CD Tesis

Implementasi Model Pembelajaran ADI (Argument-Driven Inquiry) Terintegrasi Poster Comment Terhadap Hasil Belajar Kognitif dan Aktivitas Belajar Siswa SMP pada Materi Makanan dan Sistem Pencernaan

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This research is motivated by various problems teachers face, especially after implementing the independent learning curriculum. Integrated science education focuses on competence in applying scientific research principles in learning. Science learning in the independent curriculum requires students to be able to reason critically through scientific processes to manage information well and objectively. A common problem is that the learning process most still be teacher-centered, impacting low student activity and learning outcomes. Teachers can create exciting learning by choosing a suitable learning model and strategy to obtain optimal student activities and learning outcomes. A learning model that can increase students' knowledge with direct investigation so that students gain learning experience is applying the ADI (Argument-Driven Inquiry) learning model. Implementation of learning using the ADI model must be distinct from student activities. The ADI learning model based on poster comments aims to improve cognitive learning outcomes and student learning activities.
This research aims: 1) to find out whether there are differences in cognitive learning outcomes between students who apply the poster comment-based ADI model and students who apply the scientific learning model; 2) to find out whether there are differences in learning activities between students who apply the poster comment-based ADI model and students who apply the scientific learning model. The research began by developing learning tools using the ADI model based on poster comments. The device design was tested for validity and reliability. After being declared valid and reliable, implementation is then carried out in schools.
This type of research is a quasi-experiment with a posttest-only control group design. There are two class groups, namely the experimental class and the control class. The variables in this research consist of the ADI (Argument-Driven Inquiry) learning model integrated with poster comments as the independent variable, then cognitive learning outcomes and student learning activities as the dependent variable. The population in this study were all class VIII students at SMPN 4 Siak Hulu TP. 2023/2024 consists of 14 classes and a total of 491 students. The sample in this study consisted of 72 students from class VIII. 3 (experimental class) and VIII. 4 (control class). Data collection techniques use test techniques using written tests in the form of post-tests in the form of multiple choice questions and non-test techniques using observation sheets of student learning activities. The data analysis technique for hypothesis testing uses difference test analysis (t-test) at a significance level of 5% by first carrying out prerequisite tests, including normality and homogeneity tests.
The results of the post-test cognitive ability of experimental class students obtained an average score of 68.15, and the control class scored 55.93. The difference in students' cognitive abilities significantly got a sig value. (p) is 0.000. The results of the cognitive ability post-test showed that the experimental class received better scores than the control class. There was a significant difference in applying the poster comment-based ADI learning model to cognitive learning outcomes. Furthermore, the results of observations of experimental class students' learning activities obtained an average percentage of 69.01% (first session) and 87.22% (last session). Meanwhile, the control class's average rate of student learning activities was 68.58% (first session) and 79.38% (last session). The difference in students' learning activities significantly obtained a sig value. (p) is 0.000. The observations of student learning activities showed that the experimental class got a better percentage than the control class. There was a significant difference in applying the poster comment-based ADI learning model to student learning activities. Based on the results of research and data analysis, the implementation of the ADI (Argument-Driven Inquiry) learning model integrated with poster comments has an influence on cognitive learning outcomes and student learning activities compared to using scientific learning.

Keywords: Argument-Driven Inquiry, Poster Comment, Cognitive Learning Outcomes, Student Learning Activities

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Ketersediaan

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Judul Seri

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No. Panggil

2110247624

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan IPA., 2024

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Indonesia

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2110247624

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Jaka

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