Penerapan Model Pembelajaran Creative Problem Solving (CPS) Tehadap Aktivitas dan Hasil Belajar Siswa pada Mata Pelajaran Tata Hidang di SMK Wira Harapan

Abstract

Abstrak

Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui peningkatan aktivitas belajar dan hasil belajar siswa melalui model pembelajaran Creative Problem Solving pada mata pelajaran tata hidang di kelas XI JB 4 SMK Wira Harapan. Penelitian ini menggunakan penelitian tindakan kelas yang dilaksanakan di kelas dengan tujuan meningkatkan aktivitas dan hasil belajar siswa pada mata pelajaran tata hidang kelas XI JB 4 SMK Wira Harapan yang terletak di Jalan Padang Luwih, Tegaljaya, Desa Dalung, Kuta Utara, Kabupaten Badung. Metode pengambilan Sampel menggunakan  total sampling dengan jumlah 33 siswa yang terdiri dari 11 perempuan dan 22 laki-laki. Hasil penelitian mengemukakan bahwa Creative Problem Solving yang dilaksanakandi kelas XI JB 4 SMK Wira Harapan telah berhasil meningkatkan aktivitas dan hasil belajar siswa. Melalui penerapan model pembelajaran creative problem solvingpada siklus I terjadi perubahan nilai sebesar 69,54%, peningkatan aktivitas pembelajaran sebesar 75%.

Kata kunci: Creative Problem Solving(CPS), Aktivitas belajar siswa, Hasil belajar siswa.  

Abstract

This research aims to determine the increase in students’learning activities and the students’outcomes through Creative Problem Solving model in Food Service Subject in class XI JB 4 SMK Wira Harapan Vocational High School. It uses Class Action Research which is implemented in a class with the goal of increasing activities and students outcomes in Food Service Subjects in a class of XI JB 4 in Wira Harapan Vocational High School that is located in Padang Luwih Street, Tegaljaya, Dalung Vilage, Kuta Utara, Badung Regency. Sampling method is using total sampling with a total of 33 students consisting of 11 girls and 22 boys. The research found that Creative Problem Solving held in class of XI JB 4 at SMK Wira Harapan has succeeded in increasing students’learning activities and students’learning outcomes. Through the CPS nodel implementation in first cycle, there is value change of 69,54%, an increase in learning activities 75%. Through CPS in first cycle there is an average value change of 84,03% with the 80% completion and in second cycle there is 93,93% completion of learning outcomes increase.

Keywords: Creative Problem Solving, Students’ Learning Activities, Students’ Learning Outcomes