CD Tesis

Efektivitas Penggunaan Model Pembelajaran Berbasis Masalah (PBM) Dan Inkuiri Terhadap Karakter Komunikatif, Mandiri, Dan Hasil Belajar Siswa SMA Pada Materi Termokimia

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The research has been done is the effectiveness of application problem based learning (PBM) and inquiry models on communicative, independent characters and students learning outcomes on Thermochemistry materials. This research is motivated by the value of student learning outcomes on thermochemistry materials that are still relatively low, communication skills of students during the learning process are still not well implemented, and the lack of independence of students in finding information on learning materials. Therefore it is necessary to apply a learning model that can train students ability to solve a problem to find new knowledge independently, and can present the results of problem solving communicatively so that students find the concept of material that can improve the value of their learning outcomes.
The purpose of this study was conducted to determine differences in communicative, independent characters and learning outcomes of students taught by two different learning models namely problem-based learning (PBM) and inquiry models. The research method used was Quasy Experiment (Quasi Experiment) with the research design used that is non equivalent control post test design. The sample in this study amounted to 46 students consisting of class XI MIPA 1 and XI MIPA 2 taken by cluster sampling technique.
Data collection techniques carried out quantitatively and qualitatively. Quantitatively, the instruments used in this study were in the form of 30 multiple choice test questions, communicative and independent character’s questionnaires that had been validated as many as 18 statements each. The test was carried out with the aim of getting the experimental group sample values after being given treatment. The experimental group 1 uses the problem based learning model (PBM) and the experimental group 2 uses the inquiry learning model. While qualitatively the instrument used was in the form of an observation sheet conducted by 2 teachers during the learning process and interviews were conducted with representatives of students, subject teachers and school principals.
The analysis technique used for validation is to use Pearson Product Moment, then valid items are tested for reliability using Cronbach's Alpha. Before the hypothesis test is conducted, there is a prerequisite test that must be met, namely data normality test using Kolmogorov-Smirnov. Then the variance/covariance homogeneity test was performed with Box’s M. After that, to find out whether there was a relationship between the dependent variables, a correlation test was performed using Pearson correlation. To test the extent of the causal relationship between the independent variable and the dependent variable. A linear regression test was used. After the prerequisite tests are met, then the hypothesis test can be done. To test the significant difference between communicative characters between learning using problem-based learning models and inquiry learning models that can be done by testing hypotheses using independent sample t-test. To test the significant difference between independent characters between learning using problem-based learning models and inquiry learning models that can be done by testing hypotheses using independent sample t-test. To find out whether there is a significant difference between the problem-based learning model and the inquiry model of student learning outcomes the Anova test was used. Then to find out whether there is an influence of the use of problem-based learning models and inquiry models on the communicative and independent characters of students used the Manova test.
Based on the research results obtained that there are significant differences in the communicative character of students taught by the problem-based learning model and the inquiry model of t = 180,803 with a p-value of 0,000< 0,005. There is a significant difference in the independent character of students taught using the problem-based learning model and the inquiry learning model of t = 239.289 with a p-value of 0,000< 0.005. There is a significant difference between the learning done with the problem based learning model and the inquiry model of the learning outcomes of students with F = 4.307 and p-value 0.044< 0.05. There is an influence of the problem based learning model and the inquiry model on learning outcomes, communicative and independent character of students both simultaneously or individually. This can be seen at the value of F = 5.665 with a p-value of 0.002< 0.005 for learning outcomes and F = 13,862 with a p-value of 0.001< 0.005 for the communicative questionnaire and F = 453,312 with a p-value of 0,000< 0.005 for the independent questionnaire. From the overall results it can be concluded that the inquiry learning model is more effectively used to obtain good learning outcomes, forming communicative and independent character of students on Thermochemistry material with the percentage of inquiry learning outcomes > PBM models (81.98> 78.85), the percentage communicative questionnaire inquiry model> PBM model (83.75> 78.15), percentage of inquiry questionnaire independent> PBM model (92.20> 89.39.
From the analysis of the data above it can be concluded that the inquiry learning model is more effectively used to form communicative, independent character and students learning outcomes on Thermochemistry material. This research can be used as a reference and alternative in the learning process at school, especially on Thermochemistry material.

Keywords: Problem Based Learning, Inquiry, Character, Communicative, Independent, Learning Outcomes, Thermochemistry.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 20. 219 (0014)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Pendidikan Kimia., 2019

Deskripsi Fisik

xiii, 281 hlm.; ill.; 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 20. 219 (0014)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

-

Subjek

PASCASARJANA (MAGISTER) PENDIDIKAN KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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