PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP HASIL BELAJAR KOGNITIF SISWA KELAS XI IPS SMA NEGERI 7 TAMBUN SELATAN PADA MATERI DINAMIKA PENDUDUK

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Creatve Problem Solving terhadap hasil belajar kognitif siswa kelas XI IPS SMA Negeri 7 Tambun Selatan pada materi dinamika penduduk. Metode yang digunakan dalam penelitian ini adalah metode quasi eksperimen dengan desain penelitian Randomized Post-test Only Controled Group Design. Adapun populasi penelitian ini yaitu siswa Kelas XI IPS SMA Negeri 7 Tambun Selatan. Teknik pengambilan sampel dilakukan dengan teknik random sampling. Sampel yang diambil terdiri dari dua kelas yang akan dijadikan sebagai kelas eksperimen dan kelas kontrol. Kelas XI IPS 2 sebagai kelas kontrol sedangkan kelas XI IPS 3 sebagai kelas eksperimen. Teknik analisis yang digunakan adalah uji t test independen hasil posttest antara kelas kontrol dengan kelas eksperimen. Hasil penelitian menunjukkan bahwa diperoleh nilai dari t_hitung > t_tabel yaitu 2,494 > 1,997 , dimana H_0 ditolak, yang berarti terdapat perbedaan hasil belajar kognitif pada siswa yang diterapkan model pembelajaran creative problem solving dengan hasil belajar kognitif siswa yang tidak diterapkan model pembelajaran creative problem solving. Berdasarkan analisis hasil penelitian, diketahui bahwa hasil belajar kognitif siswa eksperimen mendapat rerata skor lebih tinggi daripada rerata skor hasil belajar kognitif siswa pada kelas kontrol, yakni rerata skor siswa kelas eksperimen sebesar 76 dan rerata skor siswa kelas kontrol sebesar 60. Diketahui bahwa persentase siswa kelas eksperimen yang telah mencapai KKM sebanyak 66,66% dengan kategori baik dan sangat baik, sedangkan siswa yang belum mencapai KKM sebanyak 33,33%. Sementara siswa kelas kontrol yang telah mencapai KKM sebanyak 49,28% dengan kategori baik dan sangat baik, sedangkan siswa yang belum mencapai KKM sebanyak 47.05%. Berdasarkan proses pembelajaran yang dilakukan diketahui bahwa siswa kelas eksperimen lebih aktif dalam kegiatan pemebelajarannya dimana siswa banyak mengajukan pertanyaan, berdiskusi dan menanggapi hasil presentasi yang disajikan oleh temannya. Sedangkan siswa pada kelas kontrol cenderung lebih pasif dan hanya mengandalkan materi pembelajaran yang diberikan oleh gurunya saja. This study aims to determine the effect of the Creative Problem Solving learning model on the cognitive learning outcomes of class XI IPS students at SMA Negeri 7 Tambun Selatan on population dynamics. The method used in this study is a quasi-experimental method with a randomized post-test only controlled group design. The population of this study were students of Class XI Social Sciences at SMA Negeri 7 Tambun Selatan. The sampling technique was carried out by using random sampling technique. The sample taken consisted of two classes which would be used as the experimental class and the control class. Class XI IPS 2 as the control class while class XI IPS 3 as the experimental class. The analysis technique used is the independent t test posttest results between the control class and the experimental class. The results showed that the value obtained from t_count > t_table was 2.494 > 1.997, where H_0 was rejected, which means that there were differences in cognitive learning outcomes for students who applied the creative problem solving learning model with the cognitive learning outcomes of students who did not apply the creative problem solving learning model. Based on the analysis of the results of the study, it is known that the cognitive learning outcomes of the experimental students got a higher average score than the average cognitive learning outcomes of students in the control class, namely the average score of the experimental class students was 76 and the average score of the control class students was 60. It is known that the percentage of students in the class 66.66% achieved KKM in the good and very good categories, while 33.33% of students who had not reached KKM. While the control class students who had achieved the KKM were 49.28% in the good and very good categories, while the students who had not reached the KKM were 47.05%. Based on the learning process carried out, it is known that experimental class students are more active in their learning activities where students ask lots of questions, discuss and respond to presentation results presented by their friends. Meanwhile, students in the control class tended to be more passive and only relied on the learning material provided by the teacher