STRATEGI DIKLAT PROBLEM BASED LEARNING UNTUK MENINGKATKAN KREATIVITAS GURU BIOLOGI DALAM MENGEMBANGKAN ALAT PERAGA

Asep Agus Sulaeman

Abstract


PROBLEM BASED LEARNING STRATEGIES TO ENHANCE THE CREATIVITY OF BIOLOGICAL TEACHERS IN DEVELOPING PROPS                                                       

 

Abstract

Biology teachers need to be creative to create their own props to be able to perform active learning in the laboratory. This study used problem-based strategy to improve the teacher's ability to identify learning problems with regards of lacking tools and materials and to improve teachers ' ability to design and create their own props. Using pre- and post-test design, this study was conducted during teachers training session. The results showed that teachers demonstrated creative attitude in designing props. Teachers can also produce feasible props to be used with their students. After finishing the training, the teachers also showed a positive response to all aspects of creativity. In addition, teachers showed a significant increase in the mastery of concept related to topic taught (α = 0.05) compared to the initial implementation of training.

Abstrak

Saat ini guru biologi perlu kreatif untuk membuat alat peraga sendiri untuk dapat melaksanakan pembelajaran aktif di laboratorium. Oleh karena itu, kajian ini dilakukan untuk: 1) meningkatkan kemampuan guru dalam mengidentifikasi permasalahan kurangnya alat dan bahan di laboratorium; serta 2) meningkatkan kemampuan guru dalam mendesain dan membuat alat peraga sendiri. Dalam rangka mencapai tujuan tersebut dilakukan diklat dengan menggunakan strategi problem based learning. Data yang diperoleh dalam kajian diklat ini adalah penguasaan konsep melalui instrumen tes, kreativitas guru dalam mendesain alat peraga melalui penilaian dokumen desain, sikap kreatif dan respons guru melalui kuesioner, dan penilaian alat peraga melalui penilaian produk. Analisis setiap data dilakukan secara deskriptif kuantitatif. Hasil kajian ini menunjukkan bahwa penguasaan konsep guru di akhir meningkat signifikan (α = 0,05) dibandingkan pada saat awal pelaksanaan diklat. Selain itu, guru menunjukkan sikap kreatif dan kreativitas yang baik dalam mendesain alat peraga dan LKS. Guru juga dapat menghasilkan alat peraga yang layak digunakan siswanya. Setelah selesai pelaksanaan diklat, guru juga menunjukkan respons positif terhadap semua aspek.

 


Keywords


Problem based learning; kreativitas guru; sikap kreatif; alat peraga; strategi PBL; creativity; biology teache;, teacher training

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DOI: https://doi.org/10.15408/es.v11i1.8731 Abstract - 0 PDF - 0

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