Penerapan Problem Based Learning terhadap Kemampuan Berpikir Kreatif Peserta Didik pada Materi Pengukuran
DOI:
10.70211/sakalima.v3i1.515Published:
2026-03-30Downloads
Abstract
Creative thinking is a key competence in physics learning because students must generate alternative ideas, select measurement strategies, and justify solutions based on evidence. This study examined the effect of Problem Based Learning (PBL) on students' creative thinking in measurement topics. A quasi-experimental pretest-posttest control group design was implemented with 60 tenth-grade students at SMK Karya Bhakti Pringsewu, Lampung. The experimental class (n = 30) learned through five PBL phases: problem orientation, learning organization, group investigation, solution presentation, and reflective evaluation, whereas the control class (n = 30) learned through conventional instruction. Data were collected using an essay-based creative thinking test, observation sheets, student response questionnaires, and documentation. The test measured fluency, flexibility, originality, and elaboration. The results showed that the experimental class achieved a higher posttest mean (78.47) than the control class (64.83). The N-gain of the experimental class was moderate (0.55), whereas the control class was low (0.25). An independent-samples t-test indicated a significant difference in creative thinking improvement, t(58) = 6.91, p < 0.001, with a large effect size (Cohen's d = 1.78). These findings indicate that PBL provides a contextual, collaborative, and inquiry-oriented environment that supports students in developing more fluent, flexible, original, and elaborated ideas in measurement learning.
Keywords:
Berpikir kreatif; Fisika; Pengukuran; Problem Based Learning; Quasi eksperimenReferences
[1] C. E. Hmelo-Silver, "Problem-based learning: What and how do students learn?," Educational Psychology Review, vol. 16, no. 3, pp. 235-266, 2004, doi: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
[2] J. R. Savery, "Overview of problem-based learning: Definitions and distinctions," Interdisciplinary Journal of Problem-Based Learning, vol. 1, no. 1, pp. 9-20, 2006, doi: https://doi.org/10.7771/1541-5015.1002
[3] J. Strobel and A. van Barneveld, "When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms," Interdisciplinary Journal of Problem-Based Learning, vol. 3, no. 1, pp. 44-58, 2009, doi: https://doi.org/10.7771/1541-5015.1046
[4] A. Walker and H. Leary, "A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels," Interdisciplinary Journal of Problem-Based Learning, vol. 3, no. 1, pp. 12-43, 2009, doi: https://doi.org/10.7771/1541-5015.1061
[5] F. Dochy, M. Segers, P. Van den Bossche, and D. Gijbels, "Effects of problem-based learning: A meta-analysis," Learning and Instruction, vol. 13, no. 5, pp. 533-568, 2003, doi: https://doi.org/10.1016/S0959-4752(02)00025-7
[6] E. H. J. Yew and K. Goh, "Problem-based learning: An overview of its process and impact on learning," Health Professions Education, vol. 2, no. 2, pp. 75-79, 2016, doi: https://doi.org/10.1016/j.hpe.2016.01.004
[7] J. P. Guilford, "Creativity," American Psychologist, vol. 5, no. 9, pp. 444-454, 1950, doi: https://doi.org/10.1037/h0063487
[8] M. A. Runco and S. Acar, "Divergent thinking as an indicator of creative potential," Creativity Research Journal, vol. 24, no. 1, pp. 66-75, 2012, doi: https://doi.org/10.1080/10400419.2012.652929
[9] K. H. Kim, "Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT)," Creativity Research Journal, vol. 18, no. 1, pp. 3-14, 2006, doi: https://doi.org/10.1207/s15326934crj1801_2
[10] J. A. Plucker, R. A. Beghetto, and G. T. Dow, "Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research," Educational Psychologist, vol. 39, no. 2, pp. 83-96, 2004, doi: https://doi.org/10.1207/s15326985ep3902_1
[11] R. A. Beghetto and J. C. Kaufman, "Toward a broader conception of creativity: A case for mini-c creativity," Psychology of Aesthetics, Creativity, and the Arts, vol. 1, no. 2, pp. 73-79, 2007, doi: https://doi.org/10.1037/1931-3896.1.2.73
[12] K. Ulger, "The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education," Interdisciplinary Journal of Problem-Based Learning, vol. 12, no. 1, 2018, doi: https://doi.org/10.7771/1541-5015.1649
[13] Kardoyo, A. Nurkhin, Muhsin, and H. Pramusinto, "Problem-based learning strategy: Its impact on students' critical and creative thinking skills," European Journal of Educational Research, vol. 9, no. 3, pp. 1141-1150, 2020, doi: https://doi.org/10.12973/eu-jer.9.3.1141
[14] M. D. W. Ernawati, Yusnidar, Haryanto, E. F. S. Rini, F. T. Aldila, T. Haryati, and R. Perdana, "Do creative thinking skills in problem-based learning benefit from scaffolding?," Journal of Turkish Science Education, vol. 20, no. 3, pp. 399-417, 2023, doi: https://doi.org/10.36681/tused.2023.023
[15] Yustina, W. Syafii, and R. Vebrianto, "The effects of blended learning and project-based learning on pre-service biology teachers' creative thinking through online learning in the COVID-19 pandemic," Jurnal Pendidikan IPA Indonesia, vol. 9, no. 3, pp. 408-420, 2020, doi: https://doi.org/10.15294/jpii.v9i3.24706
[16] J. R. Batlolona, M. Diantoro, Wartono, and E. Latifah, "Creative thinking skills students in physics on solid material elasticity," Journal of Turkish Science Education, vol. 16, no. 1, pp. 48-61, 2019, doi: https://doi.org/10.12973/tused.10265a
[17] S. Zubaidah, N. M. Fuad, S. Mahanal, and E. Suarsini, "Improving creative thinking skills of students through differentiated science inquiry integrated with mind map," Journal of Turkish Science Education, vol. 14, no. 4, pp. 77-91, 2017, doi: https://doi.org/10.12973/tused.10214a
[18] H. Aisyah, R. D. Savitri, J. F. Putri, F. D. Husnufa, and A. B. M. Saputra, "Analisis pengukuran pada materi besaran dan satuan terhadap benda beraturan dan tidak beraturan," Jurnal Fisika dan Pembelajarannya (PHYDAGOGIC), vol. 7, no. 1, pp. 1-5, 2024, doi: https://doi.org/10.31605/phy.v7i1.4323
[19] H. Hafiza, M. Hadi, I. Lestari, E. Enawaty, and R. P. Sartika, "Profil kemampuan berpikir kreatif peserta didik kelas XI IPA di SMAN 9 Pontianak pada materi sistem koloid," Edukatif: Jurnal Ilmu Pendidikan, vol. 4, no. 3, pp. 4681-4693, 2022, doi: https://doi.org/10.31004/edukatif.v4i3.2707
[20] I. I. Adiilah and Y. D. Haryanti, "Pengaruh model Problem Based Learning terhadap kemampuan berpikir kreatif siswa pada pembelajaran IPA," Papanda Journal of Mathematics and Science Research, vol. 2, no. 1, pp. 49-56, 2023, doi: https://doi.org/10.56916/pjmsr.v2i1.306
[21] M. Anggela, R. Rasmawan, I. Lestari, E. Enawaty, and R. P. Sartika, "Profil keterampilan berpikir kreatif siswa pada materi pemisahan campuran," Edukatif: Jurnal Ilmu Pendidikan, vol. 4, no. 5, pp. 6832-6845, 2022, doi: https://doi.org/10.31004/edukatif.v4i5.3138
[22] I. Nurhayati, K. S. E. Pramono, and A. Farida, "Keterampilan 4C dalam pembelajaran IPS untuk menjawab tantangan abad 21," Jurnal Basicedu, vol. 8, no. 1, pp. 36-43, 2024, doi: https://doi.org/10.31004/basicedu.v8i1.6842
[23] A. R. Kurniawan, Maison, D. A. Kurniawan, and L. Anggraini, "Investigasi minat belajar terhadap modul elektronik berbasis etnokonstruktivisme," Profesi Pendidikan Dasar, vol. 7, no. 1, pp. 93-104, 2020, doi: https://doi.org/10.23917/ppd.v1i1.10650
[24] A. L. Vela, S. Suryana, and D. H. Rahayu, "Penerapan model pembelajaran Problem Based Learning untuk peningkatan kemampuan berpikir kreatif dan hasil belajar siswa," Journal of Professional Elementary Education, vol. 2, no. 2, pp. 168-175, 2023, doi: https://doi.org/10.46306/jpee.v2i2.42
[25] E. N. Handayani, F. F. Sufa, and M. Mustofa, "Pengaruh model Problem Based Learning terhadap kemampuan berfikir kreatif dalam materi gaya di sekitar," Edukasi Elita: Jurnal Inovasi Pendidikan, vol. 2, no. 2, pp. 137-146, 2025, doi: https://doi.org/10.62383/edukasi.v2i2.1396
[26] R. Siregar, M. Sirait, and N. Audina, "A meta-analysis of the impact of problem-based learning on students' physics problem-solving skills," Lensa: Jurnal Kependidikan Fisika, vol. 10, no. 2, pp. 65-72, 2022, doi: https://doi.org/10.33394/j-lkf.v10i2.6305
[27] A. Sedayu, Herpratiwi, D. Yulianti, and I. W. Distrik, "Impact of OER-assisted problem-based learning on creative thinking and self-efficacy in physics education," Qubahan Academic Journal, vol. 4, no. 3, pp. 748-762, 2024, doi: https://doi.org/10.48161/qaj.v4n3a817
[28] L. M. Azizah, S. Prayogi, S. Gummah, L. Herayanti, and Habibi, "The impact of the Problem-Based Learning model with a scientific approach on students' creative thinking and design thinking," Lensa: Jurnal Kependidikan Fisika, vol. 12, no. 2, pp. 148-161, 2024, doi: https://doi.org/10.33394/j-lkf.v12i2.11933
[29] E. M. Furtak, T. Seidel, H. Iverson, and D. C. Briggs, "Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis," Review of Educational Research, vol. 82, no. 3, pp. 300-329, 2012, doi: https://doi.org/10.3102/0034654312457206
[30] L. J. Cronbach, "Coefficient alpha and the internal structure of tests," Psychometrika, vol. 16, no. 3, pp. 297-334, 1951, doi: https://doi.org/10.1007/BF02310555
[31] K. Basri, Baidowi, Junaidi, and M. Turmuzi, "Analisis butir soal ulangan semester ganjil mata pelajaran matematika kelas VIII SMP," Griya Journal of Mathematics Education and Application, vol. 1, no. 4, pp. 682-694, 2021, doi: https://doi.org/10.29303/griya.v1i4.107
[32] S. S. Shapiro and M. B. Wilk, "An analysis of variance test for normality (complete samples)," Biometrika, vol. 52, no. 3/4, pp. 591-611, 1965, doi: https://doi.org/10.1093/biomet/52.3-4.591
[33] M. B. Brown and A. B. Forsythe, "Robust tests for the equality of variances," Journal of the American Statistical Association, vol. 69, no. 346, pp. 364-367, 1974, doi: https://doi.org/10.1080/01621459.1974.10482955
[34] R. R. Hake, "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," American Journal of Physics, vol. 66, no. 1, pp. 64-74, 1998, doi: https://doi.org/10.1119/1.18809
[35] A. Wahab, "Efektivitas pembelajaran statistika pendidikan menggunakan uji peningkatan N-Gain di PGMI," Jurnal Basicedu, vol. 5, no. 2, pp. 1039-1045, 2021, doi: https://doi.org/10.31004/basicedu.v5i2.845
[36] J. Cohen, "A power primer," Psychological Bulletin, vol. 112, no. 1, pp. 155-159, 1992, doi: https://doi.org/10.1037/0033-2909.112.1.155
[37] D. Lakens, "Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs," Frontiers in Psychology, vol. 4, p. 863, 2013, doi: https://doi.org/10.3389/fpsyg.2013.00863
[38] S. Freeman et al., "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014, doi: https://doi.org/10.1073/pnas.1319030111
[39] T. F. Kristiana and E. H. Radia, "Meta analisis penerapan model Problem Based Learning dalam meningkatkan hasil belajar IPA siswa sekolah dasar," Jurnal Basicedu, vol. 5, no. 2, pp. 818-826, 2021, doi: https://doi.org/10.31004/basicedu.v5i2.828
License
Copyright (c) 2026 Sri Latifah, Rita Nur Anjani, Mukarahmah Mustari
This work is licensed under a Creative Commons Attribution 4.0 International License.
