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 = 0,05. Hasilpenelitianmenunjukkanbahwa: (1) terdapatperbedaan yang signifikanpenguasaankonsep IPA antarakelompokpesertadidik yang belajardenganmenggunakan model LoI Discovery Learning, inkuiriterbimbing, danpembelajarankonvensional (F-hit = 15,058 ˃ F-tabel = 3,097); (2) terdapatperbedaan yang signifikanpenguasaankonsep IPA antarapesertadidik yang yangberpengetahuanawaltinggidenganpesertadidik yang berpengetahuanawalrendah (F-hit = 15,265 ˃ F-tabel = 3,946); (3) terdapatpengaruhinteraksiantara model pembelajarandanpengetahuanawalterhadappenguasaankonsep IPA pesertadidik (F-hit = 3,329 ˃ 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 StudentsÔÇÖ 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 studentsÔÇÖ conceptual understanding. There are some models of inquiry learning proposes by learning experts suited with studentsÔÇÖ thinking ability level. This study aims at finding out the effect of level of inquirymodel toward the mastery of science concept involving studentsÔÇÖ 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  = 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 ˃ 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 ˃ F-table = 3,946); (3) there is an effect of interaction between learning model and studentsÔÇÖ prior knowledge toward the mastery of science concept (F-count= 3,329 ˃ 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 studentsÔÇÖ 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 studentsÔÇÖ mastery of science concept; (3) on students learning usingLoIdiscovery learning model and guided inquiry model, there is no interaction influence between learning model and studentsÔÇÖ prior knowledge toward the mastery of science concept.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: 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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