PENGARUH MODEL PEMBELAJARAN COLLABORATIVE PROBLEM SOLVING TERHADAP HASIL BELAJAR KOGNITIF FISIKA PESERTA DIDIK PADA MATERI KALOR

MUTIARA NUR ISLAMI, . (2026) PENGARUH MODEL PEMBELAJARAN COLLABORATIVE PROBLEM SOLVING TERHADAP HASIL BELAJAR KOGNITIF FISIKA PESERTA DIDIK PADA MATERI KALOR. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

MUTIARA NUR ISLAMI. Pengaruh Model Pembelajaran Collaborative Problem Solving terhadap Hasil Belajar Kognitif Fisika Peserta Didik pada Materi Kalor. Skripsi. Program Studi Pendidikan Fisika. Fakultas Matematika dan Ilmu Pengetahuan Alam. Universitas Negeri Jakarta. Mei 2026. Rendahnya hasil belajar kognitif fisika masih menjadi salah satu permasalahan dalam pembelajaran, terutama pada materi kalor yang menuntut peserta didik untuk memahami konsep, menerapkan prinsip, dan menganalisis fenomena dalam kehidupan sehari-hari. Salah satu model pembelajaran yang dapat digunakan untuk mengatasi permasalahan tersebut adalah Collaborative Problem Solving, karena model ini melibatkan peserta didik dalam proses pemecahan masalah secara kolaboratif. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Collaborative Problem Solving terhadap hasil belajar kognitif fisika peserta didik pada materi kalor. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain Nonrandomized Pretest-Posttest Control Group Design. Penelitian dilaksanakan di SMAN 14 Jakarta pada semester genap tahun ajaran 2025/2026. Sampel penelitian terdiri dari kelas XI MIPA 1 sebagai kelas eksperimen yang memperoleh pembelajaran menggunakan model Collaborative Problem Solving dan kelas XI MIPA 2 sebagai kelas kontrol yang memperoleh pembelajaran menggunakan model Problem Based Learning. Instrumen penelitian berupa tes pilihan ganda untuk mengukur hasil belajar kognitif fisika peserta didik. Data dianalisis menggunakan N-Gain, uji normalitas, uji homogenitas, uji Independent Sample t-test, dan uji effect size. Hasil penelitian menunjukkan bahwa rata-rata N-Gain kelas eksperimen sebesar 0,8094 dengan kategori tinggi, sedangkan kelas kontrol sebesar 0,6480 dengan kategori sedang. Hasil uji hipotesis memperoleh nilai signifikansi < 0,001, sehingga terdapat perbedaan peningkatan hasil belajar kognitif fisika yang signifikan antara kelas eksperimen dan kelas kontrol. Selain itu, nilai effect size sebesar 1,17 berada pada kategori tinggi. Dengan demikian, model pembelajaran Collaborative Problem Solving berpengaruh signifikan dan kuat terhadap peningkatan hasil belajar kognitif fisika peserta didik pada materi kalor. Kata Kunci: Collaborative Problem Solving, hasil belajar kognitif, fisika, kalor.***** MUTIARA NUR ISLAMI. The Effect of the Collaborative Problem Solving Learning Model on Students’ Cognitive Learning Outcomes in Physics on the Topic of Heat. Undergraduate Thesis. Physics Education Study Program. Faculty of Mathematics and Natural Sciences. Universitas Negeri Jakarta. May 2026. Low cognitive physics learning outcomes remain an important issue in physics learning, especially in heat material, which requires students to understand concepts, apply principles, and analyze phenomena in everyday life. One learning model that can be used to address this issue is Collaborative Problem Solving, as it involves students in solving problems collaboratively. This study aimed to determine the effect of the Collaborative Problem Solving learning model on students’ cognitive physics learning outcomes in heat material. The research method used was a quasi-experiment with a Nonrandomized Pretest-Posttest Control Group Design. The study was conducted at SMAN 14 Jakarta in the even semester of the 2025/2026 academic year. The research sample consisted of two classes: XI MIPA 1 as the experimental class, which received learning using the Collaborative Problem Solving model, and XI MIPA 2 as the control class, which received learning using the Problem Based Learning model. The research instrument was a multiple-choice test used to measure students’ cognitive physics learning outcomes. The data were analyzed using N-Gain, normality test, homogeneity test, Independent Sample t-test, and effect size test. The results showed that the average N-Gain of the experimental class was 0.8094, categorized as high, while the control class obtained an average N-Gain of 0.6480, categorized as moderate. The hypothesis test showed a significance value of < 0.001, indicating a significant difference in the improvement of cognitive physics learning outcomes between the experimental and control classes. In addition, the effect size value of 1.17 was categorized as high. Therefore, it can be concluded that the Collaborative Problem Solving learning model has a significant and strong effect on improving students’ cognitive physics learning outcomes in heat material. Keywords: Collaborative Problem Solving, cognitive learning outcomes, physics, heat.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. I Made Astra, M.Si. ; 2). Dr. Hadi Nasbey, S.Pd., M.Si.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Sains > Fisika
Divisions:	FMIPA > S1 Pendidikan Fisika
Depositing User:	MUTIARA NUR ISLAMI .
Date Deposited:	27 Jul 2026 04:46
Last Modified:	27 Jul 2026 04:46
URI:	http://repository.unj.ac.id/id/eprint/67330

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