PENGARUH PENDEKATAN PEMBELAJARAN BERDIFERENSIASI DALAM MODEL INKUIRI TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI DAN MODEL MENTAL SISWA SMA PADA MATERI ELASTISITAS DAN HUKUM HOOKE

Diastati Puspita Ning Ayu, - and Andhy Setiawan, - and Winny Liliawati, - (2025) PENGARUH PENDEKATAN PEMBELAJARAN BERDIFERENSIASI DALAM MODEL INKUIRI TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI DAN MODEL MENTAL SISWA SMA PADA MATERI ELASTISITAS DAN HUKUM HOOKE. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan menganalisis efektivitas pembelajaran inkuiri berbasis diferensiasi terhadap peningkatan keterampilan berpikir tingkat tinggi (HOTS) dan transformasi model mental peserta didik pada materi elastisitas dan Hukum Hooke. Permasalahan utama yang diangkat adalah heterogenitas kesiapan belajar dan gaya belajar yang berpengaruh pada capaian belajar yang tidak merata. Metode yang digunakan adalah mixed method dengan desain Embedded Sequential Mixed Methods. Peserta didik dipetakan berdasarkan kesiapan belajar, keterampilan proses, dan profil gaya belajar, kemudian diberikan intervensi berupa pembelajaran inkuiri dengan diferensiasi pada kelas eksperimen, sedangkan kelas kontrol hanya menerima inkuiri tanpa diferensiasi. Data dikumpulkan melalui pre-test dan post-test HOTS serta model mental, dianalisis menggunakan N-Gain dan uji Wilcoxon signed ranks, serta diperdalam dengan analisis kualitatif perkembangan model mental. Hasil penelitian menunjukkan bahwa peningkatan HOTS pada kelas eksperimen berada pada kategori tinggi dengan rata-rata N-Gain 0,78, sedangkan kelas kontrol berada pada kategori sedang dengan rata-rata N-Gain 0,57. Transformasi model mental pada kelas eksperimen juga lebih optimal dengan rata-rata N-Gain 0,43 (kategori sedang), sementara kelas kontrol hanya 0,48 (kategori sedang). Uji Wilcoxon signed ranks menunjukkan adanya perbedaan signifikan pada kedua variabel: HOTS (kontrol p = 0,001; eksperimen p = 0,000) dan model mental (kontrol p = 0,000; eksperimen p = 0,001). Kesimpulannya, integrasi pembelajaran inkuiri dengan diferensiasi terbukti lebih efektif dalam meningkatkan HOTS sekaligus mendorong transformasi model mental ke arah ilmiah. Implikasi penelitian ini menegaskan pentingnya penerapan strategi pembelajaran adaptif berbasis diferensiasi untuk mengakomodasi perbedaan kesiapan, keterampilan proses, dan gaya belajar peserta didik. This study aims to analyze the effectiveness of differentiated inquiry-based learning in improving higher-order thinking skills (HOTS) and transforming students’ mental models on the topic of elasticity and Hooke’s Law. The main issue addressed is the heterogeneity of students’ learning readiness and learning styles, which often results in unequal learning outcomes. The research employed a mixed-method approach with an Embedded Sequential Mixed Methods design. Students were first mapped according to their learning readiness, process skills, and learning style profiles. The experimental class received inquiry-based learning with differentiation, while the control class experienced inquiry without differentiation. Data were collected through HOTS and mental model pre-tests and post-tests, analyzed using N-Gain and the Wilcoxon signed ranks test, and further explored with qualitative analysis of mental model development.The results indicate that the improvement of HOTS in the experimental class was categorized as high, with an average N-Gain of 0.78, while the control class achieved a medium category with an average N-Gain of 0.57. Mental model transformation in the experimental class was also more optimal, with an average N-Gain of 0.43 (medium), compared to the control class with 0.48 (medium). The Wilcoxon signed ranks test confirmed significant differences in both variables: HOTS (control p = 0.001; experimental p = 0.000) and mental models (control p = 0.000; experimental p = 0.001). In conclusion, the integration of inquiry-based learning with differentiation proved more effective in enhancing HOTS and promoting the transformation of students’ mental models toward scientific understanding. The findings highlight the importance of adaptive, differentiated instructional strategies to accommodate variations in students’ readiness, process skills, and learning styles.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=hxvUr7IAAAAJ&hl=en&authuser=1 ID SINTA Dosen Pembimbing: Andhy Setiawan: 6040311 Winny Liliawati: 257924
Uncontrolled Keywords:	Pembelajaran Berdiferensiasi, Pembelajaran Berbasis Inkuiri, Keterampilan Berpikir Tingkat Tinggi, Model Mental, Elastisitas dan Hukum Hooke Differentiated Learning, Inquiry-Based Learning, Higher Order Thinking Skills, Mental Models, Elasticity and Hooke’s Law
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QC Physics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Fisika - S2
Depositing User:	Diastati Puspita Ning Ayu
Date Deposited:	30 Sep 2025 02:10
Last Modified:	30 Sep 2025 02:10
URI:	http://repository.upi.edu/id/eprint/140137

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