Penerapan model pembelajaran learning cycle terhadap keterampilan proses sains dan hasil belajar siswa pada pokok bahasan getaran harmonis

Nismalasari, Nismalasari (2016) Penerapan model pembelajaran learning cycle terhadap keterampilan proses sains dan hasil belajar siswa pada pokok bahasan getaran harmonis. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk mengetahui: (1) ada atau tidak ada perbedaan signifikan keterampilan proses sains siswa sebelum dan setelah penerapan model pembelajaran learning cycle pada pokok bahasan getaran harmonis, (2) ada atau tidak ada perbedaan signifikan hasil belajar siswa sebelum dan setelah penerapan model pembelajaran learning cycle pada pokok bahasan getaran harmonis, (3) ada atau tidak ada hubungan signifikan keterampilan proses sains terhadap hasil belajar kognitif siswa setelah penerapan model pembelajaran learning cycle pada pokok bahasan getaran harmonis, (4) bagaimana pengelolaan pembelajaran fisika menggunakan model pembelajaran learning cycle pada pokok bahasan getaran harmonis.

Penelitian ini menggunakan metode eksperimen dan jenis penilitiannya menggunakan pre-eksperimental design dalam mengumpulkan datanya. Instrumen yang digunakan adalah tes keterampilan proses sains dan tes hasil belajar kognitif siswa dan lembar pengamatan pengelolaan pembelajaran. Hasil analisis reliabilitas butir soal uji coba instrumen tes keterampilan proses sains diperoleh sebesar 0,784 dengan kategori tinggi dan tes hasil belajar kognitif diperoleh sebesar 0,515 dengan kategori cukup. Populasi dalam penelitian ini adalah kelas XI semester I MA Muslimat NU Palangka Raya Tahun Ajaran 2016/2017, dengan sampel penelitian adalah kelas XI IPA berjumlah 30 orang. Analisis data pretest dan posttest tes keterampilan proses sains dan tes hasil belajar kognitif siswa, data hubungan keterampilan proses sains terhadap hasil belajar kognitif siswa menggunakan program SPSS for Windows Versi 17.0.

Hasil penelitian menunjukan bahwa: (1) berdasarkan analisis uji hipotesis keterampilan proses sains siswa menunjukkan bahwa ada perbedaan signifikan keterampilan proses sains siswa sebelum dan setelah penerapan model pembelajaran learning cycle pada taraf signifikansi 0,05 dengan nilai sig* 0,000 < 0,05, dengan skor rata-rata pretest keterampilan proses sains adalah 11,07 dan skor rata-rata posttest keterampilan proses sains adalah 50,12, (2) analisis uji hipotesis hasil belajar kognitif siswa menunjukkan bahwa ada perbedaan signifikan hasil belajar kognitif siswa sebelum dan setelah penerapan model pembelajaran learning cycle. Hal ini dapat dilihat berdasarkan nilai sig* 0,000 < 0,05. Dengan skor rata-rata pretest sebesar 26,00 dan rata-rata nilai posttest sebesar 62,22. (3) analisis uji hipotesis hubungan antara keterampilan proses sains terhadap hasil belajar kognitif siswa menunjukkan hasil bahwa ada hubungan signifikan antara keterampilan proses sains siswa terhadap hasil belajar kognitif siswa. Hal ini terlihat dari nilai sig* 0,01 < 0,733 untuk pretest dan untuk posttest diperoleh sig* 0,01 < 0,006, (4) pengelolaan pembelajaran fisika diperoleh nilai rata-rata sebesar 3,25 dengan kategori cukup baik.

ABSTRACT

This research aimed to determine: (1) there were or no diffrences of students’ science process skills significantly before and after implementing learning cycle model on Harmonic Vibration topic, (2) there were or nodifferences of students’ learning results significantly before and after implementing learning cycle model on Harmonic Vibration topic, (3) there were or nocorrelation significantly between science process skill and cognitive students’ learning results after implementing learning cycle model on the harmonic vibration topic, (4) how affective and psychomotor learning outcomes of students, (5) how was the management of physic learning that implemented learning cycle model on harmonic vibration topic.

This research used experimental method and research type was pre-experimental design in collecting data. The instruments used were the science process skills testing, cognitive students’ learning result testing and learning management observation sheets. The reliability analysis results of students’ worksheets on science process skills acquired 0,784 with a high category and cognitive learning results acquired 0,515 with medium category. The population of this research was the first semester of grade XI MA Muslimat NU Palangka Raya Academic Year 2016/2017, the research sample was grade XI numbered 30 people. Data analysis were pretest and posttest of science process skills, cognitive learning result and correlation significantly between science process skills and cognitive students’ learning results using SPSS 17.0 Version for Windows.

The research results showed that; (1) based on the hypothesis testing analysis of students’ learning science process skills indicated that there were differences of science process skills before and after implementing learning cycle model at a significance level of 0,05 with sig* 0,000 < 0,05. (2) hypothesis testing analysis of cognitive students’ learning results indicated that there were differences of cognitive students’ learning result significantly before and after implementing learning cycle model. It could be seen by sig* 0,000 < 0,05. (3) hypothesis testing analysis related the correlation significantly between science process skills and cognitive students’ learning results showed that there was a significant relationship between science process skills and cognitive students’ learning results. It proved from the sig* 0,01 > 0,006 for posttest. (4) affective learning outcomes of students obtained an average value of observational data I is 56,00, observations II of 71.25 and 93.50 for the third observation, psychomotor tests obtained an average score of 91.67. (5) physics learning management obtained an average value of 3,25 with the quite well category.

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