Pengaruh model level of inquiry terhadap penguasaan konsep IPA berdasarkan pengetahuan awal peserta didik SMP Negeri 2 Bantur / Rustiana Yuliati Andriyani - Repositori Universitas Negeri Malang

Pengaruh model level of inquiry terhadap penguasaan konsep IPA berdasarkan pengetahuan awal peserta didik SMP Negeri 2 Bantur / Rustiana Yuliati Andriyani

Andriyani, Rustiana Yuliati (2017) Pengaruh model level of inquiry terhadap penguasaan konsep IPA berdasarkan pengetahuan awal peserta didik SMP Negeri 2 Bantur / Rustiana Yuliati Andriyani. Masters thesis, Universitas Negeri Malang.

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Abstract

ABSTRAK Andriyani Rustiana Yuliati 2016. Pengaruh Model Level of Inquiry terhadap Penguasaan Konsep IPA Berdasarkan Pengetahuan Awal Peserta Didik SMP Negeri 2 Bantur. Tesis Program Studi Pendidikan Dasar Konsentrasi IPA Pascasarjana Universitas Negeri Malang. Pembimbing (1) Dr. Lia Yuliati M.Pd. (2) Drs. I WayanDasna M.Si. M.Ed. Ph.D. Kata Kunci Level of inquiry penguasaan konsepIPA pengetahuan awal Pembelajaran IPA di SMP bertujuan agar peserta didik mengkonstruksi dan mengembangkan konsep IPA dan saling keterkaitannyadalamkehidupansehari-hari. Berkaitandengansistempenilaian penilaianpadapembelajaran IPA hendaknyamenekankan penguasaan konsep tingkat rendah dan tinggi dengan variasi bentuk penilaian.Inkuiriadalahsalahsatu model yang paling populerdalamkegiatanpembelajaranIPA karenameningkatkanpemahamankonseptual.Ada beberapa model inkuiri yang dikemukakanolehparaahlipembelajaran yang disesuaikandengantahapkemampuanberpikirpesertadidik.Penelitian ini bertujuan untuk mengetahui pengaruh model level of inquiry terhadappenguasaan konsep IPA peserta didik pada pengetahuan awal berbeda.Model pembelajaranlevel of inquiry yang diterapkandalampenelitianinipadatahapdescovery learning dan model inkuiriterbimbing. Penelitianinimerupakanpenelitianeksperimenkuasimenggunakanrancanganfaktorial 2 x 3.Populasipenelitianiniadalahsiswakelas VII SMPN 2 BanturKabupaten Malang TahunPelajaran 2014/2015 yang terdiridaritujuhkelasdengansampelpenelitianberjumlah 102 siswa.Instrumen yang digunakandalampenelitianiniadalahtespengetahuanawaldantespenguasaankonsep yang berbentukpilihanganda.Hasilujireliabilitaspadatespengetahuanawaldiperolehri 0 753 dantespenguasaankonsepdiperolehri 0 773. Data dianalisisdenganteknik ANOVA duapadatarafsignifikansi 61537 0 05. Hasilpenelitianmenunjukkanbahwa (1) terdapatperbedaan yang signifikanpenguasaankonsep IPA antarakelompokpesertadidik yang belajardenganmenggunakan model LoI Discovery Learning inkuiriterbimbing danpembelajarankonvensional (F-hit 15 058 707 F-tabel 3 097) (2) terdapatperbedaan yang signifikanpenguasaankonsep IPA antarapesertadidik yang yangberpengetahuanawaltinggidenganpesertadidik yang berpengetahuanawalrendah (F-hit 15 265 707 F-tabel 3 946) (3) terdapatpengaruhinteraksiantara model pembelajarandanpengetahuanawalterhadappenguasaankonsep IPA pesertadidik (F-hit 3 329 707 F-tabel 3 097). HasilujiScheffemenunjukkanbahwa (1) penggunaan model pembelajaraninkuiriterbimbingterbuktilebihefektifuntukmeningkatkanpenguasaankonsep IPA pesertadidikdibandingkandengan model pembelajaranLoIdiscovery learning maupunpembelajarankonvensional (2) penerapankombinasiantarapembelajaraninkiriterbimbingpadapesertadidik yang memilikipengetahuanawaltinggimemberikanhasilyang baikterhadappencapaianpenguasaankonsep IPA pesertadidik (3) padakelompok yang dibelajarkandengan model LoIdiscovery learningdaninkuiriterbimbingtidakditemukanpengaruhinteraksiantara model pembelajarandanpengetahuanawalterhadappenguasaankonsep IPA pesertadidik. ABSTRACT Andriyani Rustiana Yuliati 2016. The Effect of Level of Inquiry Model toward the Mastery of Science Concept based on Students Prior Knowledge of State Junior High School2 Bantur. Thesis.Primary Education of Science Concentration Study Program.Post Graduate Program. State University of Malang.Advisors (1) Dr. Lia Yuliati M.Pd. (2) Drs. I WayanDasna M.Si. M.Ed. Ph.D. keywords level of inquiry the mastery of science concept prior knowledge The teaching of science in Junior High School aims at making students construct and develop science concept and its relationship in their daily lives. In terms of the evaluation ofscience teaching it is focused on the mastery of low and high science concept using various types of evaluation model. Inquiry is one of the most popular in the teaching of science as it can improve students conceptual understanding. There are some models of inquiry learning proposes by learning experts suited with students thinking ability level. This study aims at finding out the effect of level of inquirymodel toward the mastery of science concept involving students different prior knowledge. In this study the level of inquiry learning model is applied in the stage of LoI discovery learning and guided inquiry model. This is a quasy experimental study using a 2 x 3 factorial design The population in this study is the seventh grade students of State Junior High School 2 Bantur of Malang Regency of 2014/2015 school year consisting of 7 (seven) classes involving 102 students as research samples. The instrument used in this research was the prior knowledge test and the mastery of science concept test in the form of multiple choice. The result of reliability test obtained in the pre test is ri 0 753 and the conceptual mastery test is ri 0 773. The data were analyzed using two ANOVA technique having a significance level of 61537 0 05. The research result shows (1) there is a significant difference on the mastery of science concept between a group of students leaning using LoI Discovery Learning model guided inquiry and conventional learning (F-count 15 058 707 F-table 3 097) (2) there is a significant difference on the mastery of science concept between a group of students having high level of prior knowledge and those having low level of prior knowledge that leaning using LoI Discovery Learning model guided inquiry and conventional learning (F-count 15 265 707 F-table 3 946) (3) there is an effect of interaction between learning model and students prior knowledge toward the mastery of science concept (F-count 3 329 707 F-table 3 097). The result of Scheffetest shows that (1) the use of guided inquiry learning model is proven to be effective in improving students mastery of science concept than LoIdiscovery learning modeland conventional learning (2) the combination use of guided inquiry learning model on students having high prior knowledge gives good result toward the effort in improving students mastery of science concept (3) on students learning usingLoIdiscovery learning model and guided inquiry model there is no interaction influence between learning model and students prior knowledge toward the mastery of science concept.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Sekolah Pascasarjana(PS) > S2 Pendidikan Dasar
Depositing User: Users 2 not found.
Date Deposited: 16 Jan 2017 04:29
Last Modified: 09 Sep 2017 03:00
URI: http://repository.um.ac.id/id/eprint/63045

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