ANALISIS NILAI-NILAI KARAKTER, KETERAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP SISWA PADA TOPIK KOLOID MELALUI PEMBELAJARAN INKUIRI TERBIMBING

• Main Author: Nur, Al Hafit (Author)
• Format: Book
• Published: 2015-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk menganalisis kemunculan nilai-nilai karakter, peningkatan keterampilan proses sains, dan penguasaan konsep siswa melalui pembelajaran inkuiri terbimbing pada materi koloid. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain penelitian the two-group pretest-postest design dan melibatkan 48 siswa yang terbagi menjadi dua kelas, yaitu kelas eksperimen dan kelas kontrol dengan masing-masing sebanyak 24 orang. Kelas eksperimen mendapatkan pembelajaran inkuiri terbimbing, sedangkan kelas kontrol mendapatkan pembelajaran konvensional. Pretes dan postes yang sama diberikan kepada kedua kelas tersebut. Hasil penelitian menunjukkan bahwa: pertama, pembelajaran inkuiri terbimbing terlaksana dengan baik dengan persentase keterlaksanaan 100% dan dapat memunculkan 15 macam nilai karakter siswa yaitu religius, rasa ingin tahu, gemar membaca, disiplin, jujur, bertanggung jawab, komunikatif, kerjasama, toleransi, peduli lingkungan, menghargai prestasi, kreatif, responsif, proaktif, dan bijaksana. Kedua, terdapat perbedaan peningkatan keterampilan proses sains siswa yang signifikan (t hitung > t tabel) antara kelas eksperimen (N-gain = 0,6258) dan kelas kontrol (N-gain = 0,4233). Ketiga, terdapat perbedaan peningkatan penguasaan konsep siswa yang signifikan (thitung > ttabel) antara kelas eksperimen (N-gain = 0,5692) dan kelas kontrol (N-gain = 0,4267). Keempat, pelaksanaan pembelajaran inkuiri terbimbing mendapat respon yang sangat baik dari siswa maupun guru (observers). Dari hasil angket siswa didapatkan bahwa mereka menunjukkan sikap ketertarikan, kesungguhan, dan respon yang baik terhadap pembelajaran. Sedangkan dari hasil angket guru menunjukkan bahwa pembelajaran inkuiri terbimbing telah memfasilitasi siswa untuk belajar aktif dan memfasilitasi berkembangnya keterampilan proses sains dan penguasaan konsep siswa.---------- This study aims to analyze the emergence of character values, an increase in science process skills, and mastery of concepts students through guided inquiry learning in colloid. The method used is a quasi-experimental research design of the two-group pretest-posttest design and involved 48 students, divided into two classes, the experimental and control classes with each of as many as 24 people. Obtain experimental class guided inquiry learning, while the control class getting conventional learning. Pretest and posttest were equally given to both classes. The results showed that: first, learning guided inquiry carried out well with the percentage of adherence to 100% and can bring 15 kinds of character values students are religious, curiosity, deight in reading, disciplined, honest, responsible, communicative, cooperation, tolerance, caring environment, recognize excellence, creative, responsive, proactive, and thoughtful. Secondly, there are differences in students' science process skills increase significantly (tcount > ttable) between the experimental class (N-gain = 0.6258) and the control class (N-gain = 0.4233). Third, there is a difference in students' mastery of concepts increase significantly (tcount> ttable) between the experimental class (N-gain = 0.5692) and the control class (N-gain = 0.4267). Fourth, the implementation of guided inquiry learning received very good response from students and teachers (observers). From the questionnaire results showed that the students' attitude they showed interest, seriousness, and respond well to learning. While the results of the questionnaires show that the teacher has facilitated students to learn actively and facilitate the development of science process skills and mastery of concepts students with guided inquiry learning.

Item Description

http://repository.upi.edu/19293/1/T_KIM_1202629_Title.pdf
http://repository.upi.edu/19293/2/T_KIM_1202629_Tabel_of_Content.pdf
http://repository.upi.edu/19293/3/T_KIM_1202629_Abstract.pdf
http://repository.upi.edu/19293/4/T_KIM_1202629_Chapter1.pdf
http://repository.upi.edu/19293/5/T_KIM_1202629_Chapter2.pdf
http://repository.upi.edu/19293/10/T_KIM_1202629_Chapter3.pdf
http://repository.upi.edu/19293/6/T_KIM_1202629_Chapter4.pdf
http://repository.upi.edu/19293/7/T_KIM_1202629_Chapter5.pdf
http://repository.upi.edu/19293/8/T_KIM_1202629_Bibliography.pdf
http://repository.upi.edu/19293/9/T_KIM_1202629_Appendix.pdf