Dermalince Sitinjak

Dermalince Sitinjak 071188830007, The Students’ creative thinking capability
optimalization with the implementation open-ended problem solving strategy to
the students of basic school. Thesis. Medan, Post Gradute Studies of Universitas
Negeri Medan. March 2011.
This research is focused to the low problem of students’ creative thinking
capability. The aim of the research is to increase the students’ creative thinking
capability with the implementation open-ended problem solving strategy.
This research is action research which consists of two cyclus. This
research subject is student in grade 4 at SD Negeri No 065011 Kelurahan Asam
Kumbang Kecamatan Medan Selayang, 28 students totally. Meanwhile, the object
of this research is to optimize student creative thinking capability optimalization
with the implementation open-ended problem solving strategy to the students in
grade 4 at basic school.
In this research implementation is developed in many learning and
research instrument. The learning instrument in this research includes 1)
Teaching Implementation Plan, 2) Teachers’ Guiding Book, 3) Students’ Activity
Sheet, and open-ended cases. Some developed instruments are creative thinking
instrument test, students’ observation activity form, teachers’ capability form
sheet in managing teaching process, and validation sheet for all teaching
instruments. The research instrument is to know the percentage of students’
creative thinking capability using 2 item test in description form with high
reliability coefficient α = 0.658, and all items are valid. To know the percentage
degree of students’ active activity, and teachers in managing teaching process uses
observation sheet.
Based on data analysis we get (1) the average of students’ creative
thinking in open-ended solving problem cases classically improve from 34.64 on
Pre-Test becomes 51.96 on the first cyclus, and 66.07 on the second cyclus. The
percentage of minimum creative thinking capability increases enough from 10.07
% on the pre-test, 53.57 % on the first cyclus, and 85.71 % on the second cyclus.
(2) The percentage of students’ active activity degree in open-ended solving
problem increases from 66.07 % on the first cyclus, and 81.55 % on the second
cyclus. (3) The average of teachers’ capability in managing teaching process uses
open-ended solving problem instrument increase from 3.71 on the first cyclus, and
4.18 on the second cyclus. From this research it can be concluded that the
implementation of open-ended problem solving strategic (1) to increase the
students’ creative thinking capability, (2) to increase the degree of active learning
process and (3) to increase teachers’ capability in teaching learning process.