinking, that is achieved of aspects think smoothly (fluency) as much as 22,22%, while the the capacity to think flexible (flexibility), the capacity to think original (originality), and details the ability (elaboration) still not is visible or 0% of the number of students. Learning guided discovery is one of learning appropriate in order to increase the capacity to think creative students. This study attempts to described the capacity to think creative students to the matter elasticity by applying learning guided discovery. The kind of research this is pre-ekperimental that uses design research one-group pretest-posttest design. The subject of study this is 3 class of 6 class x high school n 1 wonoayu. Research instruments used is sheets of observation implemented learning, chief response students, the activity of students and a about pre-test and post-test. Analysis the data uses test normality, test of homogeneity, analysis feasibility, test t in pair, test, gain normalized and analysis variance. The research results show that learning guided discovery who applied to the matter elasticity class x in high school n 1 wonoayu had managed to improve the capacity to think creative students in third class research, degrees this increase medium category. Increased capacity creative thinking students consistent in the three class research Keywords: Creative thinking, guided discovery, elastisitas]]>
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