IMPLEMENTASI PROBLEM BASED LEARNING OPEN ENDED DALAM MENINGKATKAN PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI SISTEM SIRKULASI PADA SEKOLAH DI PERKOTAAN DAN DI PEDESAAN

• Main Author: Kurniawan, Iwan Setia (Author)
• Format: Book
• Published: 2015-06-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/18507/2/T_IPA_1302236_Title.pdf; http://repository.upi.edu/18507/4/T_IPA_1302236_Abstract.pdf; http://repository.upi.edu/18507/2/T_IPA_1302236_Table_of_content.pdf; http://repository.upi.edu/18507/5/T_IPA_1302236_Chapter1.pdf; http://repository.upi.edu/18507/5/T_IPA_1302236_Chapter2.pdf; http://repository.upi.edu/18507/6/T_IPA_1302236_Chapter3.pdf; http://repository.upi.edu/18507/7/T_IPA_1302236_Chapter4.pdf; http://repository.upi.edu/18507/7/T_IPA_1302236_Chapter5.pdf; http://repository.upi.edu/18507/3/T_IPA_1302236_Bibliography.pdf; http://repository.upi.edu/18507/1/T_IPA_1302236_Appendix.pdf
• Keywords: L Education (General); QH301 Biology

Penelitian ini membandingkan dua sekolah swasta yang berlokasi di perkotaan dan di pedesaan. Tujuan penelitian ini untuk memperoleh informasi mengenai implementasi model pembelajaran Problem Based Learning menggunakan pendekatan Open ended terhadap peningkatan penguasaan konsep dan kemampuan berpikir kritis siswa pada materi sistem sirkulasi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain randomized control group pretest posttest design. Sampel penelitian ini yaitu siswa SMP kelas VIII sebanyak 35 siswa pada sekolah di perkotaan untuk kelas eksperimen-1, dan sebanyak 31 siswa pada sekolah di pedesaan untuk kelas eksperimen-2. Hasil penelitian menunjukan bahwa penggunaan model Problem Based Learning menggunakan pendekatan Open ended dapat meningkatkan kemampuan berpikir kritis dan penguasaan konsep siswa. Hal ini di peroleh dari rata-rata presentase N-gain pretest dan posttest mengalami peningkatan pada kedua kelompok eksperimen. Skor rata-rata N-gain penguasaan konsep kelompok eksperimen-1 sebesar 0,44 dan kelompok eksperimen-2 sebesar 0,52. Skor rata-rata N-gain kemampuan berpikir kritis kelompok eksperimen-1 sebesar 0,54 dan kelompok eksperimen-2 sebesar 0,62. Berdasarkan rata-rata skor N-gain dapat disimpulkan bahwa peningkatan penguasaan konsep dan kemampuan berpikir kritis pada eksperimen-2 lebih baik daripada eksperimen-1. Hasil analisis data pretest penguasaan konsep antara eksperimen-1 dan eksperimen-2 berbeda secara signifikan dengan z hitung pretest (3,19) dan z tabel dua pihak ± 1,96. Hasil analisis data N-gain penguasaan konsep antara eksperimen-1 dan eksperimen-2 tidak berbeda secara signifikan dengan z hitung N-gain (-1,36) dan z tabel dua pihak ± 1,96. Dari hasil analisis data pretest dan N-gain dapat disimpulkan bahwa kemampuan berpikir kritis antara eksperimen-1 dengan eksperimen-2 tidak berbeda secara signifikan dengan z hitung pretest (2,93) dan z hitung N-gain (-1,19) dengan z tabel dua pihak ± 1,96. Dengan demikian dapat disimpulkan bahwa impelmentasi Problem Based Learning dengan pendekatan Open ended secara konsisten dapat meningkatkan penguasaan konsep dan kemampuan berpikir kritis siswa pada kedua kelompok eksperimen. This study compared two private schools located in urban and rural area. The purpose of this study was to obtain information regarding the implementation of Problem Based Learning teaching model using the Open-ended approach to improving the mastery of concepts and critical thinking skills of students on the material circulation system. The method used is a quasi-experimental design with one group pretest posttest design. The sample of this study is junior high school students of class VIII as many as 35 students in urban schools for experimental class-1, and as many as 31 students in rural schools for the experimental class-2. The results showed that the use of Problem Based Learning model with Open-ended approach can improve students critical thinking skills and mastery concepts. The average score of N-gain mastery of the concept of the experimental-1 of 0.44 and an experimental-2 of 0.52. The average score of N-gain critical thinking skills experimental-1 of 0.54 and an experimental-2 of 0.62. Based on the average score of N-gain can be concluded that the increase in mastery of the concept and critical thinking skills of the experiment-2 is better than the experiment-1. Based on the results of the data analysis pretest mastery of concepts between experiment-1 and experiment-2 differs significantly based on z score pretest (3.19) and z tables two tailed ± 1.96. Results of the data analysis N-gain mastery of concepts between experiment-1 and experiment-2 did not differ significantly with z score of N-gain (-1.36) and z tables two tailed ± 1.96. Based on the results of pretest and N-gain data analysis can be concluded that the ability of critical thinking between experimental-1 and experiment-2 did not differs significantly based on z score pretest (2.93) and z score N-gain (-1.19) with z table two tailed ± 1.96. The conclusion that the implementation of Problem Based Learning with Open ended approach can consistently improve the mastery of concepts and critical thinking skills of students in both experimental groups.