The difference of students self-directed learning outcomes between the implementation of creative problem solving model and problem-based learning model on history education subjects

Abstract

This study aims to verify the difference between the Creative Problem Solving model and the Problem-Based Learning model on the self-directed learning of students in historical subjects. This study used a quantitative approach with an experimental research design. The research design used a quasi-experimental pretest-posttest, nonequivalent multiple-group design. The research sample consisted of 68 grade XI students from IPS 1 and IPS 2 classes at SMAN Balung. Data collection techniques used documentation and questionnaires. The data analysis used an independent sample t-test with SPSS 23 software for Windows. The results showed a significant difference in the self-directed learning of students who were taught using the Creative Problem Solving model and those who were taught using the Problem-Based Learning model. This can be seen from the results of the independent sample t-test on the self-directed learning variable, which obtained a significance level of 0.046 (0.046 < 0.05), indicating that there is a significant difference in the self-directed learning of students who were taught using the Creative Problem Solving model and those who were taught using the Problem-Based Learning model. The difference in the mean self-directed learning score was -0.89, a negative value indicating that the self-directed learning of students in the experimental class using the Creative Problem Solving model was better than that of the control class taught using the Problem-Based Learning model.