PENGARUH PENERAPAN MODEL PEMBELAJARAN ARGUMENT-BASED SCIENCE INQUIRY (ABSI) TERHADAP KEMAMPUAN MEMAHAMI DAN KEMAMPUAN BERARGUMENTASI SISWA SMA

Budiyono, Agus (2016) PENGARUH PENERAPAN MODEL PEMBELAJARAN ARGUMENT-BASED SCIENCE INQUIRY (ABSI) TERHADAP KEMAMPUAN MEMAHAMI DAN KEMAMPUAN BERARGUMENTASI SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Penelitian ini bertujuan untuk memperoleh gambaran tentang pengaruh penerapan model pembelajaran ABSI terhadap kemampuan memahami dan kemampuan berargumentasi siswa, serta mengetahui hubungan kemampuan memahami dengan kemampuan berargumentasi siswa. Metode penelitian yang digunakan adalah pre-experiment dengan desain one group pretest posttest design. Populasinya adalah seluruh siswa kelas XI di MAN Pamekasan Jawa Timur. Sampel sebanyak satu kelas yang dipilih secara cluster random sampling. Instrument penelitian yang digunakan adalah tes kemampuan memahami, tes kemampuan berargumentasi dan format observasi keterlaksanaan pembelajaran. Teknik analisis data yang digunakan adalah effect size, <g>, uji korelasi, serta % keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran ABSI mempengaruhi kemampuan memahami dengan nilai effect size sebesar 4,78 dengan kategori sangat besar, serta meningkatkan kemampuan memahami siswa dengan nilai <g> sebesar 0,74 atau pada kategori tinggi. Selain itu model ABSI juga mempengaruhi kemampuan berargumentasi siswa dengan nilai effect size sebesar 5,80 dengan kategori sangat besar, serta meningkatkan kemampuan berargumentasi siswa dengan nilai <g> sebesar 0,85 atau pada kategori tinggi. Serta, hasil penelitian juga menunjukkan bahwa terdapat hubungan yang kuat antara kemampuan memahami dengan kemampuan berargumentasi siswa dengan nilai korelasi sebesar 0,725. Kata kunci: Model pembelajaran Argument-Based Science Inquiry (ABSI), kemampuan memahami, kemampuan berargumentasi. This study aims to gain an overview the implementation of argument-based science inquiry (ABSI) intructional model to understanding abilities and argumentation abilities students, and also to determine the correlation between understanding abilities and argumentation abilities. The method used pre-experimental with one group pretest-posttest design. The population is students in XI class MAN Pamekasan, East Java. Sample is a class selected by cluster random sampling. Instrument of this research is test of understanding abilities, test of argumentation abilities, and observation format feasibility instructional. Analysis data technique used to effect size, <g> and while to knowing the ABSI used %. The results showed an implementation of ABSI intructional model influence to understanding abilities value of effect size is 4,78 or include in very big category and increase in students' understanding abilities value of <g> is 0.74 or include in high category. In addition ABSI influence also to argumentation abilities value of effect size is 5,80 on include in very big category and increase students' argumentation abilities value of <g> is 0.85 or include in high category. In addition, the results also showed that there is a strong relationship between the understanding abilities and the argumentation abilities correlation value is 0.725. Keyword:Argument-Based Science Inquiry Intructional Model, Understanding Abilities, Argumentation Abilities.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil: T_FIS_BUD p-2016; Pembimbing : I. Dadi Rusdiana, II. Ida Kaniawati, III, Muslim
Uncontrolled Keywords: Argument-Based Science Inquiry (ABSI), kemampuan memahami, kemampuan berargumentasi.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QC Physics
Depositing User: Mr. Cahya Mulyana
Date Deposited: 11 Aug 2017 03:40
Last Modified: 11 Aug 2017 03:40
URI: http://repository.upi.edu/id/eprint/24733

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