PENERAPAN PEMBELAJARAN BERBASIS PRAKTIKUM MELALUI INKUIRI TERBIMBING DAN VERIFIKASI PADA KONSEP FOTOSINTESIS TERHADAP PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS SISWA SMP
Penelitian ini merupakan kuasi eksperimen, dengan populasi penelitian siswa kelas VIII SMPN 2 Subang tahun pelajaran 2013-2014. Sampel penelitian terdiri dari dua kelas meliputi kelas eksperimen dan kelas kontrol. Tujuan penelitian ini adalah untuk memperoleh informasi perbedaan penguasaan konsep da...
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| Format: | Book |
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2014-05-30.
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| Summary: | Penelitian ini merupakan kuasi eksperimen, dengan populasi penelitian siswa kelas VIII SMPN 2 Subang tahun pelajaran 2013-2014. Sampel penelitian terdiri dari dua kelas meliputi kelas eksperimen dan kelas kontrol. Tujuan penelitian ini adalah untuk memperoleh informasi perbedaan penguasaan konsep dan keterampilan proses sains antara siswa yang menggunakan pembelajaran berbasis praktikum melalui inkuiri terbimbing dengan siswa yang menggunakan pembelajaran praktikum verifikasi. Rancangan penelitian pada penelitian ini adalah the static group pretest-postest design. Instrumen pengumpul data adalah tes penguasaan konsep dan keterampilan proses sains siswa. Analisis data menggunakan t-test dan uji korelasi. Berdasarkan hasil analisis data, ditemukan bahwa terdapat perbedaan signifikan penguasaan konsep siswa antara kelas eksperimen dan kelas kontrol (Sig.= 0,000; p < 0,05), demikian pula pada keterampilan proses sains siswa (Sig =0,017; p < 0,05). Korelasi penguasaan konsep dengan keterampilan proses menunjukan hubungan linier signifikan (Sig=0,00; p < 0,05) yang tergolong kategori sedang (r=0,594). Hal tersebut menunjukkan bahwa pembelajaran berbasis praktikum melalui inkuiri terbimbing lebih efektif daripada pembelajaran praktikum verifikasi dalam meningkatkan penguasaan konsep dan keterampilan proses sains siswa, Antara peningkatan penguasaan konsep dengan keterampilan proses sains terdapat korelasi linier. Kata kunci: Praktikum, Inkuiri terbimbing, Verifikasi, Penguasaan konsep, Keterampilan proses sains, Fotosintesis This study was a quasi-experimental, with eighth grade students study population SMP 2 Subang 2013-2014 school year. The study sample consisted of two classes include experimental class and control class. The purpose of this study was to obtain information differences mastery of concepts and science process skills among students who use the lab-based learning through guided inquiry with students who use the learning lab verification. The research design in this study is the static group pretest-posttest design. Data collection instrument is a test mastery of concepts and science process skills of students. Data analysis using a t-test and correlation test. Based on the results of data analysis, it was found that there were significant differences in students 'mastery of concepts between the experimental class and control class (Sig. = 0.000, p <0.05), as well as the students' science process skills (Sig = 0.017, p <0.05) . Correlation mastery of concepts with process skills showed a significant linear relationship (Sig = 0.00, p <0.05) were classified as medium category (r = 0.594). It shows that lab-based learning through guided inquiry learning is more effective than lab verification to improve the mastery of concepts and science process skills of students, between the increase in the mastery of concepts with science process skills there is a linear correlation. Key words: Practical, guided inquiry, Verification, Mastery concepts, science process skills, Photosynthesis. |
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| Item Description: | http://repository.upi.edu/11423/1/T_IPA_110254_Title.pdf http://repository.upi.edu/11423/2/T_IPA_110254_Abstract.pdf http://repository.upi.edu/11423/3/T_IPA_110254_Table%20of%20Content.pdf http://repository.upi.edu/11423/4/T_IPA_110254_Chapter1.pdf http://repository.upi.edu/11423/5/T_IPA_110254_Chapter2.pdf http://repository.upi.edu/11423/6/T_IPA_110254_Chapter3.pdf http://repository.upi.edu/11423/7/T_IPA_110254_Chapter4.pdf http://repository.upi.edu/11423/8/T_IPA_110254_Chapter5.pdf http://repository.upi.edu/11423/9/T_IPA_110254_Bibliography.pdf http://repository.upi.edu/11423/10/T_IPA_110254_Appendix1.pdf http://repository.upi.edu/11423/11/T_IPA_110254_Appendix2.pdf http://repository.upi.edu/11423/12/T_IPA_110254_Appendix3.pdf http://repository.upi.edu/11423/13/T_IPA_110254_Appendix4.pdf http://repository.upi.edu/11423/14/T_IPA_110254_Appendix5.pdf http://repository.upi.edu/11423/15/T_IPA_110254_Appendix6.pdf http://repository.upi.edu/11423/16/T_IPA_110254_Appendix7.pdf http://repository.upi.edu/11423/17/T_IPA_110254_Appendix8.pdf http://repository.upi.edu/11423/18/T_IPA_110254_Appendix9.pdf http://repository.upi.edu/11423/19/T_IPA_110254_Appendix10.pdf http://repository.upi.edu/11423/20/T_IPA_110254_Appendix11.pdf http://repository.upi.edu/11423/21/T_IPA_110254_Appendix12.pdf http://repository.upi.edu/11423/22/T_IPA_110254_Appendix13.pdf http://repository.upi.edu/11423/23/T_IPA_110254_Appendix14.pdf http://repository.upi.edu/11423/24/T_IPA_110254_Appendix15.pdf http://repository.upi.edu/11423/25/T_IPA_110254_Appendix16.pdf http://repository.upi.edu/11423/26/T_IPA_110254_Appendix17.pdf http://repository.upi.edu/11423/27/T_IPA_110254_Appendix18.pdf |