Pengaruh Pembelajaran Berbasis Masalah dan Pembelajaran Kontekstual Terhadap Penguasaan Konsep dan Berpikir Kritis Siswa SMP Pada Interaksi Antara Makhluk Hidup Dengan Lingkungan

Simbolon, Erin Radien (2015) Pengaruh Pembelajaran Berbasis Masalah dan Pembelajaran Kontekstual Terhadap Penguasaan Konsep dan Berpikir Kritis Siswa SMP Pada Interaksi Antara Makhluk Hidup Dengan Lingkungan. Masters thesis, Universitas Pendidikan Indonesia.

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Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaan peningkatan penguasaan konsep dan berpikir kritis siswa yang belajar melalui pembelajaran berbasis masalah dan pembelajaran kontekstual yang dilakukan di sekolah SMPN 2 Simanindo di Simarmata. Penelitian ini menggunakan metode eksperimen semu dengan desain penelitian The Matching Pretest-Posttest Control Group. Siswa kelas VII (n = 45) terlibat sebagai subjek penelitian yang diambil dengan teknik cluster random sampling dan terdiri dari 2 kelas eksperimen. Teknik pengumpulan data menggunakan 20 butir soal pilihan ganda untuk mengukur penguasaan konsep dan 15 soal pilihan ganda beralasan untuk mengukur kemampuan berpikir kritis siswa dan juga menggunakan angket untuk mengetahui tanggapan siswa terhadap model pembelajaran serta lembar observasi untuk melihat aktivitas siswa. Teknik pengolahan data melalui uji normalitas, uji homogenitas dan N-gain serta uji- t dua pihak dengan bantuan program IBM SPSS Statistic 22 dan Microsoft excel. Hasil analisis data menunjukkan tidak terdapat perbedaan peningkatan penguasaan konsep dan berpikir kritis yang signifikan antara siswa yang belajar melalui pembelajaran berbasis masalah dan pembelajaran kontekstual. Hasil uji t untuk penguasaan konsep 0.829 < 2.021 sedangkan hasil uji t berpikir kritis 1.499 < 2.021 yang berarti H_o diterima, H_1ditolak. Begitu juga nilai rata-rata N-gain siswa yang belajar melalui pembelajaran berbasis masalah (N-gain 0.33) tidak berbeda signifikan dengan siswa yang belajar melalui pembelajaran kontekstual (N-gain 0.40) untuk penguasaan konsep. Sedangkan nilai rata –rata N – gain berpikir kritis siswa yang belajar melalui pembelajaran berbasis masalah 0.41 dan rata –rata N – gain siswa yang berlajar dengan Model Kontekstual 0.31 . The objectives of this research is to investigate the differences of enhancement mastery of concepts and students critical thinking who use problem based learning and contextual teaching and learning. The research has been conducted in Junior High School 2 Simanindo, Simarmata. Quasi Experiment with the Matching Pretest-Posttest Control Group Design was implemented in this research. VII grades (n = 45) students were involved as the subjects in this research with cluster random sampling technique and it was made 2 experiment classes. Data collection technique used 20 questions of multiple choices to measure mastery of concept, 15 questions of reasoning multiple choices for students critical thinking, questionnaire to know students’ responses toward learning model that was used, and also observation sheets to shows students’ activity. The technique of analyzing data used normality test, homogeneity test, N-gain test, and Independent sample t-test were tested by IBM SPSS Statistic 22 and Microsoft excel program.The results of the data analysis showed that there were no significant differences of the enhancement between mastery of concept and critical thinking of students that taught with problem based learning and contextual teaching and learning. The result of t-test for mastery of concept was 0.829 < 2.021, while t-test for critical thinking was 1.499 < 2.021. It means that H_owas accepted, H_1 was rejected. It also happened in students N-gain for mastery of concepts that the result showed there was no significant differences between students who learnt with problem based learning (N-gain 0.33) and contextual teaching and learning (N-gain 0.40). While students N-gain for critical thinking had the same hypothesis results there was no significant differences between students who learn with problem based learning (N-gain 0.41) and contextual teaching and learning (N-gain 0.31).

Item Type: Thesis (Masters)
Additional Information: No. Panggil : T IPA Sim p Pembimbing : I. Fransisca
Uncontrolled Keywords: Pembelajaran Berbasis Masalah, Pembelajaran Kontekstual, Penguasaan Konsep, Berpikir Kritis
Subjects: Q Science > QH Natural history
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: Staf Koordinator 3
Date Deposited: 01 Oct 2015 01:41
Last Modified: 01 Oct 2015 01:41
URI: http://repository.upi.edu/id/eprint/17084

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