PENGARUH PRAKTIKUM LAJU REAKSI BERBASIS PROCESS ORIENTED GUIDED INQUIRY LEARNING TERHADAP KETERAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP SISWA SMK

• Main Author: Kamil, Yogi Musthapa (Author)
• Format: Book
• Published: 2014-01-22.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/6676/1/T_IPA_1103324_Title.pdf; http://repository.upi.edu/6676/2/T_IPA_1103324_Abstract.pdf; http://repository.upi.edu/6676/3/T_IPA_1103324_Table%20of%20Content.pdf; http://repository.upi.edu/6676/4/T_IPA_1103324_Chapter1.pdf; http://repository.upi.edu/6676/5/T_IPA_1103324_Chapter2.pdf; http://repository.upi.edu/6676/6/T_IPA_1103324_Chapter3.pdf; http://repository.upi.edu/6676/7/T_IPA_1103324_Chapter4.pdf; http://repository.upi.edu/6676/8/T_IPA_1103324_Chapter5.pdf; http://repository.upi.edu/6676/9/T_IPA_1103324_Bibliography.pdf; http://repository.upi.edu/6676/10/T_IPA_1103324_Appendix.pdf
• Keywords: Pendidikan IPA S-2

Tujuan dari penelitian ini adalah mengidentifikasi pengaruh praktikum laju reaksi berbasis process oriented guided inquiry learning (POGIL) terhadap keterampilan proses sains dan penguasaan konsep siswa SMK. Sebanyak dua kelas siswa kelas XI pada kompetensi keahlian Rekayasa Perangkat Lunak dilibatkan sebagai kelas dengan praktikum POGIL dan praktikum konvensional. Dengan desain penelitian pretest-postest, nonequivalent control group design, siswa diminta mengerjakan soal pretes dan postes untuk mengukur peningkatan keterampilan proses sains dan penguasaan konsepnya sebagai bahan analisis atas perlakuan yang diberikan. Hasil analisis menunjukkan bahwa siswa yang melakukan praktikum berbasis POGIL memiliki keterampilan proses sains dan penguasaan konsep yang lebih baik daripada siswa yang melakukan praktikum konvensional. Siswa yang belajar melalui aktifitas laboratorium berbasis POGIL memiliki peningkatan keterampilan proses sains yang lebih tinggi dan signifikan pada keterampilan siswa dalam merumuskan hipotesis, memprediksi, mengajukan pertanyaan, menginterpretasikan dan mengkomunikasikan daripada siswa yang belajar melalui aktifitas laboratorium konvensional. Sedangkan untuk keterampilan mengobservasi serta keterampilan merencanakan dan menginvestigasi ditemukan bahwa tidak terdapat perbedaan yang signifikan antara siswa yang belajar melalui aktifitas laboratorium berbasis POGIL dengan siswa yang belajar melalui aktifitas laboratorium konvensional. Dari penelitian ini ditemukan juga bahwa siswa yang belajar melalui aktifitas laboratorium berbasis POGIL memiliki peningkatan kemampuan dalam menuliskan persamaan laju reaksi konsumsi pereaksi dan laju reaksi pembentukan produk serta dalam menentukan laju reaksi, laju reaksi konsumsi pereaksi dan laju reaksi pembentukan produk berdasarkan data percobaan dibandingkan dengan siswa yang belajar melalui aktifitas laboratorium konvensional. Sedangkan pada kemampuan siswa dalam mendeskripsikan laju reaksi sebagai perubahan konsentrasi reaktan atau produk terhadap perubahan waktu ditemukan bahwa tidak terdapat perbedaan yang signifikan antara siswa yang belajar melalui aktifitas laboratorium berbasis POGIL dengan siswa yang belajar melalui aktifitas laboratorium konvensional. Kata Kunci : pendidikan kimia, praktikum, POGIL, keterampilan proses sains, penguasaan konsep laju reaksi The purpose of this study was to identify the effect of process oriented guided inquiry learning (POGIL) based rate of reaction experiment on the science process skills and mastery of the concept of vocational students. A total of two class XI students on department of Software Engineering with POGIL based experiment and conventional. With a pretest-posttest study design, nonequivalent control group design, students are asked to do about the pretest and posttest to measure the improvement of science process skills and mastery of the concept as a material analysis of the treatment given. The analysis showed that students who do have a POGIL-based lab science process skills and mastery of concepts better than students who do conventional lab. Students who learn through POGIL based laboratory activities have an increased on the science process skills and significantly higher on the student's skills in hypothesizing, predicting, raising questions, interpreting and communicating than students who learn through conventional laboratory activities. As for the observing and planning & investigating skills found that there was no significant difference between students who learn through POGIL based laboratory activities with students who learn through conventional laboratory activities. From this study also found that students who learned through POGIL based laboratory activities has an increased ability to write a reaction rate equation and the rate of consumption of reactants and reaction product formation in determining the rate of the reaction, the reaction rate of reagent consumption and product formation reaction rate based on the experimental data compared to students who learn through conventional laboratory activities. While the students' ability to describe the reaction rate as the change in concentration of reactants or products to change the time it was found that there was no significant difference between students who learn through POGIL based laboratory activities with students who learn through conventional laboratory activities. Keywords: chemistry education, laboratory activities, POGIL, science process skills, concept mastery on rate of reaction