PENERAPAN MODEL GUIDED INQUIRY DAN GUIDED DISCOVERYUNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN KEMAMPUAN KOGNITIF SISWA SMP PADA TEMA SUMBER ENERGI ALTERNATIF

• Main Author: Syafrilianto, - (Author)
• Format: Book
• Published: 2015-11-10.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilakukan untuk menganalisis tentang peningkatan keterampilan proses sains dan kemampuan kognitif siswa SMP melalui penerapan model guided inquiry dan guided discovery dalam pembelajaran IPA terpadu. Tema sumber energi alternatif dipilih sebagai tema pembelajaran yang memuat konsep IPA Biologi, Fisika, dan Kimia. Penelitian ini menggunakan metode kuasi eksperimen dengan desain the matching only pretest posttest control group. Subyek dalam penelitian merupakan siswa kelas VII SMP di Kabupaten Kampar sebanyak 42 siswa yang terdiri atas dua kelas yaitu kelas eksperimen dan kelas control dengan jumlah21 siswa pada masing-masing kelas. Keterampilan proses sains dan kemampuan kognitif siswa diukur menggunakan instrumen tes butir soal piliha nganda. Nilai rata-rata N-Gain keterampilan proses sains menunjukkan adanya peningkatan keterampilan proses sains siswa kelas eksperimen sebesar 0,46dengankategorisedangdankelaskontrolsebesar 0.27dengan kategori rendah. Sedangkan hasil uji t terhadapnilaiN-Gainnya menunjukkan bahwa terdapat perbedaan peningkatan keterampilan proses sains yang signifikan antara siswa kelas eksperimen dan kelas kontrol. Adapun nilai rata-rata N-Gain kemampuan kognitif menunjukkan adanya peningkatan kemampuan kognitif siswa kelas eksperimen sebesar 0,44 dengan kategori sedang dan kelas kontrol sebesar 0.21dengan kategori rendah. Sedangkan hasil uji U terhadap nilaiN-Gainnya menunjukkan bahwa terdapat perbedaan peningkatan kemampuan kognitif yang signifikan antara siswa kelas eksperimen dan kelas kontrol. Dengan demikian dapat disimpulkan bahwa model guided inquiry lebih dapat meningkatkan keterampilan proses sains dan kemampuan kognitif siswa SMP dibandingkan dengan model guided discovery. ---------- This study is conducted to analyze the enhancement of science process skill and cognitive ability of Junior High School students through application of guided inquiry and guided discovery model in integrated Natural Science lesson. Alternative energy resource theme is selected as lesson theme which contain Natural Science of Biology, Physics, and Chemistry concepts. This study use experiment quasi method with matching only pretest posttest control group design. Subject in this study are students of class VII Junior High Schoolin Kampar Regency with total of 42 students who are divided into two classes namely experiment class and control class with 21 student in each class. Student's science process skill and cognitive ability is measured by using instrument of multiple choice test items. The average value, N-Gain of science process skill show that there is science process skill enhancement of experiment class students as much as 0.46 with medium category and control class students as much as 0.27 with low category. As for result of test-t toward N-Gain value show that there is difference in enhancement of science process skill which is significant between experiment class students and control class students. As for N-Gain average value of cognitive ability show that there is cognitive ability enhancement of experiment class as much as 0.44 with medium category and control class as much as 0.21 with low category. As for result of test- U toward N-Gain value show that there is significant difference of cognitive ability which is significant between experiment class and control class. Therefore, it can be concluded that guided inquiry model more capable to enhance science process skill and cognitive ability of Junior High School students compared to guided discovery model.

Item Description

http://repository.upi.edu/21169/1/T_IPA_1302322_Title.pdf
http://repository.upi.edu/21169/2/T_IPA_1302322_Abstract.pdf
http://repository.upi.edu/21169/3/T_IPA_1302322_Table_of_content.pdf
http://repository.upi.edu/21169/4/T_IPA_1302322_Chapter1.pdf
http://repository.upi.edu/21169/5/T_IPA_1302322_Chapter2.pdf
http://repository.upi.edu/21169/6/T_IPA_1302322_Chapter3.pdf
http://repository.upi.edu/21169/7/T_IPA_1302322_Chapter4.pdf
http://repository.upi.edu/21169/8/T_IPA_1302322_Chapter5.pdf
http://repository.upi.edu/21169/9/T_IPA_1302322_Bibliography.pdf
http://repository.upi.edu/21169/10/T_IPA_1302322_Appendix1.pdf
http://repository.upi.edu/21169/11/T_IPA_1302322_Appendix2.pdf
http://repository.upi.edu/21169/12/T_IPA_1302322_Appendix3.pdf
http://repository.upi.edu/21169/13/T_IPA_1302322_Appendix4.pdf