PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH DAN KETAHANMALANGAN TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI DAN PEMAHAMAN KONSEP FISIKA (Studi Eksperimen Pada Siswa SMA Negeri 1 Tabanan) - Nyoman Wardana (Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 2012)
ABSTRAK   Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran berbasis masalah dan ketahanmalangan siswa terhadap kemampuan berpikir tingkat tinggi dan pemahaman konsep fisika. Bentuk penelitian yang dilakukan adalah ”quasi experiment” dengan disain faktorial 2 x 2. Variabel bebas dalam penelitian ini adalah model pembelajaran  berbasis masalah yang diberikan pada kelas eksperimen dan model pembelajaran langsung yang diberikan pada kelas kontrol. Ketahanmalangan siswa berperan sebagai variabel moderator yaitu: ketahanmalangan siswa tinggi dan ketahanmalangan  siswa rendah. Sebagai variabel terikat digunakan kemampuan berpikir tingkat tinggi dan pemahaman konsep fisika siswa. Instrumen berupa tes ketahanmalangan digunakan untuk mengukur ketahanmalangan siswa, tes kemampuan berpikir tingkat tinggi untuk mengukur kemampuan berpikir siswa, dan tes pemahaman konsep fisika untuk mengukur prestasi belajar siswa. Sampel penelitian melibatkan 3 (tiga) kelas yang diambil secara acak (random sampling). Analisis data menggunakan Multivariate Analysis of Variance dan uji Tukey untuk pengujian hipotesis. Berdasarkan hasil analisis data diperoleh beberapa hal sebagai berikut. Pertama, terdapat perbedaan kemampuan berpikir tingkat tinggi dan pemahaman konsep fisika antara kelompok siswa yang mengikuti model pembelajaran  berbasis masalah dan siswa yang mengikuti model pembelajaran langsung (F = 4,37 ; p < 0,05). Kedua, terdapat pengaruh interaksi model pembelajaran dan ketahanmalangan terhadap kemampuan berpikir tingkat tnggi dan pemahaman konsep fisika (F = 28,74 ;  p < 0,05). Ketiga, terdapat perbedaan kemampuan berpikir tingkat tinggi dan pemahaman konsep fisika bagi siswa yang ketahanmalangan tinggi antara siswa yang mengikuti pembelajaran berbasis masalah dan pembelajaran langsung (Qhitung = 9,04 > Qtabel (0,05;24) = 2,92). Keempat, terdapat perbedaan kemampuan berpikir tingkat tinggi dan pemahaman konsep fisika bagi siswa yang memiliki ketahanmalangan rendah antara siswa yang mengikuti pembelajaran berbasis masala dan pembelajaran langsung (Qhitung = 8,16 > Qtabel (0,05;24) = 2,92). Dengan demikian, dapat disimpulkan bahwa model pembelajaran dan ketahanmalangan siswa dapat mempengaruhi kemampuan berpikir tingkat tinggi dan pemahaman konsep fisika siswa kelas X SMA Negeri 1 Tabanan.   Kata kunci : Model Pembelajaran, Ketahanmalangan, Kemampuan Berpikir Tingkat  Tinggi, Pemahaman Konsep Fisika.     THE EFFECT OF PROBLEM-BASED INSTRUCTIONAL MODEL AND ADVERSITY QUOTIENT UPON HIGH LEVEL THINKING ABILITY AND UNDERSTANDING OF PHYSIC CONCEPTS ( An Experimental Study of the Student of SMA Negeri 1 Tabanan ) ABSTRACT     This study aimed at finding out the effect of implementation of problem-based instructional model and student adversity quotient upon high level thinking ability and understanding of physics concepts. This study used a 2x2 factorial quasi-experimental design. There was an independent variabel in this study, i.e., problem-based instructional model which was assigned to the experimental group and direct instructional which was assigned to control group. Student adversity quotient serverd as a moderator variable, which was differentiated into high student adversity quotient and low student adversity quotient. The study used high level thinking ability and understanding of physics concepts as dependent variabels. This study used a adversity quotient test to measure the students’ adversity quotient and a high level thinking ability test to measure the students’ thinking ability and a test on understanding of physics concepts to measure the students’ learning achievement. This study used 3 classes as the sampel which was selected by random sampling. The data were analyzed by multivariate analysis of variance and Tukey test to test the hypothesis. On the basis of the data analysis the following could be obtained. First, there was a difference in high thinking ability and understanding of physics concepts between the students who were taught by problem-based instructional model and the students who were taught by direct instructional model ((F = 4.37; p < 0.05). Second, there was an effect of interaction between instructional model and adversity quotient upon high level thinking ability and understanding of physics concepts (F =28.74 ; p < 0.05). Third, there was a difference in high level thinking ability and understanding of physics concepts for the students with a high adversity quotient level between the students who were taught by problem-based instruction and those who were taught by direct instruction (Qcalculate = 9.04 > Qtable(0.05;24) = 2.92). Fourth, there was a difference in high level thinking ability and understanding of physics concepts for students with a low adversity quotient level between the students who were taught by problem-based instruction and those who were taught by direct instruction (Qcaculate = 8.16 > Qtable(0.05;24) = 2.92). Hence it can be concluded that instructional model and students adversity quotient can influence high level thinking ability and understanding of physics concepts among the students of class X at SMA Negeri 1 Tabanan.   Key words: Instructional model, adversity quotient, high level thinking ability, understanding of physics concepts.