PENGARUH MODEL PEMBELAJARAN INQUIRY TERHADAP HASIL BELAJAR, KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA PADA MATERI PENCEMARAN LINGKUNGAN DI SMA SWASTA PAB 8 SAENTIS

Lubis, Baby Arlita (2016) PENGARUH MODEL PEMBELAJARAN INQUIRY TERHADAP HASIL BELAJAR, KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA PADA MATERI PENCEMARAN LINGKUNGAN DI SMA SWASTA PAB 8 SAENTIS. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran terhadap: (1) hasil belajar; (2) kemampuan berpikir kritis; dan (3) keterampilan proses sains siswa pada materi pencemaran lingkungan di SMA Swasta PAB 8 Saentis. Metode penelitian menggunakan quasi experiment dengan sampel penelitian sebanyak 3 kelas yang ditentukan secara acak dengan menggunakan teknik cluster random sampling. Pada kelas X2 dibelajarkan dengan model pembelajaran guided inquiry, kelas X5 dibelajarkan dengan model pembelajaran modified free inquiry, dan kelas X3 dengan model pembelajaran tradisional. Instrumen yang digunakan dalam penelitian ini yaitu tes hasil belajar dalam bentuk pilihan ganda, tes kemampuan berpikir kritis dalam bentuk pilihan ganda, dan tes keterampilan proses sains dalam bentuk tes tertulis. Teknik analisis data menggunakan Analysis Covariat (Anacova) dengan bantuan program SPSS 21.0 for Windows. Hasil penelitian menunjukkan bahwa ada pengaruh model pembelajaran terhadap: (1) hasil belajar (F=6,58 ; P=0,002); (2) kemampuan berpikir kritis (F=26,88 ; P=0,000); dan (3) keterampilan proses sains (F= 6,54 ; P= 0,002). Hasil belajar siswa yang dibelajarkan dengan model guided inquiry (73,36±11,443) tidak berbeda secara signifikan dengan model modified free inquiry (67,27±12,050) (P=0,057) dan berbeda secara sangat signifikan yang dibelajarkan dengan model tradisional (64,00±13,561) (P=0,001). Kemampuan berpikir kritis siswa yang dibelajarkan dengan model guided inquiry (61,36±16,234) berbeda secara sangat signifikan dengan model modified free inquiry (72,22±11,237) (P=0,003), dan berbeda secara sangat signifikan dengan yang dibelajarkan menggunakan model tradisional (49,00±17,184) (P=0,000). Keterampilan proses sains siswa yang dibelajarkan dengan model guided inquiry (59,14±12,820) tidak berbeda secara signifikan dengan model modified free inquiry (54,27±13,781) (P=0,194) tetapi berbeda secara sangat signifikan yang dibelajarkan dengan model tradisional (49,09±12,939) (P=0,001). Tindak lanjut dari hasil penelitian ini diharapkan kepada guru untuk dapat menerapkan model pembelajaran guided inquiry ataupun modified free inquiry pada materi pencemaran lingkungan dalam upaya meningkatkan hasil belajar, kemampuan berpikir kritis, dan keterampilan proses sains siswa.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorManurung, Binari196404041989031006
Thesis advisorHarahap, Fauziyah196607281991032002
Call Number: 571.950 712 Lub p
Keywords: Guided inquiry; Modified free inquiry; Tradisional; Hasil belajar; Kemampuan berpikir kritis; Keterampilan proses sains; Pencemaran lingkungan
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 > QH Natural history > QH301 Biology
R Medicine > RA Public aspects of medicine
Divisions: Program Pasca Sarjana > Pendidikan Biologi
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 14 Sep 2016 04:49
URI: http://digilib.unimed.ac.id/id/eprint/19541

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