Yusnaeni (2017) Pengaruh model search solve create and share dengan strategi metakognitif pada kemampuan akademik berbeda terhadap keterampilan metakognitif, kemampuan berpikir kreatif, dan hasil belajar kognitif siswa pada pembelajaran biologi di SMA Kota Kupang / Yusnaeni. Doctoral thesis, Universitas Negeri Malang.
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ABSTRAK Yusnaeni. 2017. Pengaruh Model Search Solve Create and Share dengan Strategi Metakognitif pada Kemampuan Akademik Berbeda terhadap Keterampilan Metakognitif Kemampuan Berpikir Kreatif dan Hasil Belajar Kognitif Siswa pada Pembelajaran Biologi di SMA Kota Kupang. Disertasi. Program Studi Pendidikan Biologi Program Pascasarjana Universitas Negeri Malang. Pembimbing (I) Prof. Dra. Herawati Susilo M.Sc. Ph.D (II) Prof. Dr. Aloysius Duran Corebima M.Pd (III) Prof. Dr. Hj. Siti Zubaidah M.Pd Kata Kunci Model search solve create and share strategi metakognitif kemampuan akademik keterampilan metakognitif kemampuan berpikir kreatif hasil belajar kognitif Model pembelajaran adalah salah satu faktor yang berperan penting dalam keberhasilan pembelajaran di kelas. Pembelajaran Biologi di SMA Kota Kupang masih didominasi dengan model pembelajaran konvensional. Model pembelajaran tersebut belum mampu untuk meningkatkan kemampuan berpikir siswa khususnya keterampilan metakognitif dan kemampuan berpikir kreatif siswa yang pada akhirnya juga berpengaruh pada rendahnya hasil belajar kognitif Biologi siswa. Model pembelajaran search solve create and share (SSCS) adalah salah satu model pembelajaran kooperatif berbasis penyelesaian masalah yang berpotensi memberdayakan keterampilan metakognitif dan kemampuan berpikir kreatif siswa. Model pembelajaran SSCS akan lebih optimal ketika diintegrasikan dengan strategi metakognitif (SM). Strategi metakognitif menumbuhkan kesadaran belajar kemampuan pemecahan masalah kecakapan berpikir siswa dalam hal ini keterampilan metakognitif dan kemampuan berpikir kreatif siswa. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran SSCS dengan SM (SSCS SM) pada kemampuan akademik berbeda terhadap keterampilan metakognitif kemampuan berpikir kreatif dan hasil belajar kognitif siswa pada pembelajaran Biologi di SMA Kota Kupang. Penelitian ini menggunakan rancangan penelitian eksperimen semu dengan desain pretest-postest non equivalent control group design pola faktorial 3 x 2. Variabel bebas dalam penelitian ini adalah model pembelajaran yang terdiri atas 3 jenis yaitu model SSCS SM SSCS dan konvensional sedangkan kemampuan akademik terdiri atas kemampuan akademik atas dan bawah sebagai variabel moderator. Variabel terikat terdiri atas keterampilan metakognitif kemampuan berpikir kreatif dan hasil belajar kognitif siswa. Pengumpulan data untuk keterampilan metakognitif dan kemampuan berpikir kreatif dilakukan dengan menggunakan instrumen tes essai terintegrasi hasil belajar kognitif sedangkan instrumen tes hasil belajar kognitif selain tes essai juga ditambah dengan tes pilihan ganda. Data dianalisis secara deskriptif dan inferensial dengan Anacova dan uji lanjut LSD. Hasil penelitian uji Anacova diperoleh (1) model pembelajaran berpengaruh terhadap keterampilan metakognitif keterampilan berpikir kreatif dan hasil belajar kognitif siswa (2) kemampuan akademik berpengaruh terhadap keterampilan metakognitif kemampuan berpikir kreatif tetapi tidak berpengaruh terhadap hasil belajar kognitif siswa (3) interaksi antara model pembelajaran dengan kemampuan akademik berpengaruh terhadap keterampilan metakognitif tetapi tidak berpengaruh terhadap kemampuan berpikir kreatif dan hasil belajar kognitif siswa. Hasil uji lanjut LSD diperoleh bahwa (1) model SSCS SM berbeda dengan model SSCS dan konvensional dimana SSCS SM meningkatkan keterampilan metakognitif 26 43% lebih tinggi dari model SSCS dan 57 97% lebih tinggi dari model konvensional dan meningkatkan kemampuan berpikir kreatif 15 44% lebih tinggi dari model SSCS dan 45 95% lebih tinggi dari model konvensional sedangkan untuk hasil belajar kognitif diperoleh bahwa model SSCS SM tidak berbeda dengan model SSCS (persentase peningkatan 3 37% lebih tinggi dari model SSCS SM) namun berbeda dari model konvensional di mana model SSCS SM meningkatkan hasil belajar kognitif 21 75% lebih tinggi dari konvensional (2) kemampuan akademik atas berbeda dengan kemampuan akademik bawah di mana keterampilan metakognitif siswa berkemampuan akademik bawah meningkat 7 47% lebih tinggi dari siswa berkemampuan akademik atas kemampuan berpikir kreatif untuk kemampuan akademik bawah meningkat 21 13% lebih tinggi dibanding kemampuan akademik atas serta hasil belajar kognitif siswa meningkat 28 21% (3) interaksi antara model dengan kemampuan akademik untuk keterampilan metakognitif diperoleh bahwa persentase peningkatan model SSCS SM dengan kemampuan akademik atas lebih tinggi 1 70% dari SSCS SM dengan kemampuan akademik bawah sedangkan untuk kemampuan berpikir kreatif berlaku sebaliknya di mana siswa berkemampuan akademik bawah mengalami peningkatan lebih tinggi 36 18% dari model SSCS SM dengan kemampuan akademik atas. Di sisi lain meskipun hasil belajar kognitif tidak signifikan namun interaksi model SSCS SM dengan kemampuan akademik bawah juga menunjukkan persentase peningkatan lebih tinggi 35 76% dari model pembelajaran SSCS SM dengan kemampuan akademik atas. Temuan pada penelitian ini berupa (1) sintaks model SSCS SM (2) model pembelajaran SSCS SM mampu meningkatkan kemampuan berpikir kreatif dan hasil belajar kognitif siswa berkemampuan akademik bawah. Hasil temuan mengungkap bahwa model SSCS SM mampu meningkatkan kemampuan berpikir kreatif dan hasil belajar kognitif siswa berkemampuan akademik bawah jauh melebihi siswa berkemampuan akademik atas dan model pembelajaran SSCS SM juga cenderung meningkatkan keterampilan metakognitif siswa berkemampuan akademik bawah karena persentase peningkatan tidak berbeda jauh dengan keterampilan metakognitif siswa berkemampuan akademik atas pada model SSCS SM. Persentase peningkatan siswa berkemampuan akademik bawah jauh melebihi siswa berkemampuan akademik atas pada model pembelajaran SSCS dan konvensional. Berdasarkan hasil penelitian ini disarankan agar menggunakan model SSCS SM di kelas sebagai upaya untuk meningkatkan kemampuan berpikir tingkat tinggi pada siswa yang pada akhirnya juga meningkatkan hasil belajar. ABSTRACT Yusnaeni. 2017. The Effect of Search Solve Create and Share Model using Metacognitive Strategies on Different Academic Ability toward students Metacognitive Skills Creative Thinking Ability and Learning results in Biology learning of senior high schools in Kupang. Dissertation. Biology Education Study Program Postgraduate Program State University of Malang. Advisor (I) Prof. Dra. Herawati Susilo M.Sc. Ph.D (II) Prof. Dr. Aloysius Duran Corebima M.Pd (III) Prof. Dr. Hj. Siti Zubaidah M.Pd Keywords search solve create and share model metacognitive strategies academic skills metacognitive skills creative thinking ability cognitive learning results Learning model is one factor that plays an important role in the success of classroom learning. The Biology Learning in Senior High Schools in Kupang city is still dominated by conventional learning models. This learning model has not been able to improve students thinking skills especially the students metacognitive skills and creative thinking ability which eventually results in the low cognitive learning results of the Biology students. The search solve create and share (SSCS) learning model is a problem-solving based cooperative learning model which is potential in empowering students metacognitive skills and creative thinking ability. The SSCS learning model will be more optimal when integrated with metacognitive strategy (MS). Metacognitive strategy enhances the students learning awareness problem-solving skills and the students thinking skills in terms of metacognitive skills and creative thinking ability. This research aimed at analyzing the effect of SSCS and MS (SSCS MS) learning model on different academic ability toward students metacognitive skills creative thinking ability and cognitive learning results in Biology learning of Senior High School in Kupang. This research is a quasi-experimental research using pretest-posttest non-equivalent control group design with the factorial pattern 3 x 2. The independent variable in this research was the learning model consisting of three types namely the SSCS MS learning model SSCS learning model and conventional learning while the academic skills consisted of the upper and lower academic ability as moderator variables. The dependent variable consisted of metacognitive skills creative thinking skill and cognitive learning results. The data of metacognitive skills and creative thinking ability were collected by using essay test integrated with cognitive learning results while for the cognitive learning results test in addition to the essay tests were also supplemented with the multiple choice tests. Data were descriptively and inferentially analyzed using Ancova and LSD post hoc test. The results of Ancova test found that (1) learning model had an effect on students metacognitive skills creative thinking ability and cognitive learning results (2) academic ability had an effect on metacognitive skills creative thinking ability but it did not have any effect on cognitive learning results 3) the interaction between learning models and academic ability had an effect on metacognitive skills but it did not have any effect on creative thinking ability and cognitive learning results. The results of LSD post hoc test found that (1) SSCS MS learning model is different from the SSCS learning model and conventional learning where SSCS MS learning model increases the metacognitive skills 26.43% higher than the SSCS learning model and 57.97% higher than the conventional model and it increases creative thinking ability 15 44% higher than the SSCS learning model and 45 95% higher than the conventional learning while for the cognitive learning results it was obtained that SSCS MS learning model was not different from the SSCS learning model (increase percentage 3 37% higher than the SSCS SM learning model) but different from the conventional learning in that the SSCS SM learning model improved the cognitive learning results 21.75% higher than the conventional learning (2) the upper academic ability is different from the lower academic ability in that the metacognitive skills of the lower academic ability students increased by 7.47% higher than that of the upper-academic ability students the creative thinking skill of the lower academic ability students increased 21.13% higher than that of the upper academic ability students and the cognitive learning results of the students increased 28.21% (3) the interaction between models and academic ability toward metacognitive skills was obtained that the increase percentage of SSCS MS learning model and upper academic ability was 1.70% higher than that of the SSCS MS learning model and lower academic ability. Whereas the creative thinking ability was the opposite where the lower academic ability students had an increase 36.18% higher than that of the SSCS SM learning model and the upper academic ability students. On the other hand although the cognitive learning results were not significant the interaction of SSCS MS learning model and the lower academic ability students also showed a higher increase percentage of 35.76% than that of the SSCS MS learning model and the upper academic ability students. The findings of this research were (1) syntax of SSCS MS learning model (2) SSCS MS was able to improve creative thinking ability and cognitive learning result of lower academic ability students. The findings of this research reveal that the SSCS MS model was able to improve the creative thinking ability and cognitive learning results of under-academic ability students far beyond the upper-academic ability students and the SSCS MS learning model also tends to improve the metacognitive skills of lower-academic ability students because the increase percentage was not significantly different from the Metacognitive skills of the upper academic-ability students on the SSCS MS learning model. The percentage increase of the lower academic ability students far higher than the upper academic ability students in the SSCS and conventional learning models. Based on the results of this research it is recommended to implement the SSCS MS model in the classroom as an effort to improve the students higher-order thinking skills which ultimately also improves the students learning results.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Biologi (BIO) > S3 Pendidikan Biologi |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 27 Jul 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64663 |
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