Penerapan model pembelajaran project based learning dan guided i nquiry ditinjau dari keterampilan proses sains dan hasil belajar siswa pada materi momentum dan impuls

Fakhrunnisa, Rini (2017) Penerapan model pembelajaran project based learning dan guided i nquiry ditinjau dari keterampilan proses sains dan hasil belajar siswa pada materi momentum dan impuls. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk mengetahui (1) keterampilan proses sains siswa menggunakan model project based learning (2) keterampilan proses sains siswa menggunakan model guided inquiry (3) hasil belajar siswa menggunakan model project based learning (4) hasil belajar siswa menggunakan model guided inquiry (5) terdapat tidaknya perbedaan yang signifikan keterampilan proses sains siswa antara model project based learning dan guided inquiry (6) terdapat tidaknya perbedaan yang signifikan hasil belajar siswa antara model project based learning dan guided inquiry (7) pengelolaan pembelajaran dan aktivitas siswa yang menggunakan model project based learning dan guided inquiry.

Penelitian ini menggunakan metode eksperimen semu dengan model matching pretest-posttest comparation group design dengan pengambilan sampel menggunakan purposive sampling, sampel yang dipilih yaitu kelas X-IA 6 dan X-IA 4. Penelitian ini dilaksanakan di MAN Kota Palangka Raya pada bulan April sampai dengan Mei 2017. Instrumen yang digunakan adalah tes keterampilan proses sains dan hasil belajar kognitif, lembar pengamatan hasil belajar afektif dan psikomotorik, pengelolaan pembelajaran dan aktivitas siswa.

Hasil penelitian diperoleh: (1) Keterampilan proses sains siswa memperoleh nilai rata-rata 48, 32 dengan kategori cukup (2) Keterampilan proses sains siswa memperoleh nilai rata-rata sebesar 42,82 dengan kategori cukup (3) Hasil belajar afektif secara individu terdapat 24 siswa yang tuntas dari 34 siswa yang mengikuti tes. Hasil belajar kognitif secara individu terdapat 9 siswa yang tuntas dari 34 siswa yang mengikuti tes. Hasil belajar psikomotorik secara individu terdapat 30 siswa yang tuntas dari 34 siswa yang mengikuti tes. (4) Hasil belajar afektif secara individu terdapat 20 siswa yang tuntas dari 35 siswa yang mengikuti tes. Hasil belajar kognitif secara individu terdapat 5 siswa yang tuntas dari 30 siswa yang mengikuti tes. Hasil belajar psikomotorik secara individu terdapat 22 siswa yang tuntas dari 13 siswa yang mengikuti tes. (5) Terdapat perbedaan yang signifikan keterampilan proses sains antara siswa yang diajar dengan model project based learning dan model guided inquiry, (6) tidak terdapat perbedaan yang signifikan hasil belajar afektif dan psikomotorik antara model project based learning dan guided inquiry namun terdapat perbedaan yang signifikan hasil belajar kognitif antara model project based learning dan guided inquiry. (7) Pengelolaan guru menggunakan model project based learning nilai rata-rata 3,67 dengan kategori baik dan model guided inquiry nilai rata-rata 3,60 dengan kategori baik , aktivitas siswa menggunakan model project based learning nilai rata-rata 3,34 cukup baik dan model guided inquiry nilai rata-rata 3,29 cukup baik.

ABSTRACT

This research aimed at knowing (1)the students’ science process skill by using project based learning as the learning model (2) the students’ science process skillby using guided inquiry (3) the students’ study result by using project based learning (4) students’ study result by using guided inquiry(5) the significance difference between students’ science process skill by using project based learning and guided inquiry (6) the significance difference between students’ study result by using project based learning and guided inquiry (7) the learning management and students’ activity which used project based learning and guided inquiry.

This research used quasi experiment method with matching pretest-posttest comparison grou pdesign.P urposive sampling technique was used to take the samples which were X-IA 6 and X-IA 4. This research was held inMAN Kota Palangka Raya on April until May 2017. The instruments were science process skill test and cognitive study result test, affective and psychomotor observation sheet, students’ activity management observation sheet.

This research revealed that: (1) the average of skill and students’ science was 48,32. It is stated as enough category (2) the average of students’ science skill was 42,82. It is stated as enough category (3)Individually, there were 24 of 34 students passed the affective study result and 9 of 34 students passed the cognitive study result. Psychomotor study result showed that there were 30 of 34 students passed. (4) Individually, there were 20 of 35 students passed the affective study result and 5 of 30 students passed the cognitive study result. Psychomotor study result showed that there were 22 of 13 students passed.(5) There was significance difference of science process skill between the students who was taught by using project based learning and guided inquiry.(6) There was no significance difference between affective study result and psychomotor study result by using project based learning and guided inquiry model, but there was significance difference of cognitive study result between the class which taught by using project based learning and guided inquiry (7) Teachers’ management by using project based learning as the model got 3,67 average states as good category while guided inquiry got 3,60 average states as good category. Students’ activity by using project based learning got 3,34 average states as good enough category while guided inquiry got 3,29 average states as good enough category.

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