PENGARUH PEMBELAJARAN INKUIRI TERBIMBING TERHADAP PENINGKATAN EFIKASI DIRI DAN KEMAMPUAN KOGNITIF SISWA SMK PADA TOPIK LARUTAN PENYANGGA

Ardiany, Mimy (2017) PENGARUH PEMBELAJARAN INKUIRI TERBIMBING TERHADAP PENINGKATAN EFIKASI DIRI DAN KEMAMPUAN KOGNITIF SISWA SMK PADA TOPIK LARUTAN PENYANGGA. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran inkuiri terbimbing terhadap
peningkatan efikasi diri dan peningkatan kemampuan kognitif peserta didik pada topik larutan
penyangga. Metode yang digunakan mixed method dengan desain penelitian the two group pretest
postest design. Subyek penelitian berjumlah 60 peserta didik kelas XI AK di salah satu SMKN di
kota Bandung, terdiri dari 30 peserta didik kelas eksperimen dan 30 peserta didik kelas kontrol.
Instrumen yang digunakan dalam penelitian terdiri dari kuisioner efikasi diri, tes kemampuan
kognitif peserta didik pretest dan postest, pedoman wawancara, dan lembar observasi. Analisis
data menggunakan uji t dengan signifikan

ABSTRACT
This study aims to determine the effect of guided inquiry learning on improving self
-
efficacy of learners and improvement of cognitive ability of learners on the topic of buffer solution. The method used is the mixed method with two group pretest postest design. The subjects of the study were 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class learners. The instruments useself efficacy questionnaire, cognitive ability test of pretest and posttest, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy as
pect and cognitive ability of students on the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with Scientificully
guided inquirylearning. The mean of self efficacy of student learning there is significant difference of experiment class than control class equal to 0,025. Cognitive abilities in students there is a significant difference of experimental class from the control class of 0.042. There is a significant relationship
between guided inquiry learning with self efficacy and guided inquiry learning with students' cognitive abilities. Each correlation value is 0.585 and 0.501. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a
good response to learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn active, facilitate students to engage and communicate opinions, can improve self efficacy and cognitive abilities, motivate, inspire teachers to carry out guided inquiry learning
.
Keywords
Guided Inquiry Learning, self efficacy, cognitive abilities, Buffer Solution, The
Influence.

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Item Type:	Thesis (S2)
Additional Information:	No Panggil : T KIM ARD p-2017 Pembimbing : I. Wawan Wahyu II. Asep Supriatna NIM: 1503079
Uncontrolled Keywords:	Pembelajaran inkuiri terbimbing, efikasi diri, kemampuan kognitif, ukuran pengaruh, larutan penyangga
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QD Chemistry
Divisions:	Sekolah Pasca Sarjana > Pendidikan Kimia S-2
Depositing User:	DAM STAF Editor
Date Deposited:	16 Aug 2018 08:18
Last Modified:	27 Aug 2018 03:49
URI:	http://repository.upi.edu/id/eprint/30756

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