Syarkowi, Ahmad (2014) PENGARUH PENGINTEGRASIAN READING INFUSION DAN SCIENCE REFLECTIVE JOURNAL WRITING PADA PEMBELAJARAN INKUIRI TERHADAP PENCAPAIAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk melihat perbandingan pencapaian kemampuan kognitif dan keterampilan berpikir kritis pada siswa SMA yang mendapat perlakuan pembelajaran inkuiri diintergrasikan reading infusion dan science reflective journal writing, dengan siswa yang mendapat perlakuan inkuiri yang diintegrasikan reading infusion maupun dengan siswa yang mendapat perlakuan inkuiri yang diintegrasikan science reflective journal writing. Penelitian ini menggunakan desain jenis eksperimen semu (quasi experiment), only posttest control and experimental group design. Sampel terdiri dari 3 kelas dimana kelas yang mendapat perlakuan inkuiri yang diintegrasikan reading infusion dan science reflective journal writing sebagai kelas eksperimen, sedangkan kelas yang lain merupakan kelas kontrol. Hasil penelitian menunjukan bahwa setelah mengikuti pembelajaran inkuiri yang diintegrasikan reading infusion dan science reflective journal writing siswa memiliki pencapaian kemampuan kognitif sebesar 6,5 dan 6,75 untuk pencapaian keterampilan berpikir kritis, sedangkan pada kelas yang mengikuti pembelajaran inkuiri yang diintegrasikan reading infusion pencapaian kognitifnya sebesar 6,9 dan 5,76 untuk keterampilan berpikir kritis, kemudian pada kelas yang mengikuti pembelajaran inkuiri yang diintegrasikan science reflective journal writing pencapaian kognitifnya sebesar 5,8 dan pada keterampilan berpikir kritis 2,82. Pada taraf signifikansi α=0,05, kelas yang mendapat pembelajaran inkuiri diintergrasikan reading infusion dan science reflective journal writing pencapaian kognitifnya signifikan lebih tinggi jika dibandingkan dengan kelas yang mendapatkan pembelajaran inkuiri diintegrasikan science reflective journal writing, tapi tidak signifikan lebih tinggi jika dibandingkan dengan kelas yang mendapat perlakuan pembelajaran inkuiri yang diintegrasikan reading infusion. Pada keterampilan berpikir kritis untuk taraf signifikansi α=0,05 kelas yang mendapat perlakuan inkuiri yang diintegrasikan reading infusion dan science reflective journal writing pencapaiannya signifikan lebih tinggi jika dibandingkan kelas yang mendapat perlakuan pembelajaran inkuiri yang diintegrasikan reading infusion dan kelas yang mendapat pembelajaran inkuiri yang diintegrasikan science reflective journal writing. ;--- This study aims to compare the achievement of cognitive abilities and critical thinking skills in senior high school students who received inquiry learning that integrated reading infusion and science reflective journal writing, with students who received inquiry learning that integrated reading infusion and students who received inquiry learning that integrated science reflective journal writing. This study used a quasi-experimental design with types posttest-only control and experimental group design. The sample consisted of 3 groups where group is treated by inquiry learning that integrated reading infusion and science reflective journal writing as experiment group, and the other groups are the control groups. The results showed that after following the inquiry learning that integrated reading infusion and science reflective journal writing students have 6.5 cognitive achievement mean and 6.75 for the critical thinking skills, group which treated by inquiry learning that integrated reading infusion have 6.9 cognitive achievement mean and 5.76 for critical thinking skills, then the group that follows the inquiry learning that integrated science reflective journal writing have 5.8 cognitive achievement means and 2.82 on critical thinking skills. At confidence level 0.05,the group that got inquiry learning that integrated reading infusion and science reflective journal writing have cognitive achievement which significantly higher when compared to the group who got inquiry learning that integrated science reflective journal writing, but not significantly higher when compared to the group who treated by inquiry learning that integrated reading infusion. At the critical thinking skills the group who treated by inquiry learning that integrated reading infusion and science of reflective journal writing have significantly higher critical thinking skill than group who treated by inquiry learning that integrated reading infusion and group who get inquiry learning that integrated science reflective journal writing.
| Item Type: | Thesis (S2) |
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| Additional Information: | No.panggil : T FIS SYA p-2014; Pembimbing : I.Setiya Utari, II.Didi. |
| Uncontrolled Keywords: | inkuiri, reading infusion, science reflective journal writing, kognitif, keterampilan berpikir kritis, inquiry, reading infusion, science reflective journal writing, cognitive, critical thinking skill. |
| Subjects: | L Education > LB Theory and practice of education Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 20 Nov 2017 07:20 |
| Last Modified: | 20 Nov 2017 07:20 |
| URI: | http://repository.upi.edu/id/eprint/28096 |
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