Penerapan model pembelajaran inkuiri terbimbing dengan strategi relating, experiencing, applying, cooperating, transferring (REACT) dan model pembelajaran inkuiri terbimbing terhadap pemahaman konsep dan keterampilan proses sains

Hartini, Hartini (2017) Penerapan model pembelajaran inkuiri terbimbing dengan strategi relating, experiencing, applying, cooperating, transferring (REACT) dan model pembelajaran inkuiri terbimbing terhadap pemahaman konsep dan keterampilan proses sains. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk mengkaji penerapan model pembelajaran inkuiri terbimbing dengan strategi REACT dan model pembelajaran inkuiri terbimbing terhadap pamahaman konsep dan keterampilan proses sains.

Penelitian ini menggunakan metode Quasy Experiment dengan model matching pretest-posttest comparation group design dengan pengambilan sampel menggunakan purposive sampling, sampel yang dipilih yaitu kelas VIII-4 dan VIII-6.
Penelitian ini dilaksanakan di SMPN 3 Palangka Raya pada bulan Maret sampai dengan April 2017. Instrumen yang digunakan adalah tes pemahaman konsep, tes keterampilan proses sains, lembar pengamatan untuk pengukuran (KPS), pengelolaan pembelajaran dan aktivitas peserta didik.

Hasil penelitian menunjukkan bahwa: (1) Analisis hipotesis pemahaman konsep peserta didik kelas eksperimen 1 dan 2 memperoleh nilai signifikansi sebesar 0,000 lebih kecil dari nilai α = 0,05 maka dapat di simpulkan bahwa Ho ditolak dan Ha diterima. (2) Analisis hipotesis keterampilan proses sains peserta didik kelas eksperimen 1 dan 2 mendapatkan nilai signifikansi sebesar 0,000 lebih kecil dari nilai α = 0,05 maka dapat disimpulkan bahwa Ho ditolak dan Ha diterima. (3) Analisis hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan pemahaman konsep peserta didik signifikansi nilai yang diperoleh sebesar 0,010 lebih kecil dari nilai α = 0,05 maka disimpulkan bahwa Ho ditolak dan Ha diterima. (4) Analisis hipotesis menunjukkan bahwa tidak terdapat perbedaan yang signifikan keterampilan proses sains antara kelas eksperimen 1 dan kelas eksperimen 2, nilai signifikansi yang diperoleh sebesar 0,574 lebih besar dari nilai α = 0,05 maka disimpulkan bahwa Ho diterima dan Ha ditolak. (5) Hasil analisis data hubungan antara pemahaman konsep terhadap keterampilan proses sains kedua kelas eksperimen terdapat hubungan, maka disimpulkan Ha diterima dan Ho ditolak. (6) Penilaian pengelolaan pembelajaran fisika secara keseluruhan dari rata-rata setiap pertemuan dengan menggunakan model inkuiri terbimbing dengan strategi REACT dan model pembelajaran inkuiri terbimbing memperolah nilai tertinggi sebesar 3,4 dengan kategori cukup baik. (7) Penilaian aktivitas peserta didik secara keseluruhan dari rata-rata setiap pertemuan dengan menggunakan model inkuiri terbimbing dengan strategi REACT memperoleh nilai sebesar 76% dengan kategori baik, dan model inkuiri terbimbing memperolah nilai sebesar 75% dengan kategori cukup baik.

ABSTRACT

This study was aimed to investigate the implementation of guided inquiry learning model by using Relating, Experiencing, Applying, Cooperating, Transferring (REACT) strategy and guided inquiry learning model toward comprehension of concept and the skill of science process.

The study was designed in Quasy-Experimental along with the model of matching pretest-posttest comparation group design. Purposive sampling was used and class VIII-4 and VIII-6 were considered as the samples. The study was conducted at SMPN 3 Palangka Raya on March until April 2017. The test of concept comprehension and skill of science process science, observation checklist for measuring, learning management, and students’ activities were applied as the instruments of the study.

The result findings showed that (1) the analysis of hypothesis of students’ concept comprehension in experimental class 1 and 2 got significant score 0,000 that lower than α = 0,05. Thus, it can be concluded that Ho was refused and Ha was accepted; (2) the analysis of hypothesis of students’ skill of science process in experimental class 1 and 2 got significant score at 0,000 lower than α = 0,005. Therefore, it can be concluded that Ho was refused and Ha was accepted; (3) the analysis of hypothesis showed that there were significant differences of students’ comprehension of the concept-that was, significant score that had been gotten was 0,010 lower than α = 0,05, it can be concluded that Ho was refused and Ha was accepted; (4) the analysis of hypothesis showed that there was no significant difference of skill of science process between experimental class 1 and 2, that the significant had been reached at 0,574 higher than α = 0,05. Thus, it can be concluded that Ho was accepted and Ha was refused; (5) the result of data analysis of relationship between the concept of comprehension toward the skill of science process of the both of classes showed that there was correlation, it can be concluded that Ha was accepted and Ho was refused; (6) the assessment of physics learning entirely of meetings by using guided inquiry learning model and REACT strategy, and guided inquiry learning model reached the highest score at 3,4 fair category; (7) the assessment of students’ activities entirely of the meetings by using guided inquiry learning model and REACT strategy reached the score at 76% as good category, and guided inquiry learning model reached the score at 75% as fair category.

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