EFEKTIVITAS MODEL PEMBELAJARAN LATIHAN INKUIRI DALAM MENINGKATKAN KETERAMPILAN PROSES SAINS PADA KONSEP EKOLOGI SISWA KELAS I SMU - Muhammad Guntur, - (2004)
Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran Latihan Inkuiri dalam meningkatkan Keterampilan Proses Sains (KPS) pada konsep Ekologi siswa kelas I SMU. Dalam penerapan model pembelajaran Latihan Inkuiri jenis KPS yang diukur adalah jenis prediksi, berkomunikasi, berhipotesis, interpretasi, menerapkan konsep dan mengajukan pertanyaan. Penelitian ini bersifat eksperimen yang dilakukan terhadap siswa kelas I sebanyak 70 siswa, terdiri dari kelas kontrol 35 siswa dan kelas eksperimen 35 siswa, pada salah satu SMU Negeri di Kabupaten Kampar Propinsi Riau. Data penelitian dikumpulkan melalui tes tertulis (tes awal dan tes akhir), kuesioner dan wawancara. Tes awal diberikan sebelum perlakuan pada kelompok kontrol dan kelompok eksperimen, sedangkan tes akhir diberikan setelah perlakuan terhadap model pembelajaran Latihan Inkuiri. Materi kuesioner dan wawancara berhubungan dengan penerapan model pembelajaran Latihan Inkuiri. Hasil penelitian menunjukkan bahwa deskripsi umum hasil penelitian sebelum perlakuan untuk kelompok eksperimen dan kelompok kontrol termasuk kategori kurang. Setelah perlakuan kelompok eksperimen termasuk kategori baik dan kelompok kontrol termasuk kategori kurang. Model pembelajaran Latihan Inkuiri cukup efektif di dalam meningkatkan KPS siswa. Tanggapan sebagian besar siswa merasa senang, karena dapat mengungkap fakta-fakta yang ditemukan di lapangan, dan begitu juga guru sangat menyenangi model pembelajaran Latihan Inkuiri dan akan berupaya mengembangkan untuk konsep yang lain. Kendala utama yang dihadapi oleh siswa adalah dalam penyelesaian soal-soal KPS karena waktu yang tersedia dirasakan kurang. Hambatan utama yang dirasakan guru kurangnya waktu dalam pelaksanaan pembelajaran dan siswa belum terbiasa menerima hal-hal yang baru, terutama dalam memahami model pembelajaran yang diterapkan oleh guru. n ----- This research was intended to determine the effectiveness of the Inquiry Task Learning Model in improving the Scientific Process Skill (KPS) in the ecological concept of Senior High School (SMU) students class one. In implementing the Inquiry Task Learning Model, the skills measured were prediction, communication, hypothesis, interpretation, the implementation of the concept and in term of asking questions. This research was an experiment undertaken to the students of class one consisting of 70 students, 35 of them were in the control class and the other 35 students were in experiment class in one of the state SMU in Kampar Regency of Riau Province. The data were collected through written tests (pre-test and post-test), questionnaire, and interview. The pre-test was given beforethe treatment of both the control and experiment groups, while the post-test was given after the treatment of the Inquiry Task Learning Model was made. The materials of the questionnaire and interview were related with the implementation of the Inquiry Task Learning Model. The results of the research showed that the general description of the research results before the treatment was given to both the experiment and control groups were categorized into less. After the treatment was given the experiment group was categorized into good and the control group was categorized into less. The Inquiry Task Learning Model was effective enough in improving the KPS of the students. The majority of the students gavepositive responses to the model andthey were happy since it could show the facts found in the field, and the teachers even liked the Inquiry Task Learning Model very much and would try to develop the model to the other concepts. The main problem encountered by the students was in terms of answering the KPS questions due to the limited allocated time. The main problem faced by the teacher was that the lack of time in the implementation of the learning and the students were not used to receive thenew things, especially in understanding the learningmodel applied by the teacher. in