DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

Pengaruh Strategi Pembelajaran Jurisprudential Inquiry dan Kemampuan Berpikir Logis Terhadap Hasil Belajar Siswa.

Hernawaty . Damanik

Abstrak


ABSTRAK

 

 

Damanik, Hernawaty. 2017. Pengaruh Strategi Pembelajaran Jurisprudential Inquiry dan Kemampuan Berpikir Logis Terhadap Hasil Belajar Siswa. Disertasi. Program Studi Teknologi Pembelajaran, Program Pascasarjana, Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. I Nyoman S. Degeng, M.Pd., (II) Prof. Dr. Punaji Setyosari, M.Pd., M.Ed., (III) Drs. I Wayan Dasna, M.Si., M.Ed., Ph.D.

 

Kata kunci: Strategi pembelajaran inquiry, jurisprudential inquiry, social science inquiry, kemampuan berfikir logis, hasil belajar

 

              

Pembelajaran PPKn berperan penting dalam mengajarkan nilai-nilai dan pembentukan karakter bangsa. Oleh karena itu, materi PPKn yang diajarkan sarat akan nilai-nilai pembentukan karakter, harus dibelajarkan dengan menarik dan menyenangkan. Dari hasil pengamatan dan kajian berbagai sumber bacaan diketa-hui, pembelajaran PPKn belum berlangsung dengan baik dan kurang diminati sis-wa. Di era globalisasi dan menghadapi pendidikan abad 21, perlu adanya konsep pendidikan kewarganegaraan yang responsif, siswa dituntut untuk mengerti apa yang terjadi di sekitarnya dan membahas isu-isu sosial yang berkembang. Siswa dituntut belajar banyak dari berbagai sumber dan pro aktif agar mereka memiliki pengetahuan dan keterampilan atau keahlian yang memadai dan mampu bersaing di masyarakat di suatu negara dan di dunia. Untuk itu siswa diarahkan agar mam-pu berpikir secara logis, kritis, rasional, dan kreatif dalam menanggapi isu kewar-ganegaraan. Salah satu strategi pembelajaran yang inovatif dan sesuai dengan tu-juan pembelajaran PPKn di abad 21 adalah strategi inquiry.

             Penelitian ini bertujuan untuk menguji perbedaan hasil belajar melalui strategi pembelajaran inquiry (jurisprudential inquiry dan social science inquiry) dan kemampuan ber-pikir logis terhadap hasil belajar. Pengaruh kedua strategi tersebut juga diteliti berdasarkan tingkat kemampuan berpikir logis siswa yaitu rendah dan tinggi di jurusan MIPA dan IPS. Interaksi antara strategi pembelajaran inquiry (jurispru-dential inquiry dan social science inquiry), keterampilan berpikir logis, dan jurusan MIPA dan IPS juga diungkapkan. Metode penelitian ini menggunakan rancangan eksperimental semu (quasi-experimental) 2x2x2.

Penelitian ini dilaksanakan di SMA Negeri 8 Malang. Jumlah subjek dalam pene-litian ini adalah 90 siswa kelas X SMA Negeri 8 Malang. Instrumen yang diguna-kan adalah tes yaitu tes hasil belajar PPKn dan tes Longeot untuk mengetahui tingkat kemampuan berpikir logis siswa. Hipotesis penelitian diuji dengan meng-gunakan teknik analisis kovarians (ANCOVA) 3 jalur dengan bantuan SPSS 20 for windows pada tingkat signifikansi 0,05.

  Hasil dari penelitian ini adalah: (1) Terdapat perbedaan hasil belajar PPKn siswa yang dibelajarkan dengan menggunakan strategi jurisprudential inquiry (JI) dengan sekelompok siswa yang dibelajarkan dengan  social science inquiry (SSI); (2) Terdapat perbedaan hasil belajar PPKn siswa yang mempunyai kemampuan berpikir logis tinggi dengan siswa yang mempunyai kemampuan berpikir logis rendah; (3) Ada interaksi antara strategi pembelajaran jurisprudential inquiry dan kemampuan berpikir logis terhadap hasil belajar PPKn siswa kelas X SMA.

Berdasarkan hasil penelitian, disarankan agar guru PPKn dapat menerapkan strategi inquiry dalam proses pembelajaran dan membangun pemikiran logis siswa. Kemampuan berpikir logis akan membantu siswa untuk menyaring informasi yang ada di era globalisasi saat ini.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

Damanik, Hernawaty. 2016. The Effect of Jurisprudential Inquiry Learning Strategy and Logical Thinking Skills Toward Student’s Learning Outcomes. Dissertation. Instructional Learning Technology Studies Program, School of Graduate, State University of Malang. Advisors: (I) Prof. Dr.  I  Nyoman  S.  Degeng,  M.Pd.,  (II)  Prof.  Dr. Punaji  Setyosari,

            M.Pd., M.Ed., (III) Drs. I Wayan Dasna, M.Si., M.Ed., Ph.D.

Keywords: inquiry learning strategies, jurisprudential inquiry, social science        inquiry, civics, logical thinking skills.

 

Civics Education has an important role in teaching moral values and national character building. Thus, teaching material of Civics Education that covered with character building values should be taught attractively and fun. Based on the observation and literature study, it was found that civics education had not been conducted properly and it was less preferable. In this globalization era and to face 21st century education, concepts of responsive civics education are needed; students are required to understand what happens around them and discuss the up-to-date social issues. Students are demanded to learn from various sources and become proactive so that they will have sufficient knowledge and skills or expertise to compete in particular society, in certain country and in the world. Therefore, students are leaded to think in logical, critical, rational and creative way to respond civics issues. One of the creative learning strategies that suitable with the objectives of civics education in 21st century is inquiry learning strategy.

This study aimed to examine the difference student’s learning outcomes through inquiry learning strategy (Jurisprudential Inquiry and Social Science Inquiry) and the ability to think logically toward the learning outcomes on Civics Education of X class Senior High School 8 Malang. The influence of both strategies is also being studied based on the level of their logical thinking skills namely the low and the high level one in the science and social study classes. The interaction between inquiry learning strategies (Jurisprudential Inquiry and Social Science Inquiry), the level of logical thinking skills, and the science and social study classes are also disclosed. This research method used  2x2x2 quasi-experimental design. This research was conducted at Senior high school 8 Malang. The number of subjects in this study was 90 students of X class Senior high school 8 Malang. The instrument used was tests namely the learning outcomes in civics test and Longeot test to determine the students’ logical thinking skills level. The research hypotheses were tested using analytical techniques covariance (ANCOVA) 3 lines with SPSS 20 for windows at a significance level of 0.05.

The results of this study were: (1) ) There was a difference student’s learning outcomes  between the civics learning outcomes of X Science class of senior high school students taught using jurisprudential inquiry (JI) strategies and a group of students who are taught using social science inquiry learning strategy (SSI); (2)There was a difference between the civics learning outcomes of X Science class of senior high school students who have high level of logical thinking skills and students who have the low level of logical thinking skills; (3) There was interaction between jurisprudential inquiry learning strategy and logical thinking ability toward civic education student’s learning outcomes of grade 10th hight scool student.

Based on the result of research, it was suggested that Civics Education teachers should apply JI strategy in teaching and learning process and build students logical thinking. Logical thinking skill would assist students to filter the available infomation in this globalisation era.