SQ3R model in biology education: Linking creative thinking, problem-solving, and academic achievement

Bea Hana Siswati; Erina Rizki Aulia; Eva Yunizar Yunizar; Bintang Tata Paramita Paramita; Rieziel Ann D. Bernal

doi:10.21009/biosferjpb.61147

Penulis

Bea Hana Siswati Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Erina Rizki Aulia Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Eva Yunizar Yunizar Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Bintang Tata Paramita Paramita Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Rieziel Ann D. Bernal Philippine Science High School - Main Campus, Department of Science and Technology, Philippine

DOI:

https://doi.org/10.21009/biosferjpb.61147

Kata Kunci:

Pembelajaran SQ3R, Keterampilan Berpikir Kreatif, Keterampilan Pemecahan Masalah, Hasil Belajar

Abstrak

Pendidikan abad ke-21 menuntut peserta didik memiliki keterampilan berpikir kreatif untuk memecahkan masalah dan mencapai hasil belajar yang optimal. Keberhasilan belajar siswa bergantung pada kemampuan kreatif mereka dalam menyelesaikan masalah. Hasil belajar sangat terkait dengan keterampilan berpikir kreatif. Model pembelajaran SQ3R mendukung kegiatan membaca yang efisien dan membantu siswa fokus pada gagasan utama sambil menerapkan keterampilan berpikir tingkat tinggi. Penelitian ini menggunakan metode korelasional dengan subjek siswa kelas XI di SMA Negeri Arjasa. Data dikumpulkan melalui tes berpikir kreatif, pemecahan masalah, dan hasil belajar, kemudian dianalisis menggunakan korelasi Pearson dan regresi sederhana. Tujuan penelitian ini adalah untuk mengetahui hubungan antara keterampilan berpikir kreatif dan kemampuan pemecahan masalah dalam model pembelajaran Survey, Question, Read, Recite, Review (SQ3R) di SMA Negeri Arjasa. Selain itu, penelitian ini juga bertujuan untuk mengetahui hubungan antara kemampuan berpikir kreatif dan hasil belajar dalam model pembelajaran SQ3R di SMA Negeri Arjasa.

Kemampuan berpikir kreatif memberikan kontribusi sebesar 82,9% terhadap kemampuan pemecahan masalah melalui penerapan model SQ3R. Koefisien korelasi sebesar 0,911 menunjukkan hubungan yang sangat kuat antara kedua variabel tersebut. Kemampuan berpikir kreatif juga memberikan kontribusi sebesar 35,7% terhadap hasil belajar melalui penerapan model pembelajaran SQ3R, dengan koefisien korelasi sebesar 0,613 yang menunjukkan hubungan kuat antara keduanya. Kesimpulan dari penelitian ini adalah bahwa model pembelajaran SQ3R terbukti efektif dalam meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa, sekaligus mendorong keterlibatan aktif dalam proses pembelajaran.

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