<![CDATA[Penelitian ini bertujuan mengetahui pengaruh peningkatan kemampuan pemecahan masalah, keterampilan proses sains, dan kesadaran metakognisi peserta didik melalui pembelajaran model creative problem solving. Metode dalam penelitian ini menggunakan quasi eksperimen dengan pretest-posttest control group design. Sampel terdiri dari 58 peserta didik kelas XI IPA SMAN 1 Praya Timur yang ditentukan menggunakan teknik sampel jenuh. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah, lembar penilaian keterampilan proses sains, dan angket kesadaran metakognisi yang telah dinyatakan valid dan reliabel. Analisis data dilakukan menggunakan uji t dengan bantuan SPSS 16.0 for windows. Hasil penelitian menunjukkan bahwa (1) kemampuan pemecahan masalah (0,693 > 0,403); (2) keterampilan proses sains (0,369 > 0,094); dan (3) kesadaran metakognisi (0,532 > 0,474) kelompok eksperimen lebih baik dibandingkan dengan kelompok kontrol baik secara deksriptif maupun statistik (p<0,05), sehingga dapat disimpulkan bahwa model creative problem solving berpengaruh terhadap peningkatan kemampuan pemecahan masalah, keterampilan proses sains, dan kesadaran metakognisi peserta didik dalam pembelajaran kimia materi hidrolisis garam.Implementation of the Creative Problem Solving Model to Improve Problem Solving Ability, Science Process Skills, and Metacognition Awareness of LearnersAbstractThis study aims to determine the effect of creative problem solving learning model on students’ problem solving abilities, science process skills, and metacognitive awareness. The method in this study uses a quasi-experimental with pretest-posttest control group design. The sample consisted of 58 students of class XI IPA SMAN 1 Praya Timur who were determined using the saturated sample technique. The instruments used were in the form of a problem-solving ability test, a science process skill assessment sheet, and a metacognition awareness questionnaire which had been declared valid and reliable. Data analysis was performed using t test with the help of SPSS 16.0 for windows. The results showed that (1) problem solving ability (0.693 > 0.403); (2) science process skills (0.369 > 0.094); and (3) metacognitive awareness (0.532 > 0.474) the experimental group was better than the control group both descriptively and statistically (p <0.05), so it can be concluded that the creative problem solving model has an effect on increasing problem solving abilities, science process skills, and students' metacognition awareness in learning chemistry of salt hydrolysis material.]]>
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