DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Pengaruh Model Pembelajaran Ercore (Eliciting, Restructuring, Confirming, Reflecting) pada Kemampuan Akademik Berbeda terhadap Keterampilan Berpikir Kritis, Keterampilan Berpikir Kreatif, Hasil Belajar Kognitif dan Retensi Siswa Kelas XI IPA SMAN Malang

Mustaqim

Abstrak


SUMMARY

Mustaqim. 2018. Effects of ERCoRe (Eliciting, Restructuring, Confirming, Reflecting) Instructional Model at Different Academic Level on Critical and Creative Thinking Skills, Cognitive Learning Outcomes and Student's Retention of the Eleventh Graders of Science Stream in Malang Senior High Schools.

Advisors:

(I).Prof. Dr. Aloysius Duran Corebima, M. Pd,

(II) Dr. Susriyati Mahanal, M.Pd.

 

Key words: ERCoRe (Eliciting, Restructuring, Confirming and Reflecting), student's academic level, critical and creative thinking skills, cognitive learning outcomes, retention

This research aimed at investigating effects of ERCoRe at different on critical and creative thinking skills, cognitive learning outcomes, and retention of senior high school students in Malang City. This research, moreover, equipped quasi-experimental design, with Pretest-and-Posttest Non-equivalent Control Design. The population of the research constituted alll of the eleventh graders of SMAN 5 and SMAN 7 of Malang City who were attending the odd semester of academic year 2018/2019. For the sample, it was defined by using randomized sampling technique on the classes which were in level. The classes were defined in the beginning by administering a placement test in order to identify students’ academic level and define the research classes involved. There were four classes established, namely XI MIPA D and XI MIPA E (Eleventh Grade of Science Stream) classes from SMAN 5 of Malang consisting of high achievers, as well as XI IPA 3 and XI IPA 5 classes from SMAN 7 of Malang comprising low achievers. Furthermore, the administration of ERCoRe instruction was set on XI MIPA D and XI MIPA E classes, whilst the conventional instruction was administered on XI IPA 3 and XI IPA 5. Afterwards, the data was analyzed by means of two-way co-variance (AnaCova) analysis technique. Before getting into analysis, pre-requisite tests were administered, normality and homogeneity tests. The former was conducted by using One-Sample Kolmogorov-Smirnov, while the latter by using Levene’s Test of Equality of Error Variances.

Referring to AnaCova test, it showed some results elaborated as follows. (

1) ERCoRe generated 0.000 value for creative and critical thinking skills and cognitive learning outcomes, but 0.007 for retention. These values were lower than the significance value that had been set, 0.05. This had explained that Ho for all the four variables was rejected, and the research hypothesis was accepted. Thus, it could be summed up that ERCoRe was impactful to creative and critical thinking skills, cognitive learning outcomes, and student's retention.

2) In terms of academic skill level, AnaCova test had shown 0.000 value for critical thinking skill, 0.011 for creative thinking skill, 0.000 for cognitive learning outcomes AND 0,07 for retention. These values were lower than the significance value, 0.05. This had described that Ho for those 4 variables was rejected, and the research hypothesis was accepted. To conclude, ERCoRe affected creative and critical thinking skills, cognitive learning outcomes and retention.

3) Alluding to AnaCova test for correspondency between instructional strategy interaction and academic level, it resulted in 0.206 value for critical thinking skill, 0.197 value for creative thinking skill, and 0.393 value for cognitive learning outcomes. These values were greater than the significance value, 0.05. Therefore, Ho for the three variables was accepted and the research hypothesis was rejected. To wrap up, there were not any effects of ERCoRe instructional strategy interaction and academic level on creative and critical thinking skills and cognitive learning outcomes. Otherwise, for retention value signified 0.014 value, which meant that interaction ERCoRe with academic level affected student's retention.