<p>Tujuan penelitian ini adalah mengetahui perbedaan dan pengaruh serta mengetahui keefektifan penggunaan model inkuiri terbimbing berbantuan <em>pop-up book</em> untuk meningkatkan kemampuan berpikir kreatif perserta didik. Pengambilan data yang diambil dengan teknis tes, lembar observasi, dan angket. Teknik analisis data yang digunakan yaitu uji t-test. Hasil penelitian menunjukan bahwa, terdapat perbedaan dan pengaruh hasil belajar kelas kontrol dan kelas eksperimen pada pembelajaran yang menggunakan model inkuiri terbimbing berbantuan <em>pop-up book</em> dilihat dari hasil kemampuan awal dan kemampuan akhir peserta didik. Penelitian ini juga mengukur keefektifan model ikuiri terbimbing berbantuan <em>pop-up book</em> untuk meningkatkan kemampuan berpikir kreatif peserta didik. Hasil analisis pada kelas eksperimen menggunakan N-Gain memperoleh rata- rata nilai sebesar 56,24 lebih besar dari kelas kontrol yang memperoleh rata-rata sebesar 45,1. Hal ini menunjukan bahwa pembelajaran IPA lebih efektif menggunakan model inkuiri terbimbing berbantuan <em>pop-up book</em> daripada hanya menggunakan model inkuiri terbimbing</p><p> </p><p>The purpose of this study is to determine the differences and effects and to determine the effectiveness of the use of guided inquiry models assisted by <em>pop-up book</em>s to improve students' creative thinking abilities. Retrieval of data taken with technical tests, observation sheets, and questionnaires. The data analysis technique used is the t-test. The results showed that, there were differences and the influence of the learning outcomes of the control class and the experimental class on learning using the guided inquiry model aided by <em>pop-up book</em>s viewed from the results of the students' initial and final abilities. This study also measures the effectiveness of the guided inquiry model assisted by <em>pop-up book</em>s to improve students' creative thinking abilities. The results of the analysis in the experimental class using N-Gain obtained an average value of 56.24 greater than the control class which obtained an average of 45.1. This shows that science learning is more effective using the guided inquiry model assisted by <em>pop-up book</em>s than only using the guided inquiry model.</p>
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