Hafni, Fitriana (2017) PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY TERHADAP PEMAHAMAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS SISWA SMA. Masters thesis, UNIMED.
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Abstract
Penelitian ini bertujuan untuk menganalisis apakah pemahaman konsep dan kemampuan berpikir kritis siswa yang diajarkan dengan model pembelajaran guided inquiry lebih baik daripada siswa yang diajarkan dengan pembelajaran konvensional, menganalisis peningkatan (gain) pemahaman konsep dan kemampuan berpikir kritis dengan menggunakan model pembelajaran guided inquiry, menganalisis peningkatan (gain) pemahaman konsep dan kemampuan berpikir kritis dengan menggunakan pembelajaran konvensional, dan untuk mengetahui korelasi antara pemahaman konsep dan kemampuan berpikir kritis siswa. Penelitian ini merupakan penelitian quasi eksperimen dengan desain two group pretest-posttest. Populasi penelitian adalah seluruh siswa kelas X MIA SMA Negeri 5 Binjai semester II tahun ajaran 2016/2017. Sampel dalam penelitian ini diambil secara random class, yaitu sebanyak 2 kelas yang masing-masing berjumlah 35 orang. Kelas X MIA-1 sebagai kelas eksperimen diajarkan dengan model pembelajaran guided inquiry, kelas X MIA-2 sebagai kelas kontrol diajarkan dengan pembelajaran konvensional. Instrumen penelitian ini menggunakan tes pemahaman konsep yang terdiri dari 17 soal berbentuk pilihan ganda dan tes kemampuan berpikir kritis terdiri dari 8 soal berbentuk essay yang sudah valid. Data yang diperoleh dianalisis dengan menggunakan uji t. Hasil penelitian menunjukkan bahwa pemahaman konsep dan kemampuan berpikir kritis siswa menggunakan model pembelajaran guided inquiry lebih baik dibandingkan dengan pemahaman konsep dan kemampuan berpikir kritis siswa menggunakan pembelajaran konvensional. Terdapat pengaruh model pembelajaran guided inquiry terhadap pemahaman konsep dan kemampuan berpikir kritis siswa. Peningkatan (gain) pemahaman konsep dan kemampuan berpikir kritis siswa menggunakan model pembelajaran guided inquiry berada pada kategori sedang dan peningkatan (gain) pemahaman konsep dan kemampuan berpikir kritis siswa yang menggunakan pembelajaran konvensional berada pada kategori sedang, Uji korelasi menunjukkan terdapat korelasi yang signifikan antara pemahaman konsep dan kemampuan berpikir kritis siswa.
Item Type: | Thesis (Masters) | |||||||||
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Call Number: | 530.071 2 Haf p | |||||||||
Keywords: | Model pembelajaran guided inquiry; Pembelajaran konvensional; Pemahaman konsep; Kemampuan berpikir kritis | |||||||||
Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education 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 > QC Physics |
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Divisions: | Program Pasca Sarjana > Pendidikan Fisika | |||||||||
Depositing User: | Mrs Siti Nurbaidah | |||||||||
Date Deposited: | 14 Nov 2017 08:21 | |||||||||
URI: | http://digilib.unimed.ac.id/id/eprint/27145 |
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