IMPLEMENTASI MODEL 5E LEARNING CYCLE UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR KREATIF SISWA SMA
Authors: Risdiana Herra , Suyatno Suyatno , Poedjiastuti Sri 
Published: February 2020

The purposes of this study were to describe students’ concept mastery, creative thinking ability, profile of creative attitudes, and the correlation between creative thinking ability and concept mastery after implementing 5E Learning Cycle model. This research was the mixing of the quasy experiment with one group pre test-post test design and correlational study, which initiated by teaching materials development using the Dick & Carey model. The research was conducted at SMAN 1 Mojosari involving students of IPA-2 grade XI as subject. Instruments used in the research were teaching materials’ validation sheets, leson plan activity observation sheet, mastery concept sheet, creative thinking ability sheet, creative attitude observation sheet, and students’response questionaire. The data analyses of students’ concept mastery, creative thinking ability, and profile of creative attitudes were descriptively done, while analysis of correlation between creative thinking ability and concept mastery were using Pearson’s product moment correlation technique. Based on the data analysis, it could be described that results of the reasearch were (1) the students’ concept mastery and creative thinking ability on the salt hydrolysis topic after implementing 5E Learning Cycle model had reached high gains, (2) the creative attitudes appeared during the implementation of 5E Learning Cycle model including curiosity in engagement phase, complexity in exploration phase, curiosity in explanation phase, risk-taking in elaboration phase, and risk-taking in evaluation phase were good, each had frequency more than 75%, and (3) there was a very strong and significant correlation between creative thinking ability and concept mastery. The conclusion of the research was chemistry learning on the salt hydrolysis topic using 5E Learning Cycle model had improved the students’ concept mastery and creative thinking ability. Penelitian ini bertujuan untuk mendeskripsikan penguasaan konsep, kemampuan berpikir kreatif, profil sikap kreatif dan hubungan antara kemampuan berpikir kreatif dan penguasaan konsep siswa setelah implementasi model 5E Learning Cycle. Penelitian ini merupakan gabungan dari penelitian eksperimen semu jenis one group pre test-post test design dan penelitian korelasional, yang diawali pengembangan perangkat pembelajaran menggunakan model Dick & Carey. Penelitian ini dilaksanakan di SMAN 1 Mojosari dengan subyek siswa kelas XI IPA-2. Instrumen yang digunakan dalam penelitian adalah lembar validasi perangkat pembelajaran, lembar pengamatan keterlaksanaan RPP, lembar penilaian penguasaan konsep (LPPK), lembar penilaian kemampuan berpikir kreatif (LPKBK), lembar pengamatan sikap kreatif, dan angket respon siswa. Analisis data tentang penguasaan konsep, kemampuan berpikir kreatif, dan profil sikap kreatif siswa dilakukan secara deskriptif, sedangkan analisis hubungan antara kemampuan berpikir kreatif dan penguasaan konsep dilakukan menggunakan teknik korelasi product moment Pearson. Berdasarkan analisis data dan pembahasan, dapat dipaparkan hasil penelitian ini yaitu (1) penguasaan konsep dan kemampuan berpikir kreatif siswa pada topik hidrolisis garam setelah mengimplikasikan model 5E Learning Cycle telah mencapai gain tinggi, (2) sikap kreatif siswa pada implementasi model 5E Learning Cycle yaitu curiosity pada fase engagement, complexity pada fase exploration, curiosity pada fase explanation, risk-taking pada fase elaboration dan risk-taking pada fase evaluation adalah baik, masing-masing mempunyai frekuensi lebih dari 75%, (3) ada hubungan yang sangat kuat dan signifikan antara berpikir kreatif dan penguasaan konsep. Kesimpulan penelitian ini adalah pembelajaran kimia pada materi pokok hidrolisis garam dengan model 5E Learning Cycle telah meningkatkan penguasaan konsep dan berpikir kreatif siswa.