Asriani, Eka Nurwulan (2015) PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BIOLOGI DI KELAS X SMA NEGERI 5 KOTA SERANG. Master thesis, Universitas Sultan Ageng Tirtayasa.
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PENGARUH STRATEGI PEMBELAJARAN INKUIRI.pdf - Published Version Restricted to Registered users only Download (6MB) |
Abstract
The study aims to determine the difference between guided inquiry learning strategy and free inquiry learning strategy, and high critical thinking skills dan low critical thinking skills on the learning outcomes of competence virus biology. The study was conducted with a quantitative approach to the type of experimental research. The study population was four classes X specialization MIA that each class numbered 38 students. The four classes of random samples taken two classes respectively as experimental and control classes. The study was conducted in the first half of the school year 2014/2015 in class X SMA N 5 Serang. Students in the sample classes are filled in a questionnaire of instrument critical thinking has been tested for validity and reliability. During the study carried out observations with instrument that has been tested for validity and reliability. After the treatment is done learning achievement test. The data obtained were tested for normality with Liliefors test and homogeneity with Bartlett test. Once the data is normally distributed and homogeneous proven, tested to make use of the research hypothesis test T-test and ANOVA Two Factor With Replication. Hypothesis test results indicate that there is a difference between learning outcomes using guided inquiry strategy and the free inquiry strategy. The test results showed t stat = 2.3871 > 1.9966 t . Similarly, there is difference learning outcomes of students with high critical thinking skills and low critical thinking skill. The test results generated t critical two tail vi stat = 5.6424 > t = 2.0244 . However, there is no interaction effect of inquiry learning strategies and critical thinking skills on learning outcomes in subjects competence virus in Biology. Test results showed the P value 0.6477 > 0.05 . Based on these results it can be concluded that independently guided inquiry learning strategies can provide a better learning outcomes than free inquiry. However, its interaction with the ability to think critically, to make of that not a significant difference. Significantly, the results of student learning with high critical thinking skills are always higher than students with low critical thinking skills, both ini guided inquiry and free inquiry learning strategies.
| Item Type: | Thesis (Master) | |||||||||
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| Additional Information: | Penelitian bertujuan untuk mengetahui adanya perbedaan antara strategi pembelajaran inkuiri terbimbing dan inkuiri bebas serta kemampuan berpikir kritis tinggi dan rendah terhadap hasil belajar biologi kompetensi virus. Penelitian dilakukan dengan pendekatan kuantitatif dengan jenis penelitian eksperimen. Populasi penelitian adalah empat kelas X peminatan MIA yang tiap kelas berjumlah 38 peserta didik. Dari empat kelas tersebut diambil sampel secara acak dua kelas masing-masing sebagai kelas eksperimen dan kontrol. Penelitian dilakukan pada semester pertama tahun pelajaran 2014/2015 di kelas X SMA N 5 Kota Serang. Siswa di dua kelas sampel tersebut mengisi kuisioner berpikir kritis yang telah diuji validitas dan reliabilitasnya. Selama pembelajaran dilakukan pengamatan dengan instrumen yang telah diuji validitas dan realiabilitasnya. Setelah perlakukan pembelajaran dilakukan tes hasil belajar. Data yang diperoleh diuji normalitas dengan Uji Liliefors dan homogenitas dengan Uji Bartlett. Setelah data terbukti terdistribusi normal dan homogen, dilakukan pengujian terhadap hipotesis penelitian menggunaka uji T-Test dan Anova Two Factor With Replication. Hasil uji hipotesis menunjukkan bahwa terdapat perbedaan antara hasil belajar menggunakan strategi inkuiri terbimbing dan strategi inkuiri bebas. Hasil uji menunjukkan = 2,3871 > 1,9966. Demikian pula terdapat perbedaan hasil belajar peserta didik dengan kemampuan berpikir kritis tinggi dan berpikir kritis rendah. Hasil uji dihasilkan vii =5,6424 > =2,0244. Akan tetapi tidak terdapat pengaruh interaksi strategi pembelajaran inkuiri dan kemampuan berpikir kritis teradap hasil belajar pada mata pelajaran biologi kompetensi virus. Hasil uji menunjukkan P-value 0,6477 > 0,05. Berdasarkan hasil tersebut dapat disimpulkan bahwa secara independen strategi pembelajaran inkuiri terbimbing dapat memberikan hasil belajar yang lebih tinggi dibandingkan inkuiri bebas. Akan tetapi interaksinya dengan kemampuan berpikir kritis, tidak menyebabnya perbedaan yang signifikan. Secara signifikan, hasil belajar siswa dengan kemampuan berpikir kritis tinggi selalu lebih tinggi dibandingkan dengan siswa dengan kemampuan berpikir kritis rendah, baik dengan strategi pembelajaran inkuiri terbimbing maupun inkuiri bebas. | |||||||||
| Uncontrolled Keywords: | Inquiry Learning Strategies, Critical Thinking and Biology Learning Outcomes Strategi Pembelajaran Inkuiri, Berpikir kritis, dan Hasil Belajar Biologi | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 08-Pascasarjana 08-Pascasarjana > Magister Teknologi Pembelajaran |
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| Depositing User: | Perpustakaan Pusat | |||||||||
| Date Deposited: | 03 Apr 2022 08:36 | |||||||||
| Last Modified: | 03 Apr 2022 08:36 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/11497 |
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