Meningkatkan Keterampilan Berpikir Kreatif dalam Pendidikan Kimia: Peran Model Pembelajaran Aktif dan Integrasi STEM

Thayban Thayban, Sasmita Y Rajak, Astin Lukum, Wiwin Rewini Kunusa, Haris Munandar

Abstract


Berpikir kreatif merupakan keterampilan yang krusial bagi siswa, terutama dalam pendidikan kimia, karena keterampilan ini memfasilitasi pemecahan masalah dan inovasi. Penelitian ini mengkaji dampak berbagai model pembelajaran aktif, seperti Pembelajaran Berbasis Masalah (PBL), Pembelajaran Berbasis Proyek (PjBL), dan Pembelajaran Berbasis Inkuiri (IBL), terhadap pengembangan keterampilan berpikir kreatif pada siswa kimia. Sebuah tinjauan literatur sistematik (SLR) dari studi-studi yang diterbitkan antara 2014 hingga 2023 menunjukkan bahwa model-model ini secara signifikan meningkatkan kemampuan berpikir kreatif siswa dengan mendorong mereka untuk terlibat dalam masalah dunia nyata, berkolaborasi, dan menerapkan pengetahuan mereka secara kreatif. Integrasi pendekatan STEM dalam PjBL dan metode berbasis inkuiri terbukti meningkatkan berpikir kritis dan kreativitas sambil memperbaiki hasil pembelajaran. Selain itu, penelitian ini menyoroti pentingnya persiapan guru dan penggunaan alat penilaian alternatif, seperti portofolio elektronik dan rubrik, untuk mendukung pengembangan berpikir kreatif. Meskipun temuan positif ini, penelitian ini mengidentifikasi beberapa kekurangan dalam literatur, termasuk kebutuhan untuk penelitian longitudinal, populasi siswa yang lebih beragam, dan eksplorasi lebih lanjut tentang integrasi teknologi dalam pembelajaran aktif. Penelitian ini menyimpulkan bahwa pengembangan keterampilan berpikir kreatif dalam pendidikan kimia memerlukan pendekatan komprehensif yang mencakup model pembelajaran inovatif, pelatihan guru yang efektif, dan strategi penilaian yang dapat diandalkan.

Keywords


Berpikir kreatif, pendidikan kimia, PBL, PjBL, IBL, STEM

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DOI: https://doi.org/10.37905/je.v20i1.32573

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