PENERAPAN MODEL COOPERATIVE LEARNING UNTUK MENINGKATKAN KREATIVITAS SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA KATOLIK FASE D KELAS VIII DI SMP NEGERI 2 TANJUNG MORAWA

Abstract

This study aims to describe the implementation of the Cooperative Learning model in enhancing students' creativity in Catholic Religious Education learning for Phase D, Grade VIII students at SMP Negeri 2 Tanjung Morawa. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation to ensure that the information obtained was aligned with the research focus and provided an in-depth understanding of the phenomenon under study. Data validity was examined through source triangulation and technique triangulation to ensure the credibility of the findings. Data analysis was conducted using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings revealed that students' creativity was reflected in five indicators, namely learning independence, the ability to try new things in the learning process, speed and responsiveness in understanding learning materials, effective use of learning time, and the courage to express opinions. The implementation of the Cooperative Learning model was carried out through six stages: conveying learning objectives and motivating students, presenting information, organizing students into groups, guiding groups in working and learning, conducting evaluation, and providing appreciation. Based on the findings, it can be concluded that the Cooperative Learning model is capable of creating a more active, engaging, and interactive learning environment. This model also provides opportunities for students to participate more actively, collaborate with their peers, and develop their creativity optimally in the Catholic Religious Education learning process. Furthermore, the model helps students build critical thinking, communication, and problem-solving skills through group collaboration. These findings indicate that collaboratively designed learning can encourage students to become more active, creative, and confident in participating in the learning process.