Nurohmah, Eva Fauziah (2015) EFEKTIVITAS PENDEKATAN SAINTIFIK DALAM MENINGKATKAN HASIL DAN MOTIVASI BELAJAR SISWA SMP. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Berdasarkan hasil studi pendahuluan berupa observasi, ditemukan permasalahan berupa proses pembelajaran yang kurang memfasilitasi kemampuan mengamati, menanya, menalar, mencoba dan mengkomunikasi yang berakibat pada rendahnya hasil belajar siswa. Pendekatan saintifik dengan langkah-langkah pembelajaran yang terdiri dari kegiatan mengamati, menanya, menalar, mencoba dan mengkomunikasi sangat sesuai digunakan untuk mengatasi permasalahan yang ditemukan pada studi pendahuluan. Dengan demikian penelitian ini bertujuan untuk mengetahui efektivitas penggunaan pendekatan saintifik dalam meningkatkan hasil dan motivasi belajar serta meningkatkan tiap aspek ranah kognitif. Hanya terdapatnya kelas eksperimen tanpa ada kelas kontrol menjadikan penelitian ini termasuk jenis penelitian pre-experimental design. Desain penelitian One-Group Pretest-Posttest yang dilengkapi observasi dilakukan terhadap satu kelas VIII-H dengan 32 siswa. Pengumpulan data berupa tes hasil belajar dan hasil angket motivasi Physics Motivation Questionnaire (PMQ). dianalisis menggunakan effect size untuk mendapatkan nilai efektivitas penggunaan pendekatan saintifik. Hasil pengolahan data dan analisisnya menunjukan bahwa pendekatan saintifik mempunyai efektivitas tinggi dalam meningkatkan hasil belajar dengan nilai effect size 3,73 , dan dalam meningkatkan tiap aspek kognitif siswa pada jenjang pengetahuan (C1), pemahaman (C2) dan penerapan (C3) dengan nilai effect size secara berturut-turut 3,28, 1,10 dan 6,75 namun memiliki efektivitas yang rendah dalam meningkatkan setiap komponen motivasi menurut PMQ. Kata kunci: pendekatan saintifik, hasil belajar, motivasi belajar Based on the former observation, a problem is discovered which is the lacking in facilitating the observing, questioning, reasoning, experimenting and communicating ability inthe learning process, which results in the students’ low scores. A scientific approach with steps of learning that comprisesobserving, questioning, reasoning, experimenting and communicating activities is really suitable to be utilized to overcome the aforementioned issue. For that reason, this study is aimed at discovering the effectiveness of the scientific approach in enhancing the students’ score and learning motivation as well as enhancing every aspect in cognitive domain. The study uses pre-experimental design as it only has an experimental class without involving the control one. The study is designed as One-Group Pretest-Posttest with observation conducted in VIII-H class consisting of 32 students. The data are collected from the result of multiple choice questions and Physics Motivation Questionnaire (PMQ). The data are analyzed using effect size to obtain the effectiveness of scientific approach. The result of data processing and analysis shows that the scientific approach has a high effectiveness in improving the students’ result with the mark effect size of 3,73, and in improving every cognitive aspect of students in: knowledge level (C1), understanding (C2) and implementation (C3) with the effect size mark collectively of 3, 28, 1,10, and 6,75. Although, based on PMQ, scientific approach has lower effectiveness in improving every motivational component aspect. Keywords: Scientific Approach, Learning Result, Learning Motivation
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil : S FIS NUR e-2015; Pembimbing : I. Ida Kaniawati, II. Dedi Sasmita |
| Uncontrolled Keywords: | pendekatan saintifik, hasil belajar, motivasi belajar |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika |
| Depositing User: | Mrs. Neni Sumarni |
| Date Deposited: | 05 Dec 2016 03:16 |
| Last Modified: | 05 Dec 2016 03:16 |
| URI: | http://repository.upi.edu/id/eprint/22537 |
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