PENGEMBANGAN STRATEGI PEMBELAJARAN INOVATIF BERBASIS FUNGSI NEUROKOGNITIF DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIVITAS SISWA

Abstract

The low levels of critical thinking and creativity among junior high school students indicate the need for instructional strategies that not only focus on content mastery but also optimize students’ neurocognitive functions. This study aimed to develop and evaluate the effectiveness of the CERDAS Learning Strategy (Connect, Explore, Reflect, Develop, Action, Share), which is based on neurocognitive functions, in improving students’ critical thinking and creativity. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The developed product was validated by subject-matter and pedagogical experts, then tested for practicality and effectiveness through a quasi-experimental design using a Nonequivalent Control Group Design involving 64 junior high school students divided into experimental and control groups. Data were collected through expert validation, observations, questionnaires, and critical thinking and creativity tests, and analyzed using percentage scores, N-Gain analysis, and the Mann–Whitney test. The findings revealed that the CERDAS strategy demonstrated very high validity with an average score of 94.16% and very high practicality with a syntax implementation rate of 94.33%. The strategy was also proven effective in significantly improving students’ critical thinking and creativity (p<0.05). The experimental group achieved an N-Gain score of 0.7149 (high category) for critical thinking and 0.6881 (moderate-to-high category) for creativity, outperforming the control group, which obtained scores of 0.3560 and 0.3036, respectively. It can be concluded that the neurocognitive-based CERDAS Learning Strategy is valid, practical, and effective in enhancing junior high school students’ critical thinking and creativity.

ABSTRAK

Rendahnya keterampilan berpikir kritis dan kreativitas siswa sekolah menengah pertama menunjukkan perlunya strategi pembelajaran berorientasi optimasi fungsi neurokognitif . Penelitian ini bertujuan mengembangkan serta menguji efektivitas Strategi Pembelajaran CERDAS (Connect, Explore, Reflect, Develop, Action, Share) berbasis fungsi neurokognitif  untuk meningkatkan kemampuan berpikir kritis dan kreativitas. Menggunakan metode Research and Development (R&D) model ADDIE (Analysis, Design, Development, Implementation, Evaluation), produk divalidasi ahli serta diuji melalui eksperimen semu terhadap 64 siswa. Data dianalisis secara deskriptif, N-Gain, dan uji Mann-Whitney. Hasil penelitian menunjukkan strategi CERDAS memiliki validitas sangat tinggi (94,16%) dan kepraktisan sangat tinggi (94,33%). Strategi ini terbukti efektif meningkatkan berpikir kritis dan kreativitas siswa secara signifikan. Kelas eksperimen memperoleh N-Gain berpikir kritis sebesar 0,7149 serta kreativitas sebesar 0,6881, lebih tinggi dibanding kelas kontrol. Kesimpulannya, Strategi Pembelajaran CERDAS valid, praktis, dan efektif meningkatkan berpikir kritis serta kreativitas siswa.