Penerapan model pembelajaran inkuiri terbimbing integrasi peer instruction terhadap keterampilan proses sains dan hasil belajar siswa pada materi fluida statis Kelas X Semester II SMAN 4 Palangka Raya

Anggara, Roni (2017) Penerapan model pembelajaran inkuiri terbimbing integrasi peer instruction terhadap keterampilan proses sains dan hasil belajar siswa pada materi fluida statis Kelas X Semester II SMAN 4 Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk mengkaji penerapan model pembelajaran inkuiri terbimbing integrasi peer instructionterhadap keterampilan proses sains dan hasil belajar siswa pada materi fluida statis.

Penelitian ini menggunakan metode Quasy Experiment dengan model matching pretest-posttest comparation group design dengan pengambilan sampel menggunakanpurposive samplingberdasarkan pertimbanganjudgement sampling,sampel yang dipilih yaitu kelas X IPA-3 dan X IPA-4. Penelitian ini dilaksanakan di SMAN 4 Palangka Raya pada bulan Maret sampai Mei 2017. Instrumen yang digunakan adalahtes keterampilan proses sains, tes hasil belajar kognitif, lembar pengamatan untuk pengukuran (KPS), lembar pengamatan aktivitas guru dan siswa.

Hasil penelitian menunjukkan bahwa: (1) terdapat peningkatan yang signifikan keterampilan proses sains menggunakan model pembelajaran inkuiri terbimbing integrasi peer instruction dan model pembelajaran inkuiri terbimbing dengan taraf signifikansi 0,000<alpha standar, (2) terdapat peningkatan yang signifikan hasil belajar kognitif siswa menggunakan model pembelajaran inkuiri terbimbing integrasi peer instruction dan model pembelajaran inkuiri terbimbingdengan taraf signifikansi 0,000<alpha standar, (3) tidak terdapat perbedaan yang signifikan keterampilan proses sains menggunakan model pembelajaran inkuiri terbimbing integrasi peer instruction dan model pembelajaran inkuiri terbimbing dengan taraf signifikansi 0,821>alpha standar,(4) tidak terdapat perbedaan yang signifikan hasil belajar kognitif siswa menggunakan model pembelajaran inkuiri terbimbing integrasi peer instruction dan model pembelajaran inkuiri terbimbing dengan taraf signifikansi0,080>alpha standar,(5)terdapat hubungan yang signifikan keterampilan proses sains terhadap hasil belajar kognitif siswa menggunakan model pembelajaran inkuiri terbimbing integrasi peer instructiondengan taraf signifikansi0,009<alpha standar 1%,terdapat hubungan yang signifikan keterampilan proses sains terhadap hasil belajar kognitif siswa menggunakan model pembelajaran inkuiri terbimbing dengan taraf signifikansi0,008<alpha standar 1%,(6) aktivitas guru menggunakan model pembelajaran inkuiri terbimbing integrasi peer instruction nilai rata-rata 94,67% dengan kriteria sangat baik dan menggunakan model pembelajaran inkuiri terbimbing nilai rata-rata 97,78% dengan kriteria sangat baik, (7) aktivitas siswa menggunakan model pembelajaran inkuiri terbimbing integrasi peer instruction nilai rata-rata 84,62%dengan kriteria baik dan menggunakan model pembelajaran inkuiri terbimbing nilai rata-rata 85,22% dengan kriteria baik.

ABSTRACT

This study aims to examine the applicationtoward science process skill and student learning outcomes on static fluid subject material.

This study used quasi experimental method with model matching pretest-posttest comparation design group with using purposivesampling withjudgement samplingbeside selected sample that is class X IPA-3 and IPA-4. This study was conducted at SMAN 4 Palangkaraya in March to May 2017. Instrument used are science skill test, cognitive learning result test, observation sheet for measurement (KPS), teacher and student activity observation sheet.

The result showed that : (1) there was a significant increase on the skill of the science process usingguided inquiry learning model integrated by peer instruction and guided learning model with significance0.000<standard alpha, (2) there was a significant increase on the students’ cognitive learning outcomes using guided inquiry learning model integrated by peer instruction and guided inquiry learning model withsignificance 0.000<standard alpha, (3) there wasn’t significant differences the skill of the science process using guided inquiry learning model integrated by peer instruction and guided inquiry learning modelwith significance 0.821>standard alpha, (4) there wasn’tsignificant differences of cognitive learning outcomes of students using guided inquiry learning model integrated by peer instruction and guided inquiry learning model withsignificance0.080>standard alpha.(5) there was a significant correlation to the science process skill of the students’cognitive learning outcomes using guided inquiry learning model integrated by peer instruction with significance0.009<standard alphavalue 1 %, there was a significant correlation to the science process skill of the students’ cognitive learning outcomes using guided inquiry learning model with significance 0.008<standard alphavalue 1 %,, (6) Teacher activity using guided inquiry learning model integrated by peer instruction reached average value of 94.67 with very good category and using guided inquiry learning model reached average value of 97.78 with very good category. (7) Student activity using guided inquiry learning model integrated by peer instruction reached average value 84.62 with good category and using guided inquiry learning model reached average value of 85.22 with good category.

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