PENINGKATAN KREATIVITAS DAN HASIL BELAJAR SEJARAH INDONESIA KUNO MELALUI OPTIMALISASI MODEL PEMECAHAN MASALAH KREATIF
The objective of research is to improve the creativity and classic Indonesian history learning achievement through optimizing the creative problem solving model in teaching-learning process in History Study Program of FKIP UNS. This study was carried out using classroom action research. The research contains the action aiming to improve a system's quality and the practice within the system. In this research, the intended system is the teaching learning process of Indonesian Classic history carried out in Social Science Education Department of History Education Study Program of Training and Education Faculty of Sebelas Maret University addressed in Ir. Sutami Street No. 36 A Surakarta. The subject of research was the students of History Study Program attending classing Indonesian history course. Meanwhile the object was the teaching-learning process activity, including: lecturer's teaching activity, students' creativity and learning achievement. This research was carried out using collaborative participative approach between the incharge-of lecturer, assisting lecturer (researcher), and the student so that sharing occurs in each stage of activity. This research was done using cyclical analysis process encompassing four stages of activity: planning, acting, observing, and reflection. This research was implemented in two cycles: cycle I as the implementation of action, and cycle II as improvement. In line with the objective above, the problem in this research was the students' low creativity and learning achievement. It is characterized by: the student's low discipline, participation, and capability of accom-plishing task. In order to improve the students' creativity and learning achievement, this research, the researcher carries out action in the form of creative problem solving model application in Indonesian classic history. Before the activity is carried out: the concept of history learning quality is instilled, the training of learning implementation plan arrangement is done, and peer teaching is intended to improve the lecturer's capability in applying the creative problem solving model. Having carried out those activities and implemented the result into the teaching learning process, it can be seen that from one cycle to another the student's creativity and learning achievement improves. It is reflected fiom: the improvement of students discipline in utilizing learning time, capability of looking for and collecting the source, capability of identifying, formulating, and solving the problem, idea generation, students' idea.
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