Pengaruh Strategi Inkuiri Terbimbing dan Kolb's Learning Style terhadap Kemampuan Berpikir Tingkat Tinggi

Abstract: This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This...

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Bibliographic Details
Main Authors: Pristy Nandya Putri (Author), Subandi Subandi (Author), Munzil Munzil (Author)
Format: Book
Published: Pascasarjana Universitas Negeri Malang, 2018-12-01T00:00:00Z.
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042 |a dc 
100 1 0 |a Pristy Nandya Putri  |e author 
700 1 0 |a Subandi Subandi  |e author 
700 1 0 |a Munzil Munzil  |e author 
245 0 0 |a Pengaruh Strategi Inkuiri Terbimbing dan Kolb's Learning Style terhadap Kemampuan Berpikir Tingkat Tinggi 
260 |b Pascasarjana Universitas Negeri Malang,   |c 2018-12-01T00:00:00Z. 
500 |a 2502-471X 
500 |a 10.17977/jptpp.v3i12.12561 
520 |a Abstract: This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This research is a quasy experiment. Before starting learning, students were given learning style questionnaires by David Kolb. Students' high level thinking skill was measured through using validated HOTS instruments in the form of 20 multiple choice questions and 5 description questions including analytical skills (C4), evaluation (C5) and synthesis (C6). The results of this research showed that: (1) there was the influence of guided inquiry strategy on high-level thinking skills of students, (2) there was no effect of assimilating, accommodating, diverging and converging learning style towards a high level thinking skills of students, and (3) the students with diverging and assimilating learning styles have a positive response toward guided inquiry learning strategies, while students with accommodating learning styles had a positive response to verification learning. Abstrak: Penelitian ini bertujuan untuk (1) mengetahui adanya pengaruh strategi inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa dan (2) mengetahui adanya pengaruh gaya belajar diverging, assimilating, accommodating, dan converging terhadap kemampuan berpikir tingkat tinggi siswa. Penelitian ini merupakan penelitian eksperimen semu. Sebelum memulai pembelajaran, siswa diberikan angket gaya belajar yang dikembangkan oleh David Kolb. Kemampuan berpikir tingkat tinggi siswa diukur menggunakan instrumen HOTS tervalidasi yang berupa soal 20 pilihan ganda dan 5 soal uraian mencakup kemampuan analisis (C4), evaluasi (C5) dan sintesis (C6). Hasil penelitian menunjukkan bahwa (1) ada pengaruh strategi Inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa, (2) tidak ada pengaruh gaya belajar assimilating, accommodating, diverging, dan converging terhadap kemampuan berpikir tingkat tinggi siswa, dan (3) siswa dengan gaya belajar diverging dan assimilating memiliki respon positif terhadap strategi pembelajaran inkuiri terbimbing, sedangkan siswa dengan gaya belajar accommodating memiliki respon positif terhadap pembelajaran verifikasi. 
546 |a EN 
546 |a ID 
690 |a kolb's learning style 
690 |a guided inquiry 
690 |a high level thinking skills 
690 |a kolb's learning style 
690 |a inkuiri terbimbing 
690 |a kemampuan berpikir tingkat tinggi 
690 |a Education 
690 |a L 
690 |a Education (General) 
690 |a L7-991 
655 7 |a article  |2 local 
786 0 |n Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, Vol 3, Iss 12 (2018) 
787 0 |n http://journal.um.ac.id/index.php/jptpp/article/view/12561 
787 0 |n https://doaj.org/toc/2502-471X 
856 4 1 |u https://doaj.org/article/b9fc6ed926f34cc1a4a46e50d92783b1  |z Connect to this object online.