PENGARUH METODE INKUIRI TERBIMBING DAN PROYEK TERHADAP HASIL BELAJAR BIOLOGI, KEMAMPUAN BERPIKIR KRITIS, DAN KETERAMPILAN PROSES SAINS SISWA DI SMP SWASTA HKBP SIMANTIN PANE KECAMATAN PANEI KABUPATEN SIMALUNGUN SUMATERA UTARA

Turnip, Julion (2015) PENGARUH METODE INKUIRI TERBIMBING DAN PROYEK TERHADAP HASIL BELAJAR BIOLOGI, KEMAMPUAN BERPIKIR KRITIS, DAN KETERAMPILAN PROSES SAINS SISWA DI SMP SWASTA HKBP SIMANTIN PANE KECAMATAN PANEI KABUPATEN SIMALUNGUN SUMATERA UTARA. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran terhadap: (1) Hasil belajar biologi; (2) Kemampuan berpikir kritis; dan (3) Keterampilan Proses Sains siswa di kelas VIII SMP Swasta HKBP Simantin Pane Kabupaten Simalungun. Metode penelitian menggunakan kuasi eksperimen dengan sampel penelitian sebanyak 3 kelas yang ditentukan secara total sampling. Kelas VIII-A dibelajarkan dengan dengan metode Inkuiri Terbimbing, kelas VIII-B dibelajarkan dengan metode Proyek, dan kelas VIII-C (kontrol) dibelajarkan dengan metode Tradisional. Instrumen penelitian menggunakan instrument tes hasil belajar dan instrument kemampuan berpikir kritis dengan menggunakan tes pilihan berganda, dan instrument tes keterampilan proses sains siswa dengan menggunakan essai test. Teknik analisis data menggunakan Analisis Kovariat (ANAKOVA) pada taraf signifikan α = 0,05 dengan bantuan SPSS 21.0. Hasil penelitian menunjukkan: (1) ada pengaruh yang signifikan metode pembelajaran terhadap hasil belajar biologi siswa (F= 13,041; P= 0,000). Hasil belajar biologi siswa yang dibelajarkan dengan metode inkuiri terbimbing (84,97 ± 5,792) signifikan lebih tinggi dibandingkan dengan metode proyek (80,62 ± 5,494), maupun metode tradisional (78,20 ± 4,498); (2) ada pengaruh yang signifikan metode pembelajaran terhadap kemampuan berpikir kritis (F= 34,519; P= 0,000). Kemampuan berpikir kritis siswa yang dibelajarkan dengan inkuiri terbimbing (79,06 ± 4,651) signifikan lebih tinggi dibandingkan dengan metode proyek (72,06 ± 4,134), maupun model tradisional (69,70 ± 5,459); (3) ada pengaruh yang signifikan metode pembelajaran terhadap keterampilan proses sains siswa (F= 6,990; P= 0,001). Keterampilan proses sains siswa yang dibelajarkan dengan metode inkuiri terbimbing (72,24 ± 8,581) signifikan lebih tinggi dibandingkan dengan metode proyek (68,76 ± 8,298); maupun metode tradisional (65,80 ± 7,761). Sebagai tindak lanjut dari hasil penelitian ini diharapkan kepada guru untuk dapat menerapkan model pembelajaran inkuiri terbimbing pada materi sistem peredaran darah pada manusia dalam upaya meningkatkan hasil belajar biologi, kemampuan berpikir kritis, dan keterampilan proses sains siswa.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSipahutar, Herbert196106261987101001
Thesis advisorGultom, Tumiur196807162005012001
Call Number: 570.071 Tur p
Keywords: Metode pembelajaran; Belajar biologi; Inkuiri terbimbing; Berpikir kritis; Proses sains
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > Q Science (General)
Q Science > QH Natural history > QH301 Biology
Divisions: Program Pasca Sarjana > Pendidikan Biologi
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 23 May 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/5374

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