DISERTASI dan TESIS Program Pascasarjana UM, 2010

Ukuran Huruf:  Kecil  Sedang  Besar

Pengaruh Model Pembelajaran dan Modalitas Belajar serta Kemampuan Berpikir Formal terhadap Hasil Belajar dan Higher Order Thinking Ability Siswa Kelas XI-IPA MAN Sumenep. (Tesis)

Lina Arifah Fitriyah

Abstrak


Pembelajaran kimia mencakup pembelajaran proses dan produk dimana pembelajaran proses sangat dianjurkan dalam pelaksanaan KTSP. Peningkatan kualitas pembelajaran yang menekankan pembelajaran proses dapat dilakukan dengan memberi pengalaman kerja ilmiah kepada siswa. Pengalaman kerja ilmiah siswa yang diterapkan melalui model pembelajaran inkuiri terbimbing diharapkan dapat meningkatkan kemampuan berpikir tingkat tinggi siswa (kemampuan HOT). Penelitian ini bertujuan untuk meningkatkan hasil belajar kimia siswa dengan mengakomodasi aspek-aspek kemampuan berpikir formal, modalitas belajar dan higher order thinking ability pada siswa yang dibelajarkan dengan model inkuiri terbimbing dan konvensional.

Penelitian ini menggunakan rancangan quasi eksperimen dengan desain faktorial 2 × 3 × 2. Penelitian dilaksanakan di MAN Sumenep, sampel penelitian dipilih dengan teknik cluster random sampling terdiri atas 2 kelas yaitu kelas XI IPA 1 (41 siswa) sebagai kelas eksperimen yang dibelajarkan dengan model inkuiri terbimbing dan kelas XI IPA 3 (43 siswa) sebagai kontrol yang dibelajarkan dengan model konvensional. Instrumen penelitian yang digunakan yaitu tes Burney, angket modalitas belajar dan tes hasil belajar. Hasil uji coba instrumen menunjukkan bahwa 29 soal valid dengan validitas isi dari instrumen tersebut sebesar 93,6% dan reliabilitas 0,899. Data penelitian dianalisis dengan menggunakan program Statistical Package for Social Sciences versi 16.0 for windows pada taraf signifikan α = 0,05 dengan uji anova dua jalur.

Hasil penelitian menunjukkan bahwa (1) ada perbedaan yang signifikan antara hasil belajar dan kemampuan HOT siswa yang dibelajarkan dengan model inkuiri terbimbing dan konvensional dengan memperhatikan modalitas belajar, (2) ada perbedaan yang signifikan antara hasil belajar dan kemampuan HOT siswa yang dibelajarkan dengan model inkuiri terbimbing dan konvensional dengan memperhatikan kemampuan berpikir formal. Selain itu, hasil uji hipotesis gabungan/interaksi hasil belajar dan kemampuan HOT antara model pembelajaran, modalitas belajar dan kemampuan berpikir formal menunjukkan bahwa (1) tidak ada perbedaan yang signifikan antara hasil belajar siswa yang dibelajarkan dengan model inkuiri terbimbing dan konvensional dengan memperhatikan modalitas belajar dan kemampuan berpikir formal, (2) ada perbedaan yang signifikan antara kemampuan HOT siswa yang dibelajarkan dengan model inkuiri terbimbing dan konvensional dengan memperhatikan modalitas belajar dan kemampuan berpikir formal.

 

Abstract:

Keywords: learning style, formal thinking ability, guided inquiry, chemistry learning outcome, higher order thinking ability

The learning of chemistry covers learning process and product in which learning process is suggested in KTSP. The improving of learning quality which emphasizes on learning process can be done by giving students scientific experience. The scientific experience which is implemented in guided inquiry learning was expected to be able to improve the students' higher order thinking ability. The objective of this research is to improve students' chemistry learning outcomes by accommodating formal thinking ability, learning style, and higher order thinking ability on the students who are taught in guided inquiry learning and conventional method.

This research used quasi experimental with factorial design 2×3×2. The research was done in MAN Sumenep. The sample was taken by cluster random sampling technique. It consists of two classes, XI-IPA 1 (forty one students) as experiment class that taught in guided inquiry and XI-IPA 3 (forty three students) as control class that taught in conventional technique. The instruments that used in this research were Burney tests, questionnaire of learning style, and learning outcome test. The trial result of the instruments showed that 29 items valid with content validity of instrument 93,6% and the reliability was 0,899. The data were analyzed by using Statistical Package for Social Sciences program version 16,0 for windows at significant level α= 0,05 by two way ANOVA.

The results showed that (1) there was significant difference between learning outcome and HOT ability on students who taught in guided inquiry and conventional method by looking at learning style, (2) there was significant difference between learning outcome and HOT ability of students who taught in guided inquiry and conventional method by looking at formal thinking ability. In addition, the result of combination hypothesis testing/interaction of learning outcome and HOT ability within teaching method, learning style, and formal thinking ability showed that (1) there was no significant difference between students' learning outcomes which taught in guided inquiry and conventional method by looking at learning style and formal thinking ability, (2) there was significant difference between HOT ability on students who taught in guided inquiry and conventional method by looking at learning style and formal thinking ability.