Tia Kuraesin, - (2024) PENERAPAN MODEL PEMBELAJARAN LEVELS OF INQUIRY UNTUK MENINGKATKAN HOTS DAN MOTIVASI BELAJAR PESERTA DIDIK MATERI FLUIDA. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_FIS_1701338_Title.pdf Download (1MB) |
|
Text
S_FIS_1701338_Chapter1.pdf Download (276kB) |
|
Text
S_FIS_1701338_Chapter2.pdf Restricted to Staf Perpustakaan Download (1MB) |
|
Text
S_FIS_1701338_Chapter3.pdf Download (717kB) |
|
Text
S_FIS_1701338_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB) |
|
Text
S_FIS_1701338_Chapter5.pdf Download (236kB) |
|
Text
S_FIS_1701338_Appendix.pdf Restricted to Staf Perpustakaan Download (27MB) |
Abstract
Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir tingkat tinggi (HOTS) dan motivasi belajar siswa dalam pembelajaran fisika. Tujuan penelitian ini untuk mengetahui peningkatan HOTS dan motivasi belajar siswa setelah diterapkan model pembelajaran Levels of Inquiry (LoI) pada materi fluida. Desain penelitian yang digunakan adalah quasi-experimental: The matching-only pretest posttest control group design. Penelitian ini melibatkan siswa kelas XI pada salah satu SMA di Bandung dengan sampel penelitian sebanyak 35 siswa di kelas eksperimen dan 25 siswa di kelas kontrol. Instrumen yang digunakan terdiri dari tes keterampilan berpikir tingkat tinggi (two-tier multiple choice), lembar observasi keterlaksanaan model pembelajaran, kuesioner model ARCS (Attention, Relevance, Confidence, Satisfaction), dan angket respons siswa. Teknik analisis data meliputi kuantitatif deskriptif, uji hipotesis, dan N-gain. Hasil penelitian pada kelas eksperimen menunjukan bahwa model pembelajaran LoI dapat meningkatkan HOTS dan motivasi belajar siswa pada kategori sedang dengan skor N-gain sebesar 0,59 dan 0,60. Pada kelas kontrol, penerapan model pembelajaran konvensional dapat meningkatkan HOTS dan motivasi belajar siswa pada kategori rendah dengan skor N-gain sebesar 0,18 dan 0,28. Hasil analisis uji hipotesis menunjukkan adanya perbedaan yang signifikan untuk HOTS dan motivasi belajar siswa antara kelompok eksperimen dan kelompok kontrol. Sementara itu, hasil analisis uji effect size menunjukkan bahwa penerapan model pembelajaran LoI efektif dalam meningkatkan HOTS dan motivasi belajar siswa. Respons siswa terhadap penerapan model pembelajaran LoI mendapat tanggapan positif dan keterlaksanaan model pembelajaran LoI menunjukkan kategori sangat baik. Penelitian ini menyimpulkan bahwa model pembelajaran LoI dapat meningkatkan HOTS dan motivasi belajar siswa pada materi fluida. This study was prompted by the low level of higher order thinking skills (HOTS) and student learning motivation in physics learning. The goal of this study was to determine the increase in HOTS and student learning motivation after implementing the Levels of Inquiry (LoI) learning model on fluid materials. The research employed quasi-experimental: The matching-only pretest posttest control group design. This study comprised grade XI students from one of Bandung's high schools, with a research sample of 35 students in the experimental class and 25 in the control class. The research instruments consisted of a higher order thinking skills test (two-tier multiple choice), an observation sheet to assess the learning model's implementation, a questionnaire of ARCS (Attention, Relevance, Confidence, Satisfaction) model, and a student response questionnaire. Data analysis techniques included descriptive quantitative, hypothesis testing, and N-gain. The results of the research in the experimental class showed that the LoI learning model can enhance HOTS and student learning motivation in the moderate category with N-gain scores of 0.59 and 0.60. In the control class, the implementation of conventional learning model can increase HOTS and student learning motivation in the low category with N-gain scores of 0.18 and 0.28. The results of the hypothesis test analysis showed a significant difference for HOTS and student learning motivation between the experimental and control groups. Meanwhile, the results of the effect size test showed that the implementation of the LoI learning model was effective in increasing HOTS and student learning motivation. Students' responses to the implementation of the LoI learning model were positive. In addition, the implementation of the LoI learning model showed a very good category. This study concludes that the LoI learning model can promote HOTS and student learning motivation in fluid material.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=en&user=1hcnMoMAAAAJ ID SINTA Pembimbing: Lina Aviyanti: 6735786 Harun Imansyah: 6186539 |
| Uncontrolled Keywords: | fluida, HOTS, keterampilan berpikir tingkat tinggi, Levels of Inquiry, motivasi belajar fluid material, higher order thinking skills, HOTS, learning motivation, Levels of Inquiry |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika |
| Depositing User: | Tia Kuraesin |
| Date Deposited: | 29 Aug 2024 07:14 |
| Last Modified: | 29 Aug 2024 07:14 |
| URI: | http://repository.upi.edu/id/eprint/121523 |
Actions (login required)
 |
View Item |