DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Keterampilan Proses Sains Dan Pemahaman Konsep Ipa Siswa Pada Materi cahaya

Koten Verdiana, Somi.

Abstrak


ABSTRAK

Koten Verdiana, Somi. 2019. Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Keterampilan Proses Sains dan Pemahaman Konsep IPA Siswa pada Materi Cahaya. Tesis. Program Studi Pendidikan Dasar Konsentrasi Pendidikan IPA, Pascasarjana Universitas Negeri Malang. Pembimbing:

(I) Prof. Dr. Sutopo. M. Si,

(II) Dr. Suharti. S. Pd, M. Si.

Kata Kunci: model inkuiri terbimbing, sifat-sifat cahaya dan keterkaitannya dengan indera penglihatan, pemahaman konsep, keterampilan proses sains.

Tujuan pembelajaran IPA dijenjang SD ialah peserta didik dapat memahami konsep sifat-sifat cahaya dan keterkaitannya dengan indera penglihatan serta penerapannya dalam kehidupan sehari-hari. Peserta didik juga diharapkan dapat mengembangkan keterampilan proses sains yang dimiliki. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dan pemahaman konsep peserta didik terkait materi sifat-sifat cahaya dan keterkaitannya dengan indera penglihatan.

Jenis penelitian yang digunakan adalah Quasi Experiment (Eksperimen Semu). Subjek penelitiannya adalah peserta didik kelas IV, dimana kelas IVAsebagai kelas eksperimen dan IVBsebagai kelas kontrol. penelitian ini dilaksanakan di SDK. Sta. Maria Assumpta Kupang, Provinsi Nusa Tenggara Timur tahun pelajaran 2018/ 2019. Instrumen pengambilan data dilakukan dengan lembar observasi keterampilan proses sains dan soal test pemahaman konsep sebanyak 20 nomor. Analisis data pemahaman konsep menggunakan ujiMann Whitney. Analisis keterampilan proses sains dalam bentuk deskripsi.

Data hasil analisis pengukuran pemahaman konsep menunjukkan bahwa terdapat perbedaan nilai pemahaman konsep pada peserta didik yang diajarkan dengan model pembelajaran inkuiri terbimbing dan peserta didik yang diajarkan dengan metode konvensional. Data hasil observasi keterampilan proses sains dari 6 indikator menunjukkan terdapat perbedaan keterampilan proses sains pada kelas kontrol dan kelas eksperimen. Berdasarkan hasil analisis data dapat disimpulkan bahwa:

(1) terdapat perbedaan pemahaman konsep antara peserta didik yang dibelajarkan menggunakan model inkuiri terbimbing dengan peserta didik yang dibelajarkan dengan metode konvensional;

(2) terdapat perbedaan keterampilan proses sains antara peserta didik yang dibelajarkan dengan model inkuiri terbimbing dengan peserta didik yang dibelajarkan dengan metode konvensional.

ABSTRACT

KotenVerdiana, Somi. 2019. The Effect of Guided Inquiry Learning Model on Science Process Skills and Understanding of Science Students' Concepts in Light Material. Thesis. Basic Education Study Program in Science Education Concentration, Postgraduate of Malang State University.

Advisors:

(I) Prof. Dr. Sutopo. M. Si,

(II) Dr. Suharti. S. Pd, M. Si.

 Keywords: Guided inquiry model, light properties and their relevance to the sense of sight, understanding concepts, science process skills.

The goal of science learning at the elementary school level is that students can understand the concepts of the properties of light and their relation to the sense of sight and their application in everyday life. The students are also expected to develop the science process skills they have. This study aims to determine the effect of guided inquiry learning models on science process skills and the understanding concepts of students related to the material properties of light and its relation to the sense of sight.

The research design in pretest-posttest control group design on Quasi Experiment. The research subjects were fourth grade students, in which the IVA class as the experimental class and IVB as the control class. This research was carried out at the SDK. Sta. Maria AssumptaKupang, East Nusa Tenggara Province Academic year 2018 / 2019. The instruments of data collection were carried out with observation sheets of science process skills and questions about understanding the concept of 20 numbers. The data analysis of the understanding concepts used isMann Whitney. The analysis of the science process skills is in the form of descriptions.

Data from the results of the analysis of the understanding concepts shows that there are differences in the value of the conceptual understanding to the students who are taught by using guided inquiry learning models and students who are taught by conventional methods. Data from the observation of the science process skills from 6 indicators showed that there were differences in science process skills in the control class and the experimental class. Based on the results of data analysis, it can be concluded that:

(1) there are differences in conceptual understanding between students who are taught by using a guided inquiry model and students who are taught by conventional methods;

 

(2) there are differences in science process skills between students who are taught by using guided inquiry models with students who are taught by conventional methods.