Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa

Suratman S. Naim, Suhadi Ibnu, Aman Santoso


Abstract: The purpose of this research was to determine the influence of challenge based learning model on students creative thinking ability. This research is used a quasy-experimental design of the type nonequivalent pretest-posttest control group design. The sample of this research consisted of students of Chemistry Education, Khairun University in the sixth semester, enrolling in the subject of Environmental Chemistry during education year in 2018/2019 from two classes. The experimental class was taught with challenge based learning model and the control class was taught with problem based learning model. The instrument of the research was a creative thinking ability tests with the type of open essay questions that had validity of 77.08% and Alpha Cronbach reliability coefficient of 0.896. The results showed that there was no statistically significant difference in creative thinking ability between the  students from the two research classes (ɑ = 0.05), although descriptively the creative thinking ability of the experimental class was better than the control class.

Abstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh model challenge based learning terhadap kemamampuan berpikir kreatif mahasiswa. Penelitian ini menggunakan rancangan penelitian eksperimental semu tipe nonequivalent pretest-posttest control group design. Sampel penelitian ini terdiri dari mahasiswa Pendidikan Kimia, Universitas Khairun angkatan 2016 yang menempuh matakuliah Kimia Lingkungan pada tahun ajaran 2018/2019 dari dua kelas. Kelas eksperimen dibelajarkan dengan model pembelajaran challenge based learning dan kelas kontrol dibelajarkan dengan model pembelajaran problem based learning. Instrumen penelitian adalah tes kemampuan berpikir kreatif dengan jenis soal esai terbuka yang memiliki validitas isi 77,08% dan koefisien reliabilitas Alpha Cronbach 0,893. Hasil penelitian memperlihatkan bahwa tidak ada perbedaan yang signifikan antara kemampuan berpikir kreatif mahasiswa dari kedua kelas penelitian (ɑ = 0.05), walaupun secara deskriptif kemampuan berpikir kreatif kelas eksperimen lebih bagus daripada kelas kontrol.


challenge based learning; creative thinking skills; chemical environment; challenge based learning; kemampuan berpikir kreatif; kimia lingkungan

Full Text:



Apple Inc. (2010). Challenge Based Learning: A Classroom Guide. New York: Apple Inc.

Avellar, I. G. J. De, Cotta, T. A. P. G., & Neder, Amarilis, D. V. F. (2012). Using Artificial Soil and Dry-Column Flash Chromatography To Simulate Organic Substance Leaching Process: A Colorful Environmental Chemistry Experiment. Journal of Chemical Education, 89(2), 248–253.

Baloian, N., Breuer, H., Hoeksema, K., Hoppe, U., & Milrad, M. (2004). Implementing the Challenge Based Learning in Classroom Scenarios. Proceedings of the Symposium on Advanced Technologies in Education., 1–4.

Cheng, W. L. S. (2016). Application of Challenge-Based Learning in Nursing Education. Nurse Education Today, 44(2016), 130–135.

Cheung, R. S., Cohen, J. P., Lo, H. Z., & Elia, F. (2011). Challenge Based Learning in Cybersecurity Education. Proceedings of The International Conference on Security and Menagement, (2011), 1–6.

Cruger, K. M. (2017). Applying Challenge-Based Learning in the (feminist) Communication Classroom : Positioning Students as Knowledgeable Change Agents. Communication Teacher, 32(2), 87–101.

Davis, E. J., Pauls, S., & Dick, J. (2016). Project-Based Learning in Undergraduate Environmental Chemistry Laboratory: Using EPA Methods To Guide Student Method Development for Pesticide Quantitation. Journal of Chemical Education, 94(4), 451–457.

Fitriani, N. (2018). Pengaruh Model Challenge Based Learning terhadap Keterampilan Kolaboratif, Memecahkan Masalah, dan Kreativitas Ilmiah Mahasiswa S1 Jurusan Biologi. Tesis tidak diterbitkan. Universitas Negeri Malang, Malang.

Gaskins, W. B., Johnson, J., Maltbie, C., & Kukreti, A. R. (2015). Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning. International Journal Education and Practice, 5(1), 33–41.

Günter, T., Akkuzu, N., & Alpat, Ş. (2017). Understanding ‘green chemistry’ and ‘sustainability’: An Example of Problem-Based Learning (PBL). Research in Science & Technological Education, 35(4), 500–520.

Jansson, S., Soderstrom, H., Andersson, P. L., & Nording, M. L. (2015). Implementation of Problem-Based Learning in Environmental Chemistry. Journal of Chemical Education, 92(12), 2080–2086.

Johnson, L., & Adams, S. (2011). Challenge Based Learning: The Report From the Implementation Project. Austin, Texas: The New Media Consortium.

Johnson, L. F., Smith, R. S., Smythe, J. T., & Varon, R. K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium.

Jou, M., Hung, C.-K., & Lai, S.-H. (2010). Application of Challenge Based Learning Approaches in Robotics Education. Inernational Journal Technologi Enggener in Education, 7(2), 17–20.

Kuswadi, S., & Nuh, M. (2016). Effective Intelligent Control Teaching Environment Using Challenge Based Learning. International Symposium on Electronics and Smart Devices, (November 2016), 35–40.

Lasker, G. A., & Brush, E. J. (2019). Integrating Social and Environmental Justice into the Chemistry Classroom : A Chemist’s Toolbox. Green Chemistry Letters and Reviews, 12(2), 168–177.

Manahan, E. S. (2010). Enviromental Chemistry: 9th ed. USA: CRC Press.

Marin, C., Hargis, J., & Cavanaugh, C. (2013). iPAD Learning Ecosystem : Developing Challenge-Based Learning using Design Thinking. Turkish Online Journal of Distance Education, 14(2), 22–34.

Nichols, M., Cator, K., & Marco, T. (2016). Challenge Based Learning Guide. Redwood City, CA: Digital Promise.

Nufus, H., Duskri, M., & Bahrun. (2018). Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach. Journal of Research Advances in Mathematics Education, 3(2), 57–68.

O’Mahony, T. K., Vye, N. J., Bransford, J. D., Sanders, E. A., Stevens, R., Stephens, R. D., … Soleiman, M. K. (2012). A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes. Journal of the Learning Sciences, 21(1), 182–206.

Pellegrin, L., Chassery, L., Bonnardel, N., Tong, C., Santi, V. P. De, Taxier, G., & Chaudet, H. (2019). Using Torrance Creative Thinking Criteria to Describe Complex Decision Making During an Outbreak Management by Public Health Experts. IEA, 3(2019), 50–59.

Rådberg, K. K., Lundqvist, U., Malmqvist, J., & Hagvall, O. (2018). From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?. European Journal of Engineering Education, (2018), 1–16.

Ryu, M., Nardo, J. E., Yang, M., & Wu, M. (2018). An Examination of Preservice Elementary Teachers’ Representations About Chemistry in An Intertextuality- and Modeling-Based Course. Chemistry Education Research and Practice, 19, 681–693.

Saefi, M., Suwono, H., & Susilo, H. (2017). Studi Komparatif Tiga Strategi Berpikir Kriris Mahasiswa Biologi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(5), 637–645.

Salta, K., Gekos, M., Petsimeri, I., & Koulougliotis, D. (2012). Discovering Factors that Influence The Decision to Pursue A Chemistry-Related Career : A Comparative Analysis of The Experiences of Non Scientist Adults and Chemistry Teachers in Greece. Chemistry Education Research and Practice, 13, 437–446.

Santos, A. R., Sales, A., Fernandes, P., & Nichols, M. (2015). Combining Challenge-Based Learning and Scrum Framework for Mobile Application Development. ITiCSE’15, (July 2015), 189–194.

Savian, H., & Talanquer, V. (2014). Rethinking Chemistry : A Learning Progression on Chemical Thinking. Chemistry Education Research and Practice, 15, 10–23.

Shuptrine, C. (2013). Improving College and Career Readiness Through Challenge-Based Learning. Contemporary Issues In Education Research-Second Quarter 2013, 6(2), 181–188.

Suwono, H., Saefi, M., & Susilo, H. (2019). Challenge Based Learning to Improve Scientific Literacy of Undergraduate Biology Students. International Conference for Science Educators and Teachers, (March 2018), 1–7.

Swiden, C. L. (2013). Effects Challenge Based Learning on Student Motivation and Achievement. Bozeman, Montana: Montana State University.

Tajuddin, S. M., & Jailani, A. (2013). Challenge Based Learning in Students for Vocational Skills. International Journal of Independent Research and Studies, 2(2), 89–94.

Yang, Z., Zhou, Y., Chung, J. W. Y., Tang, Q., Jiang, L., & Wong, T. K. S. (2018). Challenge Based Learning Nurtures Creative Thinking: An Evaluative Study. Nurse Education Today, 71(2018), 40–47.

Yoosomboon, S., & Wannapiroon, P. (2015). Development of a Challenge Based Learning Model Via Cloud Technology and Social Media for Enhancing Information Management Skills. Procedia - Social and Behavioral Sciences, 174(2015), 2102–2107.



  • There are currently no refbacks.

Copyright (c) 2020 Suratman S. Naim, Suhadi Ibnu, Aman Santoso

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License