CD Tesis

Penggunaan Model Inkuiri Terbimbing (Guided Inquiry) Terintegrasi Mind Mapping untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Siswa dalam Pembelajaran Biologi di SMAN 1 Kampar Timur

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Biology is a compulsory subject in high school (SMA), where the learning
process carried out must be able to improve students' understanding in real
situations. Biology learning materials can be linked to everyday life such as
ecosystems, the environment and biotechnology. Phenomena and problems in the
environment can be used as learning resources in increasing understanding of
biological material. Observation of biological objects is the most appropriate step
in understanding biological material.
The ability of students to find and recognize problems will make it easier
for students to interpret and internalize knowledge in biology learning. As a
teacher, you must be able to choose a learning model for your students.
Therefore, in choosing a learning model, teachers must pay attention to the
circumstances or conditions of students, learning materials and existing learning
resources so that the use of learning models can be applied effectively and
support student learning success. The learning model is defined as a systematic
procedure in organizing learning experiences to achieve learning objectives. The
guided inquiry learning model can facilitate students through learning
experiences by investigating, seeking knowledge systematically (Indriwati, Susilo
& Anggrella, 2018). In addition, it can train intellectual skills, problem solving in
daily life. Inquiry learning is a series of learning activities that emphasize the
process of thinking critically and analytically to seek and find the answer to a
problem in question (Sanjaya, 2010).
Based on the theory of constructivism in learning students are required to
seek and transform information in order to build their knowledge. Teachers need
to know what abilities must be obtained by students after the implementation of
learning so that the chosen method can help students to improve their abilities.
One alternative solution is the selection of a learning model that fits the problem,
namely the application of a guided inquiry model. Based on the results of
observations, interviews and giving questionnaires to students and biology
teachers of class X at SMAN 1 Kampar Timur, several problems were identified,
namely the lack of innovation in learning models by teachers. infrastructure is
still inadequate, besides that the time is still not conducive because the learning
process is in the afternoon towards the afternoon so that many students still lack
concentration in learning. And teachers have difficulty connecting the material
with everyday life. Then the critical thinking ability of students is still low, it can
be seen that many students' mastery of concepts is low, and the results of learning
biology are mostly the average value of many students who do not reach the KKM
set by the school with a value of 70. critical thinking and learning outcomes using
a guided inquiry model integrated with mind mapping. This study aims to analyze
the use of an integrated guided inquiry model of mind mapping in improving
critical thinking skills and learning outcomes of class X students of SMAN 1
Kampar Timur.
xv
The research method uses quantitative methods. This type of research is
quasi-experimental. The research population is all class X IPA SMAN 1 Kampar
Timur. The research sample consisted of 2 classes consisting of 33 students in
class X IPA 2 as the experimental class and class X IPA 3 with 33 students as the
control class. Collecting data using a test of mastery of concepts and critical
thinking in the form of pretest, posttest and make a summary of mind mapping.
Data analysis to test the use of guided inquiry model integrated mind mapping to
improve critical thinking skills and student learning outcomes is MANOVA test
analysis, and N-gain analysis.
The results showed that the average value of critical thinking ability of the
experimental class was better, namely 99.24 with moderate N-gain > 0.7 while
the control class was only 57.88 with almost low N-gain > 0.2. In addition, the
average value of learning outcomes is also better in the experimental class, which
is 83.94 with a moderate N-gain of 0.7 while in the control class it is only 54.24
with a low N-gain of 0.2. The high increase in the average value of the
experimental class after being given treatment in the form of the application of
guided inquiry learning assisted by mind mapping shows that the applied learning
model has a significant effect. The use of guided inquiry assisted by mind mapping
provides opportunities for students to be more actively involved in learning and
have the opportunity to express their ideas and ideas well so that it triggers the
improvement of critical thinking skills and student learning outcomes. The results
of this study are in line with Sari et al, (2021) who found that Inquiry mind
mapping can improve students' critical thinking skills. The results of the
MANOVA test also show that there is an effect of mind mapping in guided inquiry
on improving critical thinking skills and learning outcomes in class X IPA SMAN
1 Kampar Timur with a significance value of 0.000

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Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

10 22. 221 (0009)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Biologi., 2021

Deskripsi Fisik

xiv, 220 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

10 22. 221 (0009)

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

PENDIDIKAN BIOLOGI

Info Detail Spesifik

-

Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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