The effect of the creative problem solving (CPS) learning model on students' problem-solving skills and self-regulation in the subject of light waves
DOI:
https://doi.org/10.17509/wapfi.111.24Keywords:
Creative Problem Solving (CPS), Problem-Solving Skills, Self-Regulation, Light Waves, Physics EducationAbstract
This study aims to examine the effect of the Creative Problem Solving (CPS) learning model on students’ problem-solving skills and self-regulation in learning light wave material. The study employed a quasi-experimental design using a posttest-only control group design. The population consisted of all class XI science students at SMA Negeri 4 Tasikmalaya, Indonesia. The sample was selected using cluster random sampling, resulting in two groups: an experimental class and a control class, each consisting of 38 students. Data were collected through a problem-solving skills test in the form of seven validated essay questions based on Polya’s problem-solving framework and a self-regulation questionnaire based on Zimmerman’s self-regulated learning framework. Data were analyzed using Multivariate Analysis of Variance (MANOVA) after conducting prerequisite tests, including multivariate normality and homogeneity tests. The results of the analysis showed a significant difference between the experimental and control classes (p < 0.05) in terms of the combined dependent variables. Students who participated in CPS-based learning demonstrated higher problem-solving skills and self-regulation compared to those who experienced conventional learning. These findings suggest that the CPS learning model may support the development of students’ cognitive and self-regulatory abilities in physics learning, particularly in abstract topics such as light waves.
Downloads
References
Arikunto. (2012). Prosedur Penelitian suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Azizah, R., Yuliati, L., & Latifah, E. (2015). Kesulitan Pemecahan Masalah Fisika Pada Peserta didik Sma. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 5(2), 44. DOI: https://doi.org/10.26740/jpfa.v5n2.p44-50.
Devi, S. S., Munawaroh, F., Hadi, W. P., & Muharrami, L. K. (2019). Pembelajaran Guided Inquiry Dengan Metode Pictorial. Natural Science Education Research, 2, 40–47. Diakses dari https://journal.trunojoyo.ac.id/nser/article/view/4275.
ElAdl, A. M., & Polpol, Y. S. (2020). The effect of self regulated learning strategies on developing creative problem solving and academic self efficacy among intellectually superior high school students. International Journal of Psycho Educational Sciences, 9(1), 97–106. http://dx.doi.org/10.17509/ijpes.v9i1.146
Ermila. (2018). Efektifitas Penggunaan Model Pembelajaran Talking Stick Terhadap Kemmapuan Pemecahan Masalah Matematis Peserta Didik Di Kelas VII MTS YPKS Padangsidipuan. Jurnal MathEdu (Matematic Education Jornal), 1, 78-83. Diakses dari https://journal.ipts.ac.id/index.php/MathEdu/article/view/571.
Fraenkel, Jack. R., Norman E. Wallen. (2012). How to Design and Evaluate Research in Education 8th Edition. Boston: McGraw-Hill Higher Education.
Guilford, J. (1956). Fundamental Statistics in Physcology and Education. McGraw Hill.
Intan, I. S. (2017). Pengaruh Model Pembelajaran Creative Problem Solvong (CPS) Terhadap Keterampilan Berpikir Kreatif Dan Self Regulation Peserta Didik Kelas X SMAN 8 bandar Lampung Pada Materi Pencemaran Lingkungan. (Skripsi).Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Raden Intan, Lampung.
Istarani dan Ridwan. (2015). 50 Tipe Pembelajaran Kooperatif. CV. Media Persada.
Handayani, R. (2020). Metodologi Penelitian Sosial. Jakarta: PT Bumi Aksara.
Handayani, D., & Rahmawati, F. (2021). Pengaruh model pembelajaran Creative Problem Solving (CPS) terhadap hasil belajar fisika dan kemampuan berpikir kreatif peserta didik. WaPFi: Wahana Pendidikan Fisika, 7(1), 67–74. https://doi.org/10.17509/wapfi.v7i1.43965
Harriman. (2017). Panduan untuk Memahami Istilah Psikologi. Jakarta: Restu Agung.
Hartati, J. (2021). Pengaruh Model Pembelajaran Creative Problem Solving (CPS) Terhadap Self Efficacy dan Kemampuan Berpikir Kreatif Perserta Didik Pada Materi Fisika. (Skripsi). Fakultas Tarbiyah dan Keguruan, UIN Raden Intan, Lampung.
Helen., Kusdiwelirawan. (2022). Pengaruh Model Pembelajaran Creative Problem Solving (CPS) Terhadap Hasil Belajar Fisika dan Kemampuan Berpikir Kreatif Peserta Didik. WaPFi: Wahana Pendidikan Fisika, 7(1), 67– 74. DOI: 0.17509/wapfi.v7i1.43965.
Heller, P., Keith, R., & Andreson, S. (1992). Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving. American Journal of Physics, 60(7), 627-636. DOI: http://dx.doi.org/10.1119/1.17117.
Istarani., & Ridwan. (2015). 50 Tipe Pembelajaran Kooperatif. Medan: Media Persada.
Jamaludin, D. N. (2019). Penerapan Metodologi Penelitian dalam Pendidikan. Kudus: Fakultas Tarbiyah IAIN Kudus.
Kamelia, S., & Pujiastuti, H. (2020). Penerapan Strategi Pembelajaran Metakognitif-Scaffolding untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Self Regulated Learning Siswa. JURING (Journal for Research in Mathematics Learning), 3(4), 385. https://doi.org/10.24014/juring.v3i4.9454
Khatimah, K., & Wayan Darmadi, I. (2021). Pengaruh Model Pembelajaran ARIAS mengunakan Metode Eksperimen terhadap Hasil Belajar Fisika The Effect of the ARIAS Learning Model using the Experimental Method on Physics Learning Outcomes. Jurnal Kreatif Online (JKO), 9, 12–19. http://jurnal.fkip.untad.ac.id/index.php/jko
Kemendikbud. (2017). Implementasi Kecakapan Abad 21 Kurikulum 2013 di Sekolah Menengah. Jakarta: Direktorat Pembinaan Sekolah Menengah Atas Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan Kebudayaan.
Mamonto, F., Umar, M. K., & Paramata, D. D. (2021). Pengembangan Perangkat Pembelajaran Ipa Smp Menggunakan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (Stad) Bagi Siswa Berkebutuhan Khusus. Jambura Physics Journal, 3(1), 54–63. DOI: https://doi.org/10.34312/jpj.v3i1.8137.
Moma, L. (2017). Pengembangan Kemampuan Berpikir Kreatif Dan Pemecahan Masalah Matematis Mahasiswa Melalui Metode Diskusi. Jurnal Cakrawala Pendidikan, 36(1), 130–139. DOI: https://doi.org/10.21831/cp.v36i1.10402.
Munandar, Utami. (2009). Pengembangan Kreatifitas Anak Berbakat. Jakarta : Rineka Cipta.
Musliha, M., & Revita, R. (2021). Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Regulated Learning Siswa. JRPM (Jurnal Review Pembelajaran Matematika), 6(1), 68–82. https://doi.org/10.15642/jrpm.2021.6.1.68-82
Nabila, N. P., & Rahayu, F. A. (2024). Encourage Students to Think Critical and Innovative with The Problem Based Learning Model. Satmata: Journal of Historical Education Studies, 2(1), 17-22. DOI: 10.61677/satmata.v2i1.176
Neni. (2021). Pengaruh Penerapan Model Pembelajaran Creative Problem Solving (Cps) Dan Discovery Learning Ditinjau Dari Motivasi Belajar Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMP. (Tesis). Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jambi.
Neni., Syaiful., & Maison. (2021). Pengaruh Model Creative Problem Solving Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau Dari Motivasi Belajar Siswa. Aksioma: Jurnal Program Studi Pendidikan Matematika, 10(1), 2320-2329. DOI: https://doi.org/10.24127/ajpm.v10i4.4143.
Nuraziza, R., & Suwarma, I. R. (2018). Menggali keterampilan Creative Problem Solving yang dimiliki siswa SMP melalui pembelajaran IPA berbasis STEM. WaPFi: Wahana Pendidikan Fisika, 3(1), 55–61. https://doi.org/10.17509/wapfi.v3i1.10941
Panuntun Hsm, S. A. A., Asikin, M., Waluya, B., & Zaenuri, Z. (2021). Kemampuan Berpikir Kreatif Ditinjau dari Self-Regulated Learning dengan Pendekatan Open-Ended Pada Model Pembelajaran Creative Problem Solving. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 13(1), 11–22. DOI: https://doi.org/10.37680/qalamuna.v13i1.847.
Pee, B., Woodman, T., Fry, H., & Davenport, E. S. (2002). Appraising and assessing reflection in students’ writing on a structured worksheet. Medical Education, 36(6), 575–585. DOI: https://doi.org/10.1046/j.1365- 2923.2002.01227.x.
Pramesti, G., & Mardaningtyas, F. (2025). Assessing the effectiveness of creative problem solving learning on mathematical creativity and communication across varying self regulation levels. Jurnal Pendidikan MIPA, 26(3), 1515–1526. Retrieved from https://jpmipa.fkip.unila.ac.id/index.php/jpmipa/article/view/740
Prastika, I. W. (2023). Pengaruh Model Pembelajaran Creative Problem Solving (Cps) Terhadap Kemampuan Pemecahan Masalah Dan Kreativitas Peserta Didik Pada Mata Pelajaran Fisika Kelas Xi SMA. (Skripsi). Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Raden Intan, Lampung.
Putri, Y. S., & Alberida, H. (2022). Keterampilan Berpikir Kreatif Peserta Didik Kelas X Tahun Ajaran 2021/2022 di SMAN 1 Pariaman. Biodik: Jurnal Ilmiah Pendidikan Biologi, 8(2), 112-117. DOI: https://doi.org/10.33503/ebio.v4i02.437.
Rahma, A. A., & Wicaksono, I., (2023). Efektivitas Model Creative Problem Solving (CPS) terhadap Peningkatan Kemampuan Berpikir Kreatif Siswa pada Materi Kalor. Journal on Education, 5(3), 5668-5679. https://jonedu.org/index.php/joe/article/download/1326/1048/.
Rahmat, P. S. (2018). Psikologi Pendidikan. Jakarta: PT Bumi Aksara.
Riyadi, S. B., Sinaga, P., & Siahaan, P. (2023). Profil self regulated learning dan peningkatan kemampuan kognitif peserta didik SMA melalui strategi writing to learn pada topik elastisitas bahan. WaPFi: Wahana Pendidikan Fisika, 8(2), 161–170. https://doi.org/10.17509/wapfi.v8i2.30456
Rofiqoh, Z. (2015). Analisis Kemampuan Pemecahan Masalah Matetimatika Siswa Kelas X Dalam Pembelajaran Discovery Learning Berdasarkan Gaya Belajar Siswa. Unnes Journal of Mathematics Education, 5(1). DOI: https://doi.org/10.15294/ujme.v5i1.9344.
Satriani, S., & Wahyuddin. (2018). Implementasi Model Pembelajaran Creative Problem Solving (CPS) Untuk Meningkatkan Kemampuan Pemecahan Masalah Mahasiswa. Jurnal Derivat, 5(1), 69-81. DOI: https://doi.org/10.31316/j.derivat.v5i1.149.
Subagya, H. (2018). Konsep dan Penerapan Fisika SMA/MA Kelas X Kelompok Peminatan MIPA. Jakarta: Bumi Aksara.
Sugiyono. (2019). Metode Penelitian Kuantitatif. Bandung: Alfabeta.
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sumarmo, U. (2002). Kemandirian Belajar: Apa, Mengapa, dan Bagaimana dikembangkan pada Peserta Didik Oleh: Utari Sumarmo, FPMIPA UPI. Academia.Edu, 1983, 1–9.
Suryabrata, S. (2010). Psikologi Kepribadian. Rajawali.
Susanto. (2013). Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta: PT Fajar Interpratama Mandiri.
VanGundy, A. (1987). Creative Problem Solving A Guide For Trainers and Management. Quorum Books Green Wood Press, Inc.
Widoyoko, E. P. (2022). Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Wahana Pendidikan Fisika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to The Journal Wahana Pendidikan Fisika (WAPFI). However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
The Journal Wahana Pendidikan Fisika by https://ejournal.upi.edu/index.php/WapFi/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
