ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui (1) perbedaan antara pembelajaran model Problem Based Instruction, model Guided Discovery Learning, dan ekspositori terhadap kemampuan berpikir kreatif peserta didik kelas, (2) perbedaan penggunaan model Problem Based Instruction dengan model ekspositori terhadap kemampuan berpikir kreatif peserta didik kelas, (3) perbedaan penggunaan model Guided Discovery Learning dengan model konvensional terhadap kemampuan berpikir kreatif peserta didik, (4) perbedaan efektivitas penggunaan model Problem Based Instruction dan model Guided Discovery Learning terhadap kemampuan berpikir kreatif peserta didik kelas X SMA Negeri 4 Magelang tahun ajaran 2014/2015 pada materi hidrosfer dan dampaknya terhadap kehidupan di muka bumi.
Jenis penelitian yang digunakan yaitu Quasi Experimental dengan desain penelitian Randomized Posttes-Only Controled Group Design. Populasi penelitian kelas X SMA Negeri 4 Magelang dengan teknik pengambilan sampel yaitu simple random sampling dengan sampel penelitian kelas X-4 sebagai kelas kontrol, kelas X-2 sebagai kelas eksperimen 1 dan X-7 sebagai kelas eksperimen 2. Teknik pengumpulan data kemampuan berpikir kreatif dengan menggunakan observasi, test uraian, dan angket. Teknik analisis data dengan menggunakan Triangulasi Teknik dan uji hipotesis menggunakan Analysis of Varians One way dengan metode Scheffe’ pada taraf signifikan 5%.
Berdasarkan analisis data, dapat disimpulkan bahwa 1) terdapat perbedaan kemampuan berpikir kreatif peserta didik antara penggunaan model Problem Based Instruction, Guided Discovery Learning, dan ekspositori, 2) model Problem Based Instruction lebih efektif dibadingkan dengan model ekspositori pada kemampuan berpikir kreatif peserta didik, 3) model Guided Discovery Learning lebih ekeftif dibandingkan dengan model ekspositori pada kemampuan berpiki kreatif peserta didik, 4) model Guided Discovery Learning lebih efektif dibandingkan dengan model Problem Based Instruction pada kemampuan berpikir kreatif peserta didik kelas X SMA Negeri 4 Magelang Tahun Ajaran 2014/2015.
Kata Kunci : Problem Based Instruction, Guided Discovery Learning, kemampuan berpikir kreatif

ABSTRACT
The objectives of the research are to determine (1) the differences between the model learning Problem Based Instruction, Guided Discovery Learning, and expository model toward creative thinking ability of the students, (2) the differences in the use of Problem Based Instruction model and Expository model toward creative thinking ability of the students, (3) the differences in the use of Guided Discovery Learning model and the conventional model toward creative thinking ability of the students, (4) the differences in the use of Problem Based Instruction and Guided Discovery Learning model toward creative thinking ability of tenth grades students in SMA Negeri 4 Magelang academic year 2014/2015 in Hydrosphere teaching material and its impact to the life on earth.
This research was Quasi Experimental research with the research design Randomized Post Test- Only Controlled Group Design. The population of the study was tenth grade students in SMA Negeri 4 Magelang and the sampling technique used is Simple Random Sampling with X-4 class as control class, X-2 class as experimental class 1, and X-7 as experimental class 2. The data collection technique for creative thinking ability was observation, description test, and quistionnaire. The data analysis technique was using Triangulation technique and the hypothesis testing using Analysis of Varians One Way with Scheffe’ method on a significant level of 5%.
Based on data analysis, it can be concluded that 1) there are differences in creative thinking ability of students between the use of Problem Based Instruction model, Guided Discovery Learning, and Expository, 2) Problem Based Instruction model is more effective than the Expository model on creative thinking ability of the students, 3) Guided Discovery Learning model is more effective than Expository model on creative thinking ability of the students, 4) Guided Discovery Learning model is more effective than Problem Based Instruction model on creative thinking ability of the tenth grade students of SMA Negeri 4 Magelang in Academic Year 2014/2015.
Keywords : Problem Based Instruction, Guided Discovery Learning, Creative thinking ability