PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN PETA PIKIRAN TERHADAP HASIL BELAJAR BIOLOGI SISWA DI SMA NEGERI 1 MARBAU

Erlina, (2010) PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN PETA PIKIRAN TERHADAP HASIL BELAJAR BIOLOGI SISWA DI SMA NEGERI 1 MARBAU. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui perbandingan hash belajar biologi, antara: (1) siswa yang diajarkan pembelajaran berbasis masalah (PBL) menggunakan peta pikiran dengan siswa yang diajarkan PBL; (2) siswa yang diajarkan PBL menggunakan peta pikiran dengan siswa yang diajarkan pembelajaran konvensional menggunakan peta pikiran; (3) siswa yang diajarkan PBL menggunakan peta pikiran dengan siswa yang diajarkan hanya menggunakan pembelajaran konvensional; (4) siswa yang diajarkan PBL dengan siswa yang diajarkan pembelajaran konvensional menggunakan peta pikiran; (5) siswa yang diajarkan PBL dengan siswa yang hanya diajarkan pembelajaran konvensional; dan (6) siswa yang diajarkan pembelajaran konvensional menggunakan peta pikiran dengan siswa yang hanya diajarkan pembelajaran konvensional.Penelitian dilakukan di SMA Negeri 1 Marbau Kecamatan Marbau Kabupaten Labuhan Batu pada tahun pembelajaran 2009/2010. Metode penelitian adalah metode eksperimen dengan sampel penelitian sebanyak 4 kelas yang ditentukan secara random sampling (sampel acak) terdiri dan kelas eksperimen A (pembelajaran berbasis masalah menggunakan peta pikiran); eksperimen B (pembelajaran berbasis masalah), eksperimen C (pembelajaran konvensional menggunakan peta pikiran) dan kelas kontrol (pembelajaran konvensional). Instrumen penelitian menggunakan tes hasil belajar berjumlah 54 soal dalam bentuk pilihan berganda yang te]ah diuji validitas, reliabilitas, daya beda, dan tingkat kesukaran. Teknik analisis yang digunakan teknik Analisis Covarians (Anacova) dengan bantuan program SPSS 16.0 for Windows.Hasil penelitian menunjukkan: (1) Hasil belajar biologi siswa PBL dengan peta piikiran (rata-rata 80,12) lebih baik dari siswa PBL (rata-rata 75,02); (2) Hasil belajar biologi siswa PBL dengan peta pikiran (rata-rata 80,12) lebih baik dari siswa konvensional dengan peta pikiran (rata-rata 65,65); (3) Hash! belajar biologi siswa PBL dengan peta pikiran (rata-rata 80,12) lebih baik dari siswa konvensional (rata-rata 60,87); (4) Hasil belajar biologi siswa PBL (rata-rata 75,02) lebih baik dari siswa konvensional dengan peta pikiran (rata-rata 65,65); (5) Hasil belajar biologi siswa PBL (rata-rata sebesar 75,02) lebih baik dan siswa konvensional (rata-rata 60,87); (6) hasil belajar biologi siswa konvensional dengan peta pikiran (rata-rata 65,65) lebih baik dan siswa konvensional (rata-rata 60,87). Untuk meningkatkan hasil belajar biologi siswa secara optimal, maka guru perlu menyusun langkah-langkah pembelajaran yang dapat melibatkan siswa secara aktif dalam proses pembelajaran, dan disarankan kepada guru untuk dapat menerapkan pembelajaran berbasis masalah serta penggunaan peta pikiran agar siswa dapat memperoleh basil yang lebih optimal

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorHasruddin, 196404241989031027
Thesis advisorHarahap, Fauziyah196607281991032002
Call Number: 570.071 Elr p
Keywords: Peta Pikiran; Hasil Belajar Biologi
Subjects: 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 > QH Natural history > QH301 Biology
Divisions: Program Pasca Sarjana > Pendidikan Biologi
Depositing User: Mrs Yuni Chairani
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/2870

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