PENGARUH MODEL PEMBELAJARAN INKUIRI BERBASIS ACTIVE LEARNING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA

Siti Zubaidah Handriani (Universitas PGRI Madiun)
Davi Apriandi (Universitas PGRI Madiun)
Ika Krisdiana (Universitas PGRI Madiun)

Refleksi: Jurnal Riset dan Pendidikan
Vol. 3 No. 2 (2025)

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri berbasis active learning terhadap prestasi belajar matematika ditinjau dari kreativitas belajar siswa. Penelitian ini merupakan eksperimen semu dengan desain faktorial 2x3. Populasi penelitian adalah siswa kelas VII SMPN 1 Wungu Madiun sejumlah 151 siswa, dengan teknik pengambilan sampel menggunakan cluster random sampling. Instrumen yang digunakan adalah tes prestasi belajar matematika dan angket kreativitas belajar. Uji validitas dan reliabilitas menunjukkan bahwa kedua instrumen valid dan reliabel. Uji prasyarat analisis meliputi uji normalitas (Lilliefors) dan homogenitas (Fisher dan Bartlett). Analisis data menggunakan ANAVA dua jalan dengan sel tak sama. Hasil penelitian menunjukkan bahwa: terdapat pengaruh signifikan model pembelajaran terhadap prestasi belajar matematika, terdapat pengaruh kreativitas belajar terhadap prestasi belajar matematika, dan terdapat interaksi antara model pembelajaran dan kreativitas belajar terhadap prestasi belajar matematika. Model inkuiri berbasis active learning lebih efektif terutama pada siswa dengan kreativitas tinggi dan rendah.   This study aims to determine the effect of the inquiry-based active learning model on mathematics learning achievement in terms of student learning creativity. This study is a quasi-experiment with a 2x3 factorial design. The study population consists of 151 seventh-grade students at SMPN 1 Wungu Madiun, with a cluster random sampling technique used for sampling. The instruments used were a mathematics learning achievement test and a learning creativity questionnaire. Validity and reliability tests indicated that both instruments were valid and reliable. Prerequisite tests for analysis included normality tests (Lilliefors) and homogeneity tests (Fisher and Bartlett). Data analysis used two-way ANOVA with unequal cells. The results of the study showed that: there was a significant effect of the learning model on mathematics learning achievement, there was an effect of learning creativity on mathematics learning achievement, and there was an interaction between the learning model and learning creativity on mathematics learning achievement. The inquiry-based active learning model was more effective, especially for students with high and low creativity.